A recent report released by the Center on Education Policy reveals that almost 50% of school districts in the country are reducing the amount of time spent on subjects like science, history, and art in order to prioritize math and reading tests required by the No Child Left Behind Act. The report, which surveyed 349 districts from across the nation, found that 44% of them were cutting back on other subjects to focus on math and reading. These reductions were significant, amounting to around 141 minutes per week across all subjects, or nearly 30 minutes per day.
By highlighting the decrease in instructional time for non-core subjects, the report supports the arguments of critics who believe that the emphasis on math and reading in the No Child Left Behind Act has come at the expense of other subjects. It also reinforces the idea that the law should include tests in science, social studies, and other disciplines.
Gerald F. Wheeler, the executive director of the National Science Teachers Association, agrees with the findings of the report and believes that science should be incorporated into the accountability system of the No Child Left Behind Act. He argues that schools should allocate dedicated time for science education. Under the new regulations of the No Child Left Behind Act, states are now required to test students in science three times before they graduate from high school. While states have the option to use these scores for accountability purposes, it is not mandatory.
According to Theodore K. Rabb, the board chairman of the National Council for History Education, exposure to subjects like history can help students develop critical thinking skills that are essential for success in mathematics and reading. However, some individuals believe that it is necessary for schools to place a strong emphasis on reading and math, particularly in the early grades. Sandra Stotsky, an education professor at the University of Arkansas, points out that literacy and numeracy skills are fundamental, as they lay the groundwork for learning other subjects like science.
This report echoes similar findings from a previous study conducted by the Center on Education Policy in March 2006, which revealed that many districts were increasing instructional time for math and reading at the elementary level, sometimes at the expense of other subjects.
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