Academic achievement: How it is perceived by the insiders in a school labeled as failing under No Child Left Behind

Academic achievement has been equated with test scores under the provisions of the No Child Left Behind Act of 2001 (NCLB) with its requirements for testing to measure adequate yearly progress. By the government's accountability standards, the high school where I am principal is considered a failing school. Our scores on those NCLB mandated, high-stakes tests in reading and mathematics have caused our students to be labeled as low achievers. Our high school is located on the urban fringe of a large city, and our student population is predominately minority. The disparity between our test scores and those of our wealthier, non-minority neighboring school districts has been referred to as the educational gap. This racial difference in school performance has been the topic of many studies. A review of the related literature reveals that the intersection of many factors—both tangible (resources, schools) and intangible (attitudes, expectations, self-concepts)—has contributed to our achievement level and our current label as a failing school. Some of the foremost reasons set forth in the literature for this so-called educational gap are racism, social factors (culture, class), innate ability, low teacher expectancy, and self-efficacy. But lacking in the literature is the perspective of the insiders of a so-called failing school. This study, through qualitative research questions addressed to students and teachers, will examine the insiders' perception of achievement in their school. How is achievement seen through the eyes of the students and teachers in a school deemed failing based on government-mandated testing measurements? Do the insiders correlate their achievement to test scores? By examining how achievement is perceived by the insiders in the school, this study aims to identify measures to improve student motivation and to develop ways to improve the teaching and learning in our school. In the process, the goal is to take steps towards losing the underachieving label that has been attached to our students and school based on past performance on standardized tests.