Unfolding the Issues Behind the "No Child Left Behind Policy": Inputs to School Management
Keywords:
No child Left Behind, mass promotion, literacy rates, educational policy, qualitative research, competency - based promotion, thematic analysisAbstract
This study investigates the systemic implications of the "No Child Left Behind" (NCLB) policy for student literacy and numeracy in public elementary schools within the Schools Division of Bislig City, Caraga Region, Philippines. Driven by the critical performance deficits of Filipino learners on international standard assessments, the research explores the lived experiences of educators as they navigate the administrative tension between educational equity and pedagogical accountability. Using a qualitative, phenomenological research design grounded in the six-phase thematic analysis framework of Braun and Clarke, primary data were collected through focus group discussions and key informant interviews with a sample of twenty public school teachers and twenty school heads. Thematic analysis reveals that a systemic misinterpretation of the NCLB mandate has normalized mass promotion and established a "barely passing culture". This structural shift has contributed to a decline in student literacy and numeracy, created profound ethical and professional dilemmas for classroom teachers, and widened learning inequalities. Although schools have designed localized remedial programs, their execution remains inconsistent due to severe funding and resource constraints. The findings highlight the need for systemic educational reforms, including the adoption of competency-based promotion, the integration of alternative and formative assessments, increased institutional support for teachers, and collaborative policy governance.
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