I'm writing a short paper on the effectiveness of NCLB, and I'm wondering how working teachers feel about it. I'm using mostly peer reviewed sources, but I can probably work in a few quotes too; I'm really just curious at this point. For my part, I feel that in many places it has caused a tragic decrease in the amount of instructional time given to science. It would be so much more beneficial to integrate reading and math into science (as I do in my class; even though the standards don't leave me much room to shoe horn in math, I do it anyway). At the school I taught at, administrators (well, the one that counted as far as my job) disliked my reading assignments (that were all chosen to support my standards based content! for example, a short Nat Geo for Kids article on crystal caves at the end of our mineral unit summed up all of our vocabulary and let me add on a mini measurement review/lab activity) and wanted me to focus only on state exam drilling and review. As a science teacher, I feel that a lot of the pressures from NCLB (rightly or not) lead to mixed messages. On the one hand, you have the NSTA, researchers, common sense, and even administrators cheering on the move towards inquiry based education, then on the other you have the same administrators bemoaning class time that could be used for exam practice instead. On the one hand, clearly we do need some standardized way to measure kid's progress, especially at the earliest grades so kids who need extra help are identified as early as possible, but on the other, I worry at the impact all the focus on standardized testing has and will have. I know that in many districts, NCLB support and mandates have helped boost reading and math, but is this real progress or somewhat artificial? And I REALLY worry what will happen with science education. As it is, reports about science performance are already dismal. Earth Magazine (put out by the American Geophysical Union) recently ran an article that quoted that 2009 NAEP report (put out by the DOE) as saying that by 12th grade, 40% of students aren't considered to have basic science knowledge. In many cases, standards are REALLY low. My department gave our kids a practice exam the first week of school, and at least half the kids pass it just based on their prior knowledge. Sorry this turned out so long. My perspective is obviously as a high school science teacher, so I am really curious how those of you who are more affected by NCLB on a daily basis feel about it. If you don't mind my using a quote in my paper, make up a fake name for me to use and tell me the level/subject that you teach. Thanks!