Sociology International Journal

Research Article Open Access

Looking at the no child left behind policy: the

implementers’ perspectives
Abstract Volume 6 Issue 5 - 2022

This qualitative-phenomenological research aimed to determine the perspectives of the

teacher-implementers about the No Child Left Behind Policy in Bato National High School. Aljane Mae D Rebusa, Lalyn R Refogio, Ariel
Participants of the study were three TLE teachers and five teachers from different courses. E San Jose
Participants were chosen through purposive sampling. Using the focus group discussions Department of Southern Philippines agribusiness and Marine
and in-depth interviews, the researchers found out that the teachers had positive and and Aquatic school of technology (SPAMAST), Institute of
negative perceptions of the policy; it aided low-performing and at-risk students. However, education graduate studies, Philippines
the participants indicated that students became dependent and lazy; also they mentioned
Correspondence: Ariel E San Jose, Department of Southern
that unprepared students passed; hence, the program was unfair. The school administration
Philippines agribusiness and Marine and Aquatic school of
needs to look into the teachers-implementers view on the NCLB for its improvement.
technology (SPAMAST), Institute of education graduate studies,
Digos campus, Matti, Digos city, Philippines, Tel +639292830856,
Keywords: NCLB of 2010, teachers, child, implementation, intervention, perception
Email

Received: September 09, 2022 | Published:September 21,

2022

Introduction made it an order. Thus, the Bato National High School was a good
locale to conduct this study.
No Child Left Behind is a policy about education for all children.
This act was adopted by the Department of Education (DepEd) in the Several researches were already conducted about the No Child
Philippines. However, despite of endeavor to educate all children, Left Behind. Branhart5 focused on students with disabilities and
statistics show that the International Test Standard results consistently how the policy is being catered to by academic institutions. Dee and
show Filipino students lagging way behind practically everybody Jacob8 dealt with how the new accountability systems developed in
else in the world.1 In addition, due to the magnitude of the act, the response to NCLB influenced students’ achievement, school finances,
pressure on teachers has increased to immeasurable proportions.2 and measures of schools and teachers’ practices. Conversely, Meier9
Further, evidence shows that the act has not only negatively affected blatantly concluded that the NCLB was not a promising program
perceptions of teachers’ cooperation but positively affected feelings for the public school system. While Giroux and Schmidt10 said that
of classroom control.3 NCLB brought unprecedented challenges which concerned more with
the imperatives of the marketplace.
The significance behind the No Child Left Behind is to guarantee
the protection of a child’s fundamental right to quality education. This This study was conducted to explore the views of the local
act seeks to promote compulsory education for children of compulsory implementers of the NCLB based on their experiences. The results
school age, providing only for restricted exceptional education, of the study may serve as an assessment that could give essential
guiding government units, especially at the level of Barangay, to be insights to the Department of Education for possible improvement of
directly engaged in controlling the education of the children under the implementing guidelines of the NCLB.
their jurisdiction, and the Department of Education will provide the
required curriculum for the development of compulsory education.4 Objectives of the study
Barnhart5 considers the No Child Left Behind as a powerful, sweeping, This study aimed to explore the views of the teacher-implementers
and controversial law that addressed many aspects of public education. of the No Child Left Behind Policy of the Department of Education.
The Philippines government’s most significant legacy to its people Specifically, this study was conducted:
is to provide them with quality education. Hence, the No Child 1) To describe the implementation of the No Child Left Behind
Left Behind Act of 2010.4 It is an act that ensures every Filipino’s Policy.
constitutional right to quality education is realized. It is proclaimed
a state policy to safeguard and encourage citizens’ right to quality 2) To determine the teachers’ views on the implementation of the
education and to take adequate measures to make such education No Child Left Behind Policy.
available to all.6 Moreover, this act provides financial assistance to 3) To determine the significant experiences of the teachers-
local educational agencies serving areas with high concentrations implementers which are worth sharing with others.
of children from low-income families to expand and improve their
educational programs.7 The act allows every Filipino child a chance Scope and limitation of the study
to be schooled.6
This involved study selected teachers who were teaching for at
In the mapping conducted among the teachers of Bato National least five years at Bato National High School, Davao del Sur. These
High School, Davao del Sur, The Philippines, the researchers found teachers were implementers of the NCLB Policy. Due to the limited
out that they were already fully aware of the No Child Left Behind number of participants in this study, the results could not generalize
Policy of the Philippine government. They reiterated that they needed the entire teachers-implementers of the NCLB. Future researchers
to implement the policy because the Department of Education had

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©2022 Rebusa et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which
permits unrestricted use, distribution, and build upon your work non-commercially.
 Copyright:
Looking at the no child left behind policy: the implementers’ perspectives ©2022 Rebusa et al. 252

may conduct another research using the quantitative method to by choosing their pseudonyms. Then, the eight teachers were divided
corroborate or challenge the findings of this study. into four focus groups. Each focus group was interviewed separately.
This was done to maintain consistency and partiality of the answers.
Methodology
Finally was the analysis of information. The recorded information
Research design gathered from the focus groups was transcribed and given to a data
analyst for analysis.
This study used the qualitative-phenomenology approach.
Marshall and Rossman11 mentioned that qualitative research is Results and discussion
typically used for social sciences-related studies in the realization of
the natural world that depend on multifaceted reasoning. Brinkman12 The findings of the study were based on the gathered information
said that qualitative is appropriate if the study describes personal from the Focus Group Discussions (FGD). The frequency of responses
confessions, opinions, narratives, and reflections of individuals; of the teachers was considered General if it obtained 50% and above;
and San Jose and Mortos13 pointed out that qualitative is used Typical if it garnered 21% and above but not more than 49%; while
when the study looked into the participants’ suggestions. Moreover, Variant if it obtained less than 20%. Unlike quantitative analysis, the
phenomenology is commonly used when researchers wanted to find thematic analysis may formulate several themes from one objective of
out about participants’ encounters and insights;14 listened to personal the study. Hence, there may have more themes than the objectives of
anecdotes;15 determined the important meaning of the experience the study (Table 1).
;16,17 explored the individuals’ view of their environments;18 and Table 1 Thematic analysis and core ideas of the NCLB
investigated the worth of the experienced of individuals.19 This
qualitative phenomenology was appropriate to this study because it Frequency of
explored the teachers-implementers’ personal views concerning the Theme Core ideas
response
implementation of the No Child Left Behind Policy. Procedures in the
visiting the family of
Additionally, the Focus Group Discussion (FGD) was used to gather implementation of General
students
NCLB
essential information from the teacher-implementers. The teacher-
implementers were grouped into four. Each group was composed of conducting interventions
Typical
through remediation
two members. Powell et al.20 pointed out that an FGD should only
compose of chosen individuals who can provide comments, opinions, monitoring the progress
and views, from their personal experiences, about the topic under of students
investigation. All study participants in this study were given chance School improvements
General
changing the image of
to time speak and enter-act with the other focus group members and brought by NCLB the school
with the researchers. decreasing the number
of dropouts
Research instrument
Variant increasing enrollees
A researcher-made and validated interview guide questions were
giving extra help to
used to obtain the essential information from the teachers. The The benefits of NCLB Typical
struggling learners
questions were based on the objectives of the study. DBM and San
Jose13 mentioned that interview guide questions were usually utilized Challenges of NCLB adding burdens to the
General
implementation teachers
in a focus group to ‘cull information’ pertinent to the study.
causing dependency on
Research participants the part of the students

The participants of this study were eight purposely selected Typical students procrastinate
teachers from Bato National High School, Davao del Sur. These Variant
unprepared students are
teachers were chosen because they were implementers of the NCLB passed
for more than five years. They already experiences in dealing with measuring teacher’s
Relevant experiences Typical
students and they knew the NCLB. patience
giving students a chance
Gathering of information    
to continue
First was asking permission. The researchers visited Bato National Source: Information analyzed by the data analyst.
High School and asked permission from the school principal, as well
as from the teachers to conduct a study on NCLB. Procedures in the implementation of NCLB
The second was the formulation of research questions. The All participants mentioned that they visited those students who
researchers formulated interview-guide questions. Three main had low academic performances. They talked to the parents to inquire
questions were formulated and each main question had probe about the problem of their child. On the other hand, other teachers
questions. The questions were given to three expert validators for face conducted interventions for struggling learners. They conducted
and internal validity. The evaluation obtained a rating of 4.0 which modular lessons, attendance monitoring, and bilingual teaching.
had a verbal description of very good. Further, teachers also strictly monitored the progress of each student.
The third was the conduct of a Focus Group Discussion. Before Kilgore21 mentioned that a home visit is one way to bridge the
the conduct of the interviews, the researchers observed the interview gap between the school and home for students, families, and teachers.
protocols. Also, the participants were asked to sign the informed On the other hand, Dela Rosa22 pointed out that it is also a way for
consent. Moreover, the teachers were asked to hide their identities the teacher to visit the student’s home in the hope of increasing

Citation: Rebusa AMD, Refogio LR, Jose AES. Looking at the no child left behind policy: the implementers’ perspectives. Sociol Int J. 2022;6(5):251‒254.
DOI: 10.15406/sij.2022.06.00295
 Copyright:
Looking at the no child left behind policy: the implementers’ perspectives ©2022 Rebusa et al. 253

connections between school staff and students in their community. struggling students pass because they wanted to inflate graduation. He
Further, the Department of Education is mandating that all public high reiterated that NCLB has an honorable intention but in the long run,
schools should organize and provide remedial instruction programs to it leaves students unprepared for the modern workplace. The National
increase the chances that all their students complete high school with Taipei Teachers College6 observed that much of teachers’ time is given
sufficient mastery of its coverage.23 Likewise, Wright and Wright24 to those students who were less motivated and less able. According to
reiterated that No Child Left Behind requires that each child and each Wong,33 the NCLB results in fewer students failing.
group of children (broken out by race, income level, special education
status, and English proficiency) have their progress measured every Considerations on significant experiences
year and the results will be reported to parents for each child and to Typically, the teachers mentioned that they extended their patience
the public for each group. and perseverance in the implementation of the NCLB, especially for
those slow and lazy students so that they could make difference in
School improvement brought by NCLB
their students’ lives. Moreover, the teachers gave students a chance
It was very evident that NCLB changed the image of the school. to continue with their studies by letting them comply with the
The number of dropouts decreased, and the school personnel became activities that they missed. The teachers also said that reaching out
understandable, considerate, and patient in reaching out to students to their struggling students made them feel relevant to the lives of
who belonged to Student-At-Risk of Dropping Out (SARDO). their students. Hence, despite the challenges they encountered, they
Unfortunately, the teachers felt that the quality of education decreased remained faithful to their oath, to help students achieve their own
because the level of learning competency was lowered to cater to goals and successes.
the struggling students. Variantly, few participants observed that Teaching is one of the most complicated jobs today. It demands
the number of enrollees every school year increased due to the broad knowledge of the subject matter, curriculum, and standards;
implementation of the NCLB. enthusiasm, a caring attitude, and a love of learning; knowledge
The No Child Left Behind law has brought sweeping changes of discipline and classroom management techniques; and a desire
to schools in an attempt to increase the number of students getting to make a difference in the lives of young people. With all these
tutoring.25 NCLB also increased the average school district expenditure qualities required, it’s no wonder that it’s hard to find great teachers.34
by nearly $600 per student. It also supports standards-based education Furthermore, a good teacher will possess this understanding, and be
reform to set high standards and establish goals to improve education.26 willing to take the time to reach those students who don’t display
Ginicola27 stated that the re-authorization of NCLB should provide strong aptitudes in certain subjects. Such a level of concern for the
incentives or rewards for schools that meet process and product goals. students is an attribute only achieved if a teacher is patient.35 Kelly36
Moreover, Timbal28 averred that the number of dropouts was lower in said that students’ success should be a teacher’s number one priority.
past years, while various groups maintained that one student forced to For some students, success will be getting a good grade. For others,
quit is one too many. it might mean increased involvement in class. Teachers can help all
students attain their full potential, regardless of the way they measure
Typically, the teachers mentioned that they gave extra help to those success.
students who had a low academic performance. Constant monitoring
of the student’s academic performance was observed. Since NCLB Summary and conclusion
became law, every region has upgraded its monitoring of academic Summary
performance.29 In addition, teachers needed opportunities to sit down
with their coordinators and altogether look at the student data such as The main objectives of the study were to explore the views of
results of standardized tests, grades, teacher reports, and student work the teachers-implementors of the No Child Left Behind Policy in
to determine the students who needed additional support, and what Bato National High School, Davao del Sur. Based on the analysis
exactly they needed.30 and interpretations of the data gathered, the following findings were
drawn thematically. The implementation of No Child Left Behind
Complication of NCLB implementation (NCLB), brought changes to the school. In terms of the numbers of
enrollees, every school year the enrollees increased and the number of
Generally, the teachers mentioned that the NCLB added a burden
dropouts decreased due to its goal of zero dropouts. The school itself
and gave additional tasks to them. They also said that they needed
provided interventions to every student who had low performance
to exert extra effort; hence, their time for family was shortened.
or the called Student’s at Risk of Dropping Out (SARDO) such as
Moreover, some teachers observed that the NCLB made the students
home visitation, the teacher visited the parents to inquire about the
dependent on them. Students procrastinate and were overconfident
student’s problem; modular lesson; remediation; bilingual teaching;
that they would pass even if they would not participate in class. On
and regularly monitoring the student’s progress. The teachers’ views
the other hand, a few teachers also said that the students would still
about the No Child Left Behind were that it added a burden to them.
pass the subject even if they did not deserve to get a passing mark.
They also considered it an additional task. In addition, the more
Despite the promising concept of the NCLB, it also has its considerations and interventions they provided the more the students
loopholes. Its top priority is to emphasize struggling students; however, became dependent. Students were confident that they could pass and
these same students show a lack of interest in schooling despite the move to the next level even if they were unprepared. The significance
offer of a positive school climate. Mertler found that NCLB is having of teachers’ experience was that they needed to extend more of their
negative impacts on instructional and curricular practices, including patience in handling the struggling students. Teachers hold on to their
higher levels of stress for teachers. The pressure of NCLB adversely oath of helping each student despite the challenges they encountered.37
affected teachers’ morale.
Conclusion
Holbein and Ladd31 pointed out that the NCLB pressures students
to show up at school. For Bell and Meinelt32 the NCLB left students The No Child Left Behind policy is about education for all.
lazy and unprepared for college. Aleph said that the teachers let the This law cates to those students who are at risk of dropping from

Citation: Rebusa AMD, Refogio LR, Jose AES. Looking at the no child left behind policy: the implementers’ perspectives. Sociol Int J. 2022;6(5):251‒254.
DOI: 10.15406/sij.2022.06.00295
 Copyright:
Looking at the no child left behind policy: the implementers’ perspectives ©2022 Rebusa et al. 254

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Citation: Rebusa AMD, Refogio LR, Jose AES. Looking at the no child left behind policy: the implementers’ perspectives. Sociol Int J. 2022;6(5):251‒254.
DOI: 10.15406/sij.2022.06.00295