In the Fuchs et al. article (The Blurring of Special Education . . .), the authors present the following as a concern with the "NCLB" perspective of RtI

In the article by Fuchs et al., the authors articulate several concerns regarding the No Child Left Behind (NCLB) perspective on Response to Intervention (RtI). One of the primary concerns is that the NCLB framework emphasizes standardized testing as a means of measuring student performance. This can lead to a narrow focus on test scores rather than on comprehensive educational development.

Furthermore, the authors argue that the rigid structures of NCLB can undermine the flexibility that RtI needs to effectively address individual student needs. By tying school performance to test results, teachers may feel pressured to teach to the test rather than implementing the personalized and diverse instructional strategies that RtI advocates.

The authors also highlight the risk of misidentifying students with learning disabilities, as the NCLB approach may prioritize the achievement of all students meeting certain benchmarks, potentially neglecting those who require specialized support. This concern is particularly relevant for students with unique learning challenges, for whom the RtI model was designed to provide early intervention and support.

In summary, Fuchs et al. caution that the NCLB perspective on RtI could lead to detrimental consequences for both the effectiveness of interventions and the equitable treatment of students with learning difficulties.