From high-stakes testing to heightened federal accountability, the No Child Left Behind Act brought myriad changes to American classrooms. According to two new studies by the University of Dayton’s Meredith Wronowski, it also had significant unintended impacts on teacher perceptions – including increased feelings of stress and demoralization – and workplace turnover.

Wronowski joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings, and offers some key takeaways for policymakers, teachers, and school leaders hoping to chart a different course in the Every Student Succeeds Act era.

Featured research: Wronowski, Meredith, and Angela Urick. “Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States.” Educational Policy, (May 2019). 

Wronowski, M. L., & Urick, A. (2018). “Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB.” Education Policy Analysis Archives, 27(86).