NCLB's Poison Pill
This week marked the fourth anniversary of the No Child Left Behind Act, which was enacted with broad bipartisan support even though neither attentive conservatives nor liberals liked it very much at the time -- both for good reasons notwithstanding the enthusiasm of our DLC friends. Discussion this week over NCLB's impact has proceeded along predictable lines, with evidence remaining far from conclusive about the usual measures of overall student performance and so forth. It's only been four years. But nonetheless I'm going to declare one clear victor: the conservative movement.
The reason is that NCLB set in place an accountability regime that, in essence, requires states to tell their citizens that much of the public school system is failing --and almost inexorably getting worse by the year. That's a gift beyond the wildest dreams of even Milton Friedman and other libertarian voucher supporters.
The word "failing" does not appear in the Act itself, but journalists invariably invoke it for schools that the law deems to "need improvement." That transposition seems reasonable since NCLB encourages parents to take their kids out of such schools. The "need improvement"/"failing" judgments apply to any school in which even one subgroup of students -- low income, English-language learners, the disabled, etc. -- fail to meet uniform, state-determined benchmarks for proficiency and adequate-yearly progress required of NCLB. For the 2005-6 school year, according to this report from the National Education Association (trash them if you like, but they are just reporting numbers that don't make their membership look particularly good) 25.8 percent of all schools "failed." The number of schools that failed for two or more years has doubled.since 2003-4.
One of the main sources of the problem with NCLB is that schools aren't necessarily rewarded if their students make progress from one year to the next. Rather, they are judged by benchmarks unrelated to their own past performance. This Times story from last week demonstrates the injustice of that approach from the standpoint of a school principal, notwithstanding Eduwonk's somewhat overheated response to coverage of what is clearly a fundamental flaw in the law.
NCLB requires states to ratchet up their testing benchmarks so that by 2014, they meet a 100 percent proficiency level - across all schools and for every group within each school. If that ever were to happen, almost regardless of what standards states used, the depiction of the public school system as a near uniform failure from coast to coast would be a direct outgrowth of federal law. Not because the system is, or would be, a failure. But because the accountability regime was rigged to set the schools up as having failed.
Look, some state-level innovations with testing and standards seem to have born fruit, according to studies by liberal researchers like Martin Carnoy. Inducing schools, mainly with sticks, to demonstrate that their students are performing better over time on tests is a strategy that seems to have a positive impact (though by no means a panacea). But NCLB's overly rigid, ham-handed approach creates all kinds of perverse incentives for states and schools to water-down their curriculums (and tests) and shed children who struggle on exams, as Virginia law professor James Ryan has argued, while further discouraging good teachers from working in schools with low-income students.
But the only unequivocal bottom line of NCLB so far is that by characterizing such a large -- and inexorably growing -- segment of the public school system as a failure, the support that has sustained it throughout the nation's history is in danger.
The existence of these alternative routes (one promising one not) is offset by a problem created by the very improvement I praise (improvements can still create problems). The measuring of subgroups across grades creates a situation where there are "numerous opportunities to fail and but one way to pass." This wouldn't bother me except that each opportunity to fail includes a small random probability tht you will measure as failing when you really pass (i.e. statistical misidentifications) and perverse incentives. Here I mean that schools that are in the margin of error will get more resources from districts than schools at the bottom of the heap in an effort to improve their overall rate.
THe problem is that you solve this problem by moving your bar lower (increasing certainty that a failure is a failure), making the tests lots longer (increasing their accuracy) or reducing the number of subgroups (lowering probabilities of misidentification. Each of these solutions would improve upon the accuracy of the current system, but they, of course pose problems of their own. Two steps forward one step back.
A problem that should be discussed is whether the Bush remediations -- public school choice and supplemental tutoring by a combination of school districts and for profits are working. A second problem is whether the Bush menu of sanctions (charterization etc) will help.
A final problem is the inexorable goal that all children will be proficient in reading and math etc by 2013. I believe all children can learn, but I don't neccessarily believe that all children can meet New York or Texas standards in 2013 or 2030 or 2075. And this doesn't mean I think the achievement gap is intractable etc. Remember that kids diagnosed with learning disabilities, behavioral disorders etc are included in the pool. I suspect that special ed will be a big topic of discussion on this.
January 13, 2006 3:40 PM | Reply | Permalink
My grandson didn't score as high this year as he did last year on the benchmark test. His school said that he had done as well, but the grading had changed.
We have a large, wealthy property tax base in our area and lots of generous people that donate a lot of money, so our schools don't want for anything.
We have serious and dedicated teachers too.
Part of the problem with children learning is there are so many more interesting things to do. They have ball games, TV, ipods and computer games that are engrossing.
When I went to school, lessons were the most interesting thing to do, except recess. At that time, there wasn't much on TV for us, except on Saturday. Sometimes the whole family would watch certain shows together through the week at night.
Even then, we had time after each lesson to get our lessons in school for the next day. Some teachers had you to do it the last period of school. I can't see why they are piling so much homework on children today.
My grandson is very bright but it is hard to get him to do his homework. He has too many other, more interesting things to do. He just needs to be told something once and he learns it.
Not all children will be intellectuals and they shouldn't be terrorized by a lot of school work. Some keep them out of sports if they don't do well in school. That seems cruel.
I have noticed that a lot of children who start school at the beginning of their fifth year don't usually do as well as those who are almost 6 when they start. In our state you have to be 5 by October, the last I knew. Those who were six after that have to wait and are almost a year older. There are exception to every rule. Some 5 year olds do very well, but they are usually from families that have taught them a lot and are very interested in their school work.
I read a long time ago that Russia didn't start their children to school until they were six.
January 13, 2006 5:58 PM | Reply | Permalink
The ancients could see gods, monsters, and much more in the stars but first they had to look. Masses of people became educated when books began getting printed and people read them. Now most children learn to read on a very basic level and don't go further because they are not interested. TV and video games are too exciting for them to turn away and pick up a book. Discussion doesn't happen because the screen dominates the room. The arguments against tv have become cliches and therefore no longer brought up even though they are largely true. The schools are not so much the problem as is the child they get and have to try to educate. They, the children, cannot be forced to learn and they won't learn if all their curiosity is satisfied by a chase scene on the tube. We don't want to call our children dumb but we raise them in a way that makes many of them functionaly morons even if they do get trained in some basic skill. Then we encourge them to vote. Is it any wonder that we have a semi literate person with a narrow misguided world view as president and millions think he is just what is needed.
January 13, 2006 5:59 PM | Reply | Permalink
What we are reaping right now is the years and years of neglecting public education in favor of big tax breaks.
No Child Left Behind forces teachers, not to educate, but to "teach for the test" and turn out little parrots.
But even teaching for the test is not going to help anything if the student and/or his parents are not turned on to what's happening.
The best thing that could happen to public education is for politicians and editorial critics to get the hell out of the way.
January 13, 2006 6:02 PM | Reply | Permalink
Excuse my grammar in my post above. There is an exception to every rule is what I meant to write.
It may be better to have the first year of school be for learning to color and play together rather than teaching them so much.
My grandson is in 6th grade. I can't believe the complicated math he brings home. He can handle it, but I wonder about the ones who are overwhelmed.
January 13, 2006 6:04 PM | Reply | Permalink
It may be that this is part of the GOP's larger plan, which is to privatize our entire public education system, and dispense with the Department of Education. I have wondered if school vouchers were also a part of that 'vision.' If you create the situations that will obsolete our current schools, you might be well on that path.
See the Texas state GOP platform statement:
http://www.texasgop.org/site/DocServer/RPTPlatform2004.pdf?docID= 121
Frightening to know TX is the heart of those currently in power. (Interesting to note, however, that they have toned it down from two years ago.)
Aside: I particularily love this example of compassionate conservatism:
"The Party supports legislation that would make it a felony to issue a marriage license to a same sex couple and for any civil official to perform a marriage ceremony for any same-sex couple."
A felony. They want to make it a serious crime.
But I digress from the topic.
January 14, 2006 3:06 AM | Reply | Permalink
Early exposure to parental/tutorial nurture can often do more to instill learning & foster character than can the exposure to the most sophisticated set of teaching instructions and techniques. So I believe that the emphasis should be on placing individuals that exhibit nurturing traits. When I think of No Child Left Behind, I think of the many kids, who were left behind because they were rebellious: generally known as the troublemakers. In some sense, I am biased to find gifts in them that conformists neglect.
January 14, 2006 7:49 AM | Reply | Permalink
The implicit assumption in the entire educational "reform" movement is to blame the schools and teachers.
What do you do when a child in not doing well and the parents refused to come in to talk with the teacher about lack of progress?
What do you do when the child has serious emotional problems and the parents refused to take the child for treatment?
What do you do when the school districts are gerrymandered in such a way that some receive twice the funding of others in the region? This is the consequence of using the local property base to fund the schools.
What do you do about the resegregation of schools that has taken place in much of the country over the past 20 years? Read Jonathan Kozol for a description of the trend.
The fact is that most parents think school is "good enough". If they didn't there would be more action outside of the inner cities. Kids get taught the important things in life, how to be consumers and how to obey authority. Critical thinking is always a danger to the status quo.
It says something that Houston which used fraudulent data to show educational progress is now leading the way on another initiative. Incentives for teachers and principals as a reward for teaching to the test.
Watch while the Chinese and Indians clean our clocks over the next several decades. They already produce more engineers.
January 14, 2006 11:06 AM | Reply | Permalink
I would say that you are correct for the most part. Republicans, as we all know, despise large bureaucratic operations funded by the Federal Government. As a consequence of this belief, Democrats rejoice in pointing out how Republicans are failing our nation's youth. Such an assertion, of course, is made without acknowledging the belief by which most Republicans subscribe. This belief, as it were, revolves around the idea that a large "one size fits all" Federal program cannot possibly hope to meet the needs of all America's students. Indeed, there are many truths in this belief. NCLB, for example, has been stoned by Democrats as being grossly underfunded by the Bush Administration. Yet, even with sufficient funding, how could anyone ever realistically expect both inner city urban children to receive a comparable education to wealthy suburban children. What Republicans want is for each individual state to better assess their own specific needs with regard to child advancement, teacher issues, etc. With the ASSISTANCE of the Federal Government, problems can be dealt with at the most local level possible; which is a founding principle of Democratic Government (although such a notion has seemingly been long forgotten). We can continue to debate the strengths or weaknesses of NCLB, but in the end, it comes down to the fact that one large, umbrella policy can never succeed at meeting the needs of everyone. How can one law be expected to quench the needs of children in urban Brooklyn AND rural Wyoming? The answer is simple. It can't and won't.
January 14, 2006 4:06 PM | Reply | Permalink
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