The Education Wonks
I am often sad about the state of education. So much so that even though I am busy with my Uni appointment, the dissertation, and trying to finish my first novel, among other things, I decided to tutor children. I was hired by a private group that works with the NCLB initiative. When I went through their training, I was so disappointed in the material and the standards. They were only teaching to the FCAT. To me, the result of this is that children learn only what they need to learn to pass a test and that doesn't mean they really understand anything. Growing up, my exams were either oral or essay questions. No easy multiple choice and no standard testing. And I think you are right about parental responsibility. My parents were always commited to my education and sided with my teachers. I feel very lucky.
Ditto what Natalia said. The real tragedy of NCLB is we're gradually teaching everyone that one-shot multiple choice tests are valid measures of learning. I have no problem with tests being part of the assessment process but we seem to have given up on the idea that more complex, authentic measures have real value. What gets tested is what gets taught. Those who say, "Oh, that's an exaggeration. Schools aren't really turning into test factories" hasn't spent time in a school that isn't making AYP.
Question: How do you teach a retarded person at grade level?
Answer: You lower the grade level.
Result: Millions of ignorant children.
What is your definition of retarded in that example? Do you mean students with actual diagnosed mental disabilities, "just plain stupid" students, or average students who are not performing at grade level?
Mine is the same as the NEA's.
Not very many social clubs for the formerly mentally retarded are available.
I agree that NCLB needs better tests (and funding to pay for them).
I also would like to some way to make parents be better parents. But we (as the people) can't do that. Until bad parenting crosses the line into abuse I wouldn't support much government interference inside the family. I don't think many people would. So there's not a lot that the government can do about parents. (There are some things government can do, some from of tort liability would be nice. Fines for truancy and repeat behavioral problems seem appropriate. Teachers on the other hand get a paycheck from the government.
I agree that it's silly to expect a teacher to take a child with a horrible home life and inadequate preparation and bring them up to grade level. But that's the only knob the public has. Honestly I keep waiting for a 'failing' school to announce that they're going to assign grade level based on some assessment to help alleviate the problem. (I figure it’ll be a school with a lot of money to spend on lawyers.) But it makes sense, I don’t like NCLB but I don’t ling “Do Nothing” either. If the student can’t perform at the next grade level don’t send them on to learn new material.
NCLB should be repealed, thrown out, wiped off the books, whatever it takes. It's unbelievable arrogance on the part of President Bush and his advisors.
Everything that makes schools worthwhile places of engaged learning has been destroyed. The infrastructure to make changes in teaching, learning and leadership has been torn down at the local, state levels. Is it any wonder morale is abysmal and teachers are leaving Education in droves?
America has failed its schools by allowing Republicans to hold up charter schools for the elite as valid alternatives to public schools.
Thanks, EduWonks, for your writing!
Miguel Guhlin
http://www.mguhlin.net
Oh dear, oh dear. Better tests for NCLB? People believing that NCLB is the nation's educational savior and without it, there is only failure?
Any competent teacher is a far better predictor of a given student's ability and academic success than any single mandatory test or any group of mandatory tests. NCLB has indeed raised test scores, but only because teachers have had a few years to learn the tricks--and I literally mean tricks--necessary for their kids to pass the mandatory assessments. So our dogs (no, I'm not calling children dogs--it's an analogy) can perform a single trick better than before, but beyond that wonder, what have we accomplished?
Well, we've spent untold billions on the tests and all of the bureaucracy necessary to produce, grade and administer them. Try asking your state educrats just how much that costs. I suspect you'll find that the level of security around that sort of information would make the CIA green with envy. We've spent untold thousands of manhours doing nothing for (to?) our students but teaching to those tests. We've imposed idiotic and interminable procedures, practices and regulations on educators in the furtherance of passing those tests, not one of which is of value in actually teaching students anything beyond teaching to the tests! And we've chased away from the profession untold new and experienced teachers who, after discovering that they would not be able to actually teach, decided to do useful work. We've also further convinced students and parents that they have no responsibility whatsoever in the educational process. So don't tell me NCLB hasn't been valuable!
Hemingway said it best: "Never mistake motion for action." NCLB is motion personified.
NCLB is dead simply because it is associated with Bush. So the Democrats must erase at least the name.
The problem is what else will be done.
They may decide that a strong federal control of education is desireable (just not one Bush supported) and pass a renamed and super-improved version.
Or, they might condemn national contro altogether and please many in the educational establishment. This is unlikely because it makes the original seem an error and many Democrats voted for it.
The more likely outcome is a new program carefully watered down so as to be meaningless. This will let thousands of employees at federal, state, and local levels retain their jobs in administration. Yet nothing will be required in classrooms so teachers will be happier.
It may be that someday a truly fine educational program will come from Washington. But until Bush leaves office the agenda is to win the presidency. The merits or flaws of NCLB are of no concern.
This is the impression I'm getting: Public school classrooms are full of children unable to be taught to the low level set by NCLB. Teachers have to spend all their time trying to teach these mentally challenged kids how to pass the test. At the same time, teachers say that if they didn't have to teach to the test, they would be free to...what? Teach these same kids to a higher level? So, is the material on the test too difficult or too simple? Are good teachers really unable to work in material from the test into a well-rounded curriculum? It all sounds very contradictory to me.
So many teachers claim they cannot teach students who do not have involved parents or who have difficult backgrounds. While at the same time many teachers decry any attempt to give these same lost students any other choice but to attend their classrooms. Can you see how as a parent I'm not thrilled with the logic I see coming from teachers?
SLM - as teachers, we are told that multiple-choice testing is not the best way to measure a student's capabilities, and it doesn't present the material in a way that people encounter it in everyday life. Yet the NCLB exams are AFAIK almost entirely multiple choice because that's the easiest kind to score. So teachers must teach not only the material that's on the test, but also how to do well on a type of test that's not as familiar to the student.
What other options do you think students without involved parents or difficult backgrounds have? These are the students whose parents wouldn't bother to find out what sort of magnet school might best suit their child's needs. They don't even bother to let the school know when they move or change jobs or change phone numbers.
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