Visit the National Academies Press online and register for

Policies That Hinder Physical Education
Some policies have contributed to the substantial reduction in the 
opportunities for school-age children to be physically active, such as by 
shortening or eliminating physical education classes. These reductions can 
be attributed to budget cuts and increased pressure for schools to meet 
academic standards imposed by the federal government. 
No Child Left Behind Act
The No Child Left Behind Act of 2001 requires that states develop 
assessment and accountability measures to verify performance improve-
ments in the subject areas of reading and mathematics (P.L. No. 107-110, 
Section 115). Specifically, federal funding is now dependent on schools mak-
ing adequate progress in reading and mathematics. No Child Left Behind 
requires all public schools receiving federal funding to administer statewide 
standardized annual tests for all students. Schools that receive Title I fund-
ing through the Elementary and Secondary Education Act of 1965 must 
make adequate yearly progress in test scores (e.g., each year 5th graders 
must do better on standardized tests than the previous year’s 5th graders). 
If required improvements are not made, schools are penalized through 
decreased funding. If a school produces poor results for 2 consecutive years, 
improvement plans must be developed for the school. If a school does not 
make adequate progress for 5 consecutive years, a full restructuring of the 
school is mandated.
Under the act, physical education, music, and art are considered 
“nonessential” subjects and are not a main focus of the school learning 
environment. In response to the act, schools have devoted more time in the 
school day to instruction in reading and mathematics. Since the act was 
passed, 62 percent of elementary schools and 20 percent of middle schools 
have increased instructional time in reading/language arts and mathematics 
(Center on Education Policy, 2008). Unfortunately, 44 percent of school 
administrators reported that these increases in instructional time for read-
ing and mathematics were achieved at the expense of time devoted to physi-
cal education, recess, art, music, and other subjects (Center on Education 
Policy, 2007, 2008) (see Table 5-2).
The emphasis on high-stakes testing and pressure for academic achieve-
ment in the core subjects has had unintended consequences for other sub-
jects throughout the school day. In developing master schedules, school 
site administrators have been forced to make difficult decisions regarding 
the allotment of time for “nonessential” subjects. The average reduction in 
instructional time in these “nonessential” subjects has been 145 minutes per 
week. As discussed earlier, however, no evidence suggests that physical edu-
cation and physical activity have a negative effect on student achievement 

---

Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
238