No Child Left Behind or Every Child Left Behind?

No Child Left Behind was one of the first laws that President G.W. Bush pressed for after his election in 2002. This is a reenactment of the Elementary and Secondary Education Act originated by President Lyndon Johnson. As part of this act, each state determines how they will measure the progress annually towards the goal of 100% of students on grade level by the year 2014. (U.S. Department of Education, 2008).

The name Annual Yearly Progress came from the goal of student achievement that each school and district works towards reaching until a 100% on grade level is obtained in the year 2014.

No Child Left Behind was a bipartisan act that was supported by President Bush and Senator Ted Kennedy. President Bush and Senator Kennedy express to a group in Congress January 8, 2002,

“As of this hour”, said the president, “America’s schools will be on a new path of reform, and a new path of results.” Sen. Edward Kennedy, D-Mass., shared the president’s enthusiasm. “This is a defining issue about the future of our nation and about the future of democracy, the future of liberty, and the future of the United States in leading the free world,” the legislative icon had proclaimed on the Senate floor. “No piece of legislation will have a greater impact or influence on that. (Rudalevige, 2003)”

They did not understand what a firestorm was created that day. The underlying premise of this legislation was to create accountability from states that have taken money from the federal government over the years and had not shown any marked improvement in their educational outcomes.

Andrew Rudalevige, from the Department of Political Science of Dickinson University, wrote in a white paper, ACCOUNTABILITY AND AVOIDANCE IN THE BUSH EDUCATION PLAN:

THE ‘NO CHILD LEFT BEHIND ACT OF 2001, about the new requirements that states have to meet in order to receive money for education. These changes would move the control of education from the communities and the states to the federal government. Rudalevige explains,

No Child Left Behind imposes new federal requirements for annual testing of students in grades three through eight while sanctioning districts and schools whose student populations as a whole or even in part did not meet specific measures of “annual yearly progress” on those tests. These mandates mark an important expansion of federal authority over states and local schools, which pay for more than ninety percent of education costs in the United States (Rudalevige, 2003, p. 4).

No more would the education of children reflect the values and goals of the state or community but now would be dictated by federal government. This is another move towards the nationalizing of our country through education.

Annual Yearly Progress is an accountability system that each state develops “based on academic standards and assessments that includes achievement of all students. Includes sanctions and rewards to hold all public schools accountable for student achievement” (National Title I Directors' Conference , 2003).

In theory, accountability for all students should be a valid response that should not have issues with for compliance. The problem lies in the goal of 100% of students achieving at grade level. This is an unattainable goal when the make up of the student population is taken into account.

The American Federation of Teachers in a policy brief July 2004, states,

The adequate yearly progress (AYP) formula does not give schools sufficient credit for improvements in student achievement. Its implementation does not allow schools to present valid and reliable evidence of student progress and the mandated interventions for schools not making AYP are not based on scientific research and are sometimes punitive rather than constructive; (AFT Teachers Union, 2004).

Annual Yearly Progress is a black and white vehicle with no gray area for those who are not able to achieve at a regular pace in school. There are provisions for students with severe disabilities but not for those students who have gaps in their ability to learn. Annual Yearly Progress makes no concession for these students or means for this group to show progress.

Some call No Child Left Behind and its Annual Yearly Progress a time bomb waiting to explode. The question is what is going to happen to the states whose schools have so many of the children who are just below grade level that they can’t in any universe meet the 2014 mandate?

The Quandary

President Obama on his website says,

Obama and Biden believe teachers should not be forced to spend the academic year preparing students to fill in bubbles on standardized tests. He will improve the assessments used to track student progress to measure readiness for college and the workplace and improve student learning in a timely, individualized manner. Obama and Biden will also improve NCLB's accountability system so that we are supporting schools that need improvement, rather than punishing them (Obama for America).

Obama could have been elected on this stance alone. People are disillusioned with No Child Left Behind. The cost to states in educational testing alone has taken away from the revenue that could provide resources for classrooms. The time element, as President Obama notes, of teachers preparing students by teaching them to find answers in a test booklet and bubble them onto an answer sheet could have been spent remediating skills that students have not acquired. Every school now teaches to the test until after the mandated assessment has been given then real teaching takes place. The pressure is a trickle down effect from Superintendents to Principals then to teachers who try not to pass it on to students.

President Bush in his last policy address states in an article, Bush Calls for Resolve on NCLB Renewal, by Alyson Klein that Congress should stay the course on No Child Left Behind. He believes this is his eight-year legacy. Others would believe it was his eight-year folly. The article continues to report that Conservative members of President Bush’s party have not approved of the “over reaching of federal authority” (Klein, 2009).

The No Child Left Behind Law was to be renewed in 2007 but legislatures have not been able to come up with a compromise that they can agree. Pressure from constituents is another aspect that has kept it from going forward.

As an educator, I would be pleased if states took back the responsibility for education. Having a set of standards for each grade level is a good product of the law. If the test were truly valid and reliable, testing on the standards would not be a hindrance to education. In fact, if the testing was about the individual student, not a measure of the school, No Child Left Behind would reach its goals.

References

AFT Teachers Union. (2004, July). NCLB: Its Problems, Its Promise . Retrieved January 10, 2009, from AFT Teachers Policy Brief: http://www.aft.org/pubs-reports/downloads/teachers/PolicyBrief18.pdf

Klein, A. (2009, January 8). Bush Calls for Resolve on NCLB Renewal. Retrieved January 11, 2009, from Education Weekly: http://www.edweek.org/ew/articles/2009/01/08/18nclb.h28.html

National Title I Directors' Conference . (2003). No Child Left Behind, Accountability and Adequate Yearly Progress (AYP). Retrieved January 10, 2009, from Ed Gov.: http://www.ed.gov/admins/lead/account/ayp203/edlite-index.html

Obama for America. (n.d.). Education . Retrieved January 10, 2009, from Obama Biden: http://www.barackobama.com/issues/education/

Rudalevige, A. (2003). The Politics of No Child Left Behind. Retrieved January 10, 2009, from Hoover Institute : http://www.hoover.org/publications/ednext/3346601.html

U.S. Department of Education. (2008, December 16). No Child Left Behind Questions and Answers. Retrieved January 9, 2009, from Ed Gov: http://answers.ed.gov/cgi-bin/education.cfg/php/enduser/popup_adp.php?p_sid=biCz1Gli&p_lva=&p_li=&p_faqid=4&p_created=1095255813&p_sp=cF9zcmNoPSZwX3NvcnRfYnk9JnBfZ3JpZHNvcnQ9JnBfcm93X2NudD0xMTUmcF9wcm9kcz0mcF9jYXRzPSZwX3B2PSZwX2N2PSZwX3BhZ2U9MQ**

The Ten Big Problems with Education

1. No Child Left Behind-follow the money in that one to Texas-enough said.
2. Federal Government wanting "say" in outcomes of education when they provide less than 30% of the money.
3. Too many special interests in the curriculum pool. Leave writing curriculum to the expert not agenda pushers.
4. No discipline in the schools-again too many special interest that want a feel good environment.
5. The lack of teaching basics. Most students who graduate from high school can’t keep a checkbook!
6. Low expectations-when did an “A” become 90-100?
7. Too much paper work for teachers besides their lesson plans. They are record keepers not teachers these days.
8. Inclusion-children with special needs should have a great class of their own with the BEST teachers!
9. Social justice……this has brought NO justice to anyone.
10. Neighborhood schools-what was wrong with going to school with the kids you play with everyday?

What It Is for those who just came to the party

Hi Folks,

If you received this blog, you are invited to share your thoughts on what public education is now and will be in the future. This started as an assignment in a masters level course and has continued because I think educators need to begin talking to each other. The more we discuss what the future of education should look like the better we, as a group, can create the vision.

I have set this blog up so you can add your comments directly to the page and if you are not on the email update list, we can add you. Please contribute your thoughts and views, don't hold back!

Response from Dr. Gerry Bedore

Hi Deb,

I fail to see where we disagree. A system of checks and balances, the education system, is a good thing. It has taken everything that we have gone through to get where we are at. In addition, the American system of education has changed the world. It is an amazing system. The challenge being faced today is the rate of change in our society relative to the rate of change in the system of education. I see it as a matter of keeping the pressure on the system through competitive forces and getting leaders into education that bring new ways of thinking to the table. It is happening.

As far as a chicken or egg thing; technology and education feed on one another nicely. Education gets more exciting everyday.


Dr. G

Hi Dr.G,

There is a lot that we agree on especially the isolation of students from the real world for education. How can education be relevant if it is all hyperbole? This does not help students prepare for their career life.

Another point where we agree is every student should be an "A" student. When we use the intelligences developed by Gardner to convey information to students they have a better opportunity to gain mastery. I try to use the major intelligences in my classes through centers to reinforce what I am teaching. This way students can find a station or two that hits their learning style and gives them an entree into understanding. My third grade has all "A"s so far this grading period except on student has a "B". This was a surprise when I reviewed their grades but hopefully it means they have learned the material.

Here is where we are at different points. I think the discoveries of new methodology would not have come about unless we had moved from an Industrial Age to a Digital Age. It is like the chicken and the egg. Which came first? Respectfully, I think computers came first and methodologies followed. Does this matter at the end of the day? No. When science began looking at computer logic the spill over into the brain and human logic began.

Thanks for your viewpoint and addition to this blog. The dialogue is great!

Response to post

Hi Deb,

In response to your question,

"Here is the question I hope you will weigh in on, what do you consider your best item of technology in the world of teaching or your world period?

To be honest, the greatest tools for me in teaching today have little to do with technology. The greatest changes in learning today come from the advances in learning methodologies. Understanding how people learn and supporting the success of every learner in an inclusive process that says, "if done right, every student in every class can be an "A" student" is what I focus on. The idea that it is ok for someone to fail is not OK in my world.

I hear it all the time, "Not everyone can have an "A" in your class, this is grade inflation!" To this my response is," if every student is not an "A" student, then I have not done my job or the learning process needs adjusted."

I know that this concept may seem abstract and that the mindset of those that have gone before me will say that I am simply wrong. The industrial age is gone and we do have the learning methodologies to ensure the success of every student. This is my focus with the doctoral students I work with and in working with my colleagues. We cannot allow the mindset and processes of the past to position our society for failure in a new world. It is my goal to change the way America thinks about learning.

Have you ever asked, "Why does a student need to declare a major when entering college?"
or
"Why are courses set up on a semester or quarterly basis?"
or
"Why are students required to go to a school house that is isolated from society to be taught?"
or
"Why does the American society view teachers and schools the way they do? Example; A teacher is paid $24,000.00 a year to teach our children!" Huh!

In my world, the whole picture is wrong. I do not have time to do a white paper on this right now but I can tell you that the evidence for supporting the need to do things differently is overwhelming. No technology is going to change this. This is a people thing.

If you are looking for one technology that I believe has had most impact on education today, it would be the Internet followed by email.

Dr. G

Welcome to Technology in Teaching

Technology has brought teaching into a new dimension. I remember when an overhead projector was the newest and greatest piece of equipment for working in the classroom. No more chalk on the dusty blackboard, and being able to face your students while you taught-WOW what a concept! This remembrance is not that long ago.

Now we complain because there are only three computers in our classroom. The overhead sits in the corner or you try to pawn it off on another teacher who has not progressed into the world of computing.

Here is the question I hope you will weigh in on, what do you consider your best item of technology in the world of teaching or your world period?

Jump right in and after I have heard from you or in my next post I will share some of mine.