How-to-Study Blog » no child left behind

National Math Scores Flat

admin — Thu, 15 Oct 2009 17:59:12 +0000

Math scores on the National Assessment of Educational Progress continue to remain sluggish. On the most recent test, just 39% of fourth graders and 34% of eighth graders scored at or above the proficient level. The distressing fact is that math achievement grew faster before No Child Left Behind than since this law was enacted. The score gaps between white and minority students show no signs of diminishing.

There are many factors that may account for the lack of progress. Whatever the factors, the sad truth is that many of our students’ math skills are not where they should be. Some may blame the economy, others may blame poor teaching. Whatever, this situation must be fixed if we are to compete in today’s increasingly technological world.

How About the Gifted?

admin — Fri, 28 Aug 2009 19:26:20 +0000

A recent study by the Center on Education Policy indicated that No Child Left Behind is raising the performance of low-achieving children. Surprisingly, the study further indicated that the performance of high-achieving children has risen as well. This is an unexpected result since No Child Left Behind provides no incentives for schools to accelerate the progress of high-achieving students.

However, in a New York Times column (8/28/09), Tom Loveless and Michael Petrilli cited several flaws in the study. They concluded that low-achieving students are indeed making significant gains, but that high-achieving students have been making much smaller gains. Indeed, their gains have been no greater than those before the enactment of No Child Left Behind.

Since the beginning of No Child Left Behind, many educators have expressed concern that some students would be left behind – the gifted. We applaud the heartening results for low-achieving students. What can we do to attain similar gains at the other end of the achievement curve?

Turning Around Failing Schools

admin — Tue, 02 Jun 2009 21:30:59 +0000

Under No Child Left Behind, 6,000 failing schools have been identified. Yet, in the vast majority of cases, state and local authorities have done nothing about them. In steps Arne Duncan, the new education secretary. Duncan hopes to get to a point where 1,000 failing schools are “turned around” each year. In a turn around, all teachers and staff at a school are dismissed, replacements are hired (dismissed teachers can reapply), and there is in effect, a newly constituted start. Because the federal government lacks the authority to do this, it is up to the states and local districts to do so.

Duncan’s own experience when head of Chicago’s public schools showed that turnarounds angered teachers, administrators, parents, and well as local politicians of course. There were also problems regarding teachers’ and staffs’ union contracts. Clearly, something has to be done about failing schools. Is Duncan’s approach the right approach? What do you think? Any suggestions?