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NCLB Results Match Promise?
Teachers Report Mixed Results in Poll
(Alexandria, VA – October 12, 2004) –
What's really going on with the new federal legislation entitled
No Child Left Behind? The American Association of Family &
Consumer Sciences (AAFCS) wanted to know. So, AAFCS asked
its teacher-members in a new Poll.
Directed at AAFCS members who teach family and consumer sciences
(FCS) in middle and secondary schools, the Poll sought to
examine their experiences with and opinions of NCLB.
“We wanted to know if family and consumer sciences
classes contribute to core academic skills of students, as
called for in the No Child Left Behind initiative,”
said Jim Moran, President of AAFCS. “According to the
poll responses, the answer is a resounding ‘yes’
and FCS teachers seem to be reinforcing their emphasis on
writing, reading, math and study skills while teaching critical
life skills.”
“Family and consumer sciences classes have always utilized
an integrative approach,” continued Moran, “by
incorporating reading, writing, math and science into a practical
approach to teaching critical life skills. The life skills,
of course, include financial literacy, healthy eating and
nutrition, parenting and child development, family relations,
home environment, and nonviolent conflict resolution—all
of the very essential tools every student needs to become
a responsible adult.”
The AAFCS Teacher Opinion Poll, one of the first attempts
to sample the opinions of those individuals directly involved
with implementing NCLB in the classroom, was distributed to
2,084 AAFCS teacher-members across the U.S. with access to
e-mail and 11.1 percent responded. The 231 teachers responding
to the Opinion Poll reported teaching 51,373 students in the
2003-2004 school year and that almost 40 percent of those
students were boys.
While 46 percent of the teachers reported class sizes about
the same as the 2002-2003, 38 percent indicated an increase
in the number of students enrolled in their classes. Slightly
over 15 percent reported class size was lower in 2003-2004
than the previous year.
FCS teachers in secondary schools reported that almost all
of their students have clear plans and objectives for their
future, with 95% of the teachers reporting that their students
plan to ‘seek more education through professional/technical
school or college/university.’
Some of the key questions posed in the Poll were:
- What is the content taught in your class(es)?
- Was your 2003-04 enrollment higher, lower
or the same as last year?
- What are your students planning after high
school?
- Were you teaching the NCLB core subjects
prior to the Act becoming law?
- Since implementation of NCLB, have you
made adjustments to the curriculum?
- Have test scores or student performance
improved since NCLB was enacted?
Do you think NCLB has enhanced or will enhance the education
of the children in America?
More than 57 percent of the respondents reported that all
their schools’ Family and Consumer Sciences life skills
material was being taught currently by them. In a breakdown
of the specific courses, 35 percent reported teaching Food
related topics, 34 percent Child Development material, 20
percent Clothing focused material and 14 percent reported
teaching Personal Finance.
Comments on NCLB
In a confirmation of their focus on the core subjects called
for in NCLB, over 98 percent of the respondents to the AAFCS
Poll indicated they were already teaching and reinforcing
the core subjects (reading, writing, math and science) prior
to the enactment of NCLB.
And, 52 percent said they have made adjustments, which included
additional applications for the core subjects.
“I have my students keep various types of journals
in each of my classes and I grade them weekly or monthly to
help improve writing skills. Math has always been used in
each of my classes, however, now I include problem solving
on their exams. And, I make sure that in each class I point
out how science is used. We are doing a lot of applied sciences,
“ said one of the AAFCS teachers responding to the Poll.
Another teacher commented on the types of adjustments they
had made in their classroom by stating, “I am focusing
on life skills more. Such as: keeping and balancing a check
book, using credit cards and debit cards responsibly, consumerism
in relation to buying houses, cars, etc. I’ve added
‘Baby Think It Over’ with a family responsibility
focus. I have continued the balanced nutrition portion of
the program, but with a twist. We focus on sports nutrition,
fad dieting, healthy grains, our labs focus on international
and Americana cuisine. I also require all students to think
globally by performing community service every school term.”
A third respondent commented on the relationship between
the core subjects and the FCS life skills education by saying,
“The skills we teach are VITAL to the success of all
my students. We teach students HOW to use the content material
they learn from their core subjects along with family and
consumer sciences content material as well. We pull both together
to show them how and why they need both.”
Slightly more than 68 percent of the teachers indicated test
scores or student performance did not improve in their classes
since NCLB was implemented, while almost 32 percent felt they’d
seen improvement.
Similar findings were reported for the question, “Do
you think NCLB has enhanced or will enhance the education
of children in America?” Of the teachers responding,
62 percent said they did not think NCLB had enhanced or would
enhance the education of American children and, slightly more
than 37 percent reported a positive response to the question.
Teachers also reported difficulties in satisfying NCLB standards
for learning disabled children. For example, one said, “I
work with a primarily special education, Mild, Learning Disabled
and autistic population. It is good to push for improvements
but the goals for special students with low IQ's are unrealistic.
Also their test scores should not interfere with the scores
of the entire school. Mentally disabled students who read
at 1st and 2nd grade levels will never pass exit exams. Life
skills, social skills, and job skills are what this population
needs instead of Pre Algebra.”
About AAFCS and Obtaining Quotes/Interviews
Founded in 1909, AAFCS is the only not-for-profit 501 (c)(3)
organization dedicated to bringing people together to improve
the lives of individuals, families, and communities. AAFCS’
more than 10,000 members are elementary, secondary, and post-secondary
educators, researchers, and administrators, cooperative extension
educators, and other professionals in business and industry,
not-for-profit organizations, and government. These professionals
develop, integrate, and provide practical knowledge about
life skills—dietetics and nutrition, financial literacy;
child care and parenting; conflict resolution; consumer education;
safe and secure housing and environment; and apparel and textiles.
For complete results and Quotes, please contact Linda Wilson
using the Media Contact information at the top of the Release.
Interviews with AAFCS teachers may be arranged through Linda
Wilson or her staff.
For more information on AAFCS' activities, view our Electronic
Press Kit.
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