Mastery Learning: A Pedagogical Strategy in Support of No Child Left Behind Act

Library Herald Year : 2006, Volume : 44, Issue : 3 First page : ( 177) Last page : ( 183) Print ISSN : 0024-2292. Online ISSN : 0976-2469. Mastery Learning: A Pedagogical Strategy in Support of No Child Left Behind Act

Motamedi VAHID Kharazmi (Teacher Training) University, School of Psychology and Education, Mofateh Avenue, P.O. Box 15614, Tehran, Iran. Email: motamedi@saba.tmu.ac.ir

Abstract The No Child Left Behind (NCLB) Act of 2001 sets forth a requirement that all school districts must address the issue of student failure by assuring that all students reach a level of proficiency by the year 2013–14. It requires that schools take action that may require curriculum adjustments and/or changes as well as providing choice to leave a failing school to one that is meeting NCLB criteria. This article describes how mastery learning principles applied throughout the curriculum can support the NCLB legislation. Mastery learning has been a proven strategy to maximize students’ effort in achieving proficiency in learning. NCLB legislation is aimed at assuring that all children reach a level of proficiency in their learning. But the legislation does not determine how school districts can accomplish this task. The paper suggests that by implementing mastery learning principles each student can reach a level of proficiency and therefore will support effectiveness of NCLB legislation.