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August 29, 2006

Patience not a virtue when it comes to fixing NCLB

An editorial published by the Tribune Chronicle in Warren, Ohio, criticized the No Child Left Behind bill (H.R. 5709) introduced by Rep. Don Young, R-Alaska, to improve the law's accountability and address its unintended consequences. The editorial cited a disability group's opposition to the bill claiming that it would "allow high potential disabled students to perform at a lower level than non-disabled students."

Not wanting the facts to get in the way of a good story, the writer ignored that H.R. 5709 aims to have all students—including those with disabilities—reach 100 percent proficiency in English and math by 2014. What the bill would help avoid is setting arbitrary goals that have no real relationship to the student's individual needs. After all, the name of that other act is "Individuals with Disabilities Education Act," which calls for an individualized education program.

Perhaps the writer would actually like to read Young's bill? This will help. The writer also said Young's bill has "some Alaskan motivation that may not apply here (Ohio)," referring to the provisions in the bill that address the challenges faced by schools and districts with diverse student populations. That could hardly be considered an "Alaskan motivation" as many of our nation's urban schools—yes, even in Ohio—face the same challenges. See this.

Young's bill contains all 40 provisions recommended by NSBA based on inputs from local educators who are on the front line of school reform every day. Here's a reality check: 39 percent of Ohio's schools did not make AYP for 2005-06, up from 24 percent last year, and 417 of Ohio's 610 school districts missed AYP this year. On the other hand, state data showed that the majority of schools and school districts made progress over last year's peformance. Young's bill recognizes there are specific student groups that need extra help and will offer that help, but at the same time it credits students and schools that make significant progress toward meeting state proficiency.

The writer argued NCLB reform should be a "slow and patient process." In contrast, the Denver Post in this skeptical editorial about a proposed federal accountability regime for higher ed refers to "Education Secretary Margaret Spellings (who's been busy not fixing NCLB)" and refers to NCLB in its current state as "a sputtering mess." Why should kids in Ohio and Alaska and elsewhere live with the law's imperfections when we can improve it now?

Posted August 29, 2006 5:46 PM | No Child Left Behind

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