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March 30, 2006
Flunking Quality Education
The New York Times reports that, for the first time, the No Child Left Behind law has been used by a state board of education (in Maryland) to take over failing schools (in Baltimore). Journalism being what it is today, the story focuses first and foremost on Republican vs. Democratic political squabbles in the state and city -- and whether this action will be a harbinger for similar squabbles in other states.
Thus, a startling fact is presented in a context of politics: 27% of schools in the United States of America are failing the standards set by the law.
27%. More than 1 in 4. Failing.
Ever since the No Child Left Behind law was passed, many educators and others have worried that a maniacal focus on test results would cause schools to confuse test performance for real, quality education. No one argues against tests and standards. Rather, that once we make any metric the 'single answer' to all issues, much that is required to help kids learn how to think, read, evaluate and mature into folks who prosper and contribute to themselves, their families, their organizations and society gets lost.
Too much.
Consequently, my guess is that the 27% failure rate understates the crisis created by this single dimensioned law.
We need a . We need to establish that right and then demand that all involved in delivering against that right work together -- including asking kids themselves to get more involved in local education policy and affairs. In this regard, the Times article is typical: Not a single student is quoted.
