No Child Left Behind
The Richter-scale impact of No Child Left Behind (ESEA, 2001), the federal school reform law, is being felt by educators at all levels. As we come across fresh NCLB resources, we'll post them here.
FEELING
LEFT BEHIND? CATCH UP ON NCLB
"From the Capital to the Classroom: State and Federal Efforts to Implement
the No Child Left Behind Act," a report from the Center on Education Policy,
offers a "clear, non-partisan, and right on the money" analysis of NCLB.
The link above leads to the CEP homepage. In the page's left margin, you'll
find links to PDF and HTML versions of the report, a commentary, and a
press release which contends that "funding shortages coupled with federal
delays in issuing key guidelines threaten to derail the nation's ambitious
goal of improving the academic performance of every student and every
school...."
NCLB
AND MIDDLE GRADES LEADERS
The first issue of "Middle Matters Online," a new e-publication co-published
by NMSA and the National Association of Elementary School Principals,
includes this article for middle grades leaders, "Navigating Your Way
Through No Child Left Behind." As the author notes, NCLB will force change
in every middle-level school, but "complying with NCLB doesn't mean doing
away with middle-level reforms. The trick is to be aware of potential
areas of concern and their possible outcomes, and to start handling situations
now."
NCLB
— WHAT'S IN IT FOR PARENTS?
A new 30-page guide from Parent Leadership Associates takes a closer look
at how the new federal law requires schools and districts to involve parents
in the hard work of school improvement. Readers also learn about six leverage
points that parents and community members can use to ensure every child
receives a high-quality education. Order the guide at this page, where
you'll also find PDF links to six useful (and free) backgrounders, including
"What Must a Title I School Do To Promote Parent Involvement?" and "What
if Your Child's School Is 'In Need of Improvement?'" Parent Leadership
Associates is a consultant group working with communities and educators
interested in developing more active, informed parents.
LEAVE
NO CHILD BEHIND IN THE MIDDLE GRADES (PDF File)
What will far-reaching new federal education mandates mean for the middle
grades? In this analysis commissioned by the Edna McConnell Clark Foundation,
veteran federal education policy analyst Cindy Brown offers a Washington
insider's perspective on the No Child Left Behind Act of 2001. Brown notes
that the Act was passed by a large majority of Congress "who were clearly
fed up with the inadequate learning among the groups of students that
federal programs are most supposed to help." The willingness of state
and local school leaders to implement the spirit (not just the letter)
of the law will be key, Brown says, but she believes the "unwavering message
of seriousness of purpose" sent by the President, the Secretary of Education
and others signal the federal government's intention to vigorously enforce
the law's tough accountability requirements.
"HIGHLY
QUALIFIED TEACHER" TEST
Are you a "highly qualified teacher" as defined by No Child Left Behind?
Many middle grades teachers may not be. All teachers need to meet the
"highly qualified" criteria by the 2005-06 school year. Try this web-based
"highly qualified analyzer" at the National Education Association website
and find out where you stand.
Washington Post education writer Jay Mathews asked a dozen educators and advocates (including two middle grades teachers) who are critics of the No Child Left Behind approach to school improvement to briefly summarize their "better ideas." Their thought-provoking comments often point to the need to reduce school size, personalize education for students, and invest in teacher development with the ultimate goal of freeing teachers to make teaching and learning decisions. (May require one-time free registration.) NO CHILD LEFT?
In the interest of fair play and the First Amendment -- and because we are aware that there is growing "restlessness" about the downsides of the No Child Left Behind Act -- we share this link to a new website created by Jamie McKenzie, who is well known among education techies for his thoughtful approach to technology/curriculum integration. Dr. McKenzie's point of view is well summed up in this quote from the website: "NCLB - the new ESEA - needs to be drastically amended or repealed. Build the capacity of schools to improve first. Hold off high-stakes testing and transfers until later." NCLB ACTION GUIDE
The Public Education Network has developed an 84-pp. guide for community leaders, parents and educators on how to use the No Child Left Behind law to advocate for improved public education. The guide "cuts through education jargon and explains the law's new requirements for states, districts, and schools in clear terms." It prioritizes 10 major areas in the law where the public should concentrate its action. Download a PDF version at no cost. A HORSE CALLED NCLB
It may be a GOOD idea to change horses in mid-stream, if the horse is out of control. So says education writer Anne Lewis, Washington columnist for Phi Delta KAPPAN. "One particularly crazy horse -- test-based accountability under the No Child Left Behind (NCLB) Act -- is being ridden by advocates for poor children and guardians of 'rigorous standards'...as if it were a Kentucky Derby winner instead of a maniac steed bent on self-destruction." The early evidence, she says, indicates that NCLB is undermining many good state policies, fostering some bad ones, "and creating resentments that will not ease until better policies are developed and put in place." TESTING OUR SCHOOLS
These resources, developed to support a PBS "Frontline" documentary, explore No Child Left Behind, the challenge of meeting standards, and the ever-present questions: "Do higher test scores mean better schools?" and "How does increased testing affect teaching and learning?" THE TESTING TRAP
No Child Left Behind "utterly fails to understand the institutional realities of accountability in states, districts, and schools," says Harvard education researcher Richard Elmore. "In the history of federal education policy, the disconnect between policy and practice has never been so evident, nor so dangerous." (Harvard Magazine, Sept/Oct 2002.)
GUIDING
QUESTIONS FOR MIDDLE GRADES REFORM
Middle level educators, eager to create "true" middle schools, have often
leaped before they looked when it comes to school reform. As the pressures
of No Child Left Behind begin to be felt in the middle grades, school
reformer Hayes Mizell urges educators to "pause, take a deep breath, and
think" before they settle on the most effective approaches to meet NCLB's
proficiency benchmarks. Mizell offers eight guiding questions that can
help provoke discussion about a middle school's values, priorities and
practices.
"NO CHILD LEFT BEHIND" WEBSITE
You'll find lots of information (with an ED spin) about the new "No Child
Left Behind Act of 2001" at the official government website, including
an executive summary of the Act; a preliminary overview of programs &
changes; the text of the Act; the conference committee report; what the
Act means for your state, and more.
