Can you elaborate? The wiki says NCLB is "outcomes based education" which is further defined as "By the end of the educational experience, each student should have achieved the goal." You seem to be suggesting it's the opposite though?
If you redefine the goal to be "complete the educational system in a normal manner" and then pass everyone each year you have implemented outcomes based education. The outcome is that everyone is that each individual completes an education. What good it is remains to be seen.
Anecdotally teachers complained they were forced into a straight jacket. “To teach to the test.” In many troubled schools, the problems run deep. Absent parents, crime, drugs, abuse etc. Many teachers felt they better served children if they could teach in a manner of their choosing.
Page 95. “The limitations that resulted from the curricular requirements also affected the use
of classroom resources. In some cases, there appeared to be particular books, teaching
models, and other resources that were mandated in the curriculum. An observation
following a teacher interview illuminates the inability of teachers to include non-
prescribed resources: "She wanted to be able to use more chapter/trade books and it was
not possible because of all of the excerpts and mandates of basal instruction" (IA,
WSRSD, ES, Carey, FN, #8, p. 2). The teachers seemed to want greater curricular
control. While they indicated that they did have control over their instructional methods,
they appeared to be inhibited by the lack of authority and decision-making power with
regard to the curriculum.”
sidewndr46|10 days ago
CGMthrowaway|10 days ago
rawgabbit|10 days ago
https://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/04...
Page 95. “The limitations that resulted from the curricular requirements also affected the use of classroom resources. In some cases, there appeared to be particular books, teaching models, and other resources that were mandated in the curriculum. An observation following a teacher interview illuminates the inability of teachers to include non- prescribed resources: "She wanted to be able to use more chapter/trade books and it was not possible because of all of the excerpts and mandates of basal instruction" (IA, WSRSD, ES, Carey, FN, #8, p. 2). The teachers seemed to want greater curricular control. While they indicated that they did have control over their instructional methods, they appeared to be inhibited by the lack of authority and decision-making power with regard to the curriculum.”