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The study explores the effects through 23 Georgia teachers’ perspectives, showing how federal mandates create a relentless wave of pressures that leave educators overwhelmed and skeptical. 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Wakefield, Ed.D.  \nBerry College  \nAbstract  \nNo Child Left Behind (NCLB), Race to the Top (RT3) and the Every Student Succeeds Act (ESSA) have piled up federal mandates into a “perfect storm” for Georgia teachers. This study considers the impact of this storm through the eyes of 23 Georgia teachers. A tidal wave of federal mandates leaves teachers overwhelmed and skeptical about their future.  \nKeywords: : NCLB, RT3, Georgia Teachers, Classroom Change, Federal Mandates  \nAILACTE Journal 69  \nWakefield  \nDr. Larry Cuban, education historian, policymaker and professor at Stanford University, associated education reforms with weather cycles in The Inexorable Cycles of School Reform (2011). He stated,“Reforms, like weather fronts varying by seasons but similar across years, go through phases that become familiar if observers note historical patterns”(Cuban, 2011). Those with a few decades of public education under their belts have seen “reform”fronts blow through with every election cycle. During this study, a “perfect storm” hit and teachers were sent running for their umbrellas and boots.  \nThis particular cycle is remarkable because it comes on the heels of the collapse of the “No Child Left Behind”(NCLB) Act (U.S. Department of Education, 2001). States filed for U.S. Department of Education NCLB waivers because they could not meet the 100% pass rates on Annual Yearly Progress (AYP) by 2015. At the sametime, 18 Race to the Top (RT3) states and those with NCLB waivers—almost all states—were required to implement RT3 mandates (U.S. Department of Education, 2009) (Ravich, 2015). These mandates included a common core curriculum, computer-based common core testing and teacher evaluations based on student test scores. Thus, teachers coping with the NCLB “accountability”hurricane now faced an even greater storm of additional professional responsibilities associated with RT3. The “Every Student Succeeds” Act (ESSA) attempted to relieve RT3 pressures, but states are now too deeply invested to change directions (U.S. Department of Education, 2015). Furthermore, ESSA maintains NCLB’s unattainable pass rates for students.  \nTeachers are usually subjected to one or two substantial federal/ state mandates every three or four years. Gradual change is typically taken in stride. However, RT3 has multiple high stakes elements with the accompanying red tape. Andrea Gabor, in Schools Caught in Red Tape Generated by New Education Mandates (2013), describes how “reform” in Massachusetts may not only be pointless, but detrimental.“Bureaucratic obstacles in public schools could be limiting real progress and preventing the most effective reforms”(Gabor, 2013). As tensions grew, parents across  \n70 AILACTE Volume XIV Fall 2017  \nPerfect Storm Hits Georgia Schools  \nthe country increasingly refused testing and questioned the effectiveness oftest-centered education (Coulson, 2011; Hursh, 2008; Magil, 2015; Stouffer, 2015).  \nThe Story  \nThis “study” started without a research paradigm. In the fall of 2015, the author was awarded a sabbatical to reconnect with alumni and public education after decades as a professor. The plan was to shadow and talk with former students teaching in public schools located within a day’s driving distance. The pool of teachers came from a professional alumni group started in 2003, through a Bellsouth grant, to validate our teacher education charter.  \nWith only a vague idea of the pressures facing teachers in the fall of 2015, the author began visiting schools across north Georgia. Not expecting anything out of the ordinary, field notes were kept for personal reflection and future inclusion in courses taught. As visits progressed, it became clear something unusual and universal was happening. To tell the story of these teachers and their professional climate, the author backward engineered field notes into a research study.  \nThe “Perfect Storm”  \nA “perfect s","cbCaisWmlf8XFqy0","https://ap.wps.com/l/cbCaisWmlf8XFqy0","pdf",408337,33,"English","# Abstract\n# Perfect Storm Hits Georgia Schools\n## The Story\n## The “Perfect Storm”","[{\"question\":\"What federal policies created the “perfect storm” for Georgia teachers?\",\"answer\":\"No Child Left Behind (NCLB), Race to the Top (RT3), and the Every Student Succeeds Act (ESSA) are presented as accumulating mandates that intensified pressures on teachers.\"},{\"question\":\"How did RT3 change educators’ responsibilities and pressures?\",\"answer\":\"RT3 is described as requiring common core-related changes, computer-based testing aligned to that curriculum, and teacher evaluations tied to student test scores, increasing both oversight and additional duties.\"},{\"question\":\"Why is the “perfect storm” described as a collision of two fronts?\",\"answer\":\"The document explains it as two extreme pressure fronts colliding: historic education “best practices” versus federally and state-driven accountability and assessment-centered reform.\"}]","Perfect Storm Hits Georgia Schools - Teachers Overwhelmed | PDF",1792070215,83]