Abstract:
The purpose of this research was to examine how NCLB has impacted the instructional focus in Title I elementary schools and to examine what instructional methods are in place in these schools to prepare students for the Alabama Reading and Math Test. This case study was focused on Title I elementary schools that made AYP for 2 consecutive years, 2007-2008 and 2008-2009 and the perceptions of teachers with more than 6 years of experience. This case study included four Title I elementary schools and 12 elementary teachers who taught in these schools. Sources of data included interviews, observations and field notes, and documents. Data were examined from the schools, and themes that were organized to provide answers to the research questions. Results revealed that teachers spent more time on subjects that were tested on the ARMT and used a combination of research-based instructional methods and test preparation strategies to prepare students for the ARMT. Teachers perceived the results of the ARMT as being helpful in planning and a good indicator of school success, but it was not a reliable indicator of individual student learning.
