By KELLAN SARLES
In this country, almost any discussion of public education ultimately turns to “No Child Left Behind” (NCLB). Signed into law by President George W. Bush on January 8, 2002, NCLB has become the most sweeping reform of public education in nearly 40 years.
Proponents of the measure often refer to NCLB as the “centerpiece” of President Bush’s first-term agenda.
“No Child Left Behind” continues the legacy of Brown vs. Board of Education by prescribing a system that is inclusive, responsive, and fair to all children — regardless of economic, ethnic, or racial background.
To close the achievement gap between students and groups of students, the law requires that (1) instruction be based upon research-based strategies; (2) schools provide quality reading instruction; (3) parents be given alternatives to low-performing schools; and (4) schools, districts, and states be held accountable for all students’ learning. Under the law, all states must develop a test for measuring students’ progress.
Despite the law’s ambitious goals, parents and even educators struggle to understand the terminology. What makes a teacher Highly Qualified? What is a School of Choice? What does it mean when a school fails to meet Adequate Yearly Progress?
School administrators worry about where the money will come from to offer existing programs plus required supplemental services. Certainly the whole community reels when a local school fails to measure up to NCLB’s complicated standards of success.
American Education Week is, perhaps, an appropriate time to remind readers that county schools work hard to meet and exceed the standards of NCLB. Reading and math instruction receive tremendous attention.
Almost every field of work and study requires competency with numbers and language. Not surprisingly, these are the skills upon which schools are measured under “No Child Left Behind.” Nevertheless, Mercer County Schools takes a broader perspective on education and school success.
Children need more than reading and math, and our schools strive to deliver a curriculum broad enough to accommodate many interests and learning styles. It is true that a school that fails to meet Adequate Yearly Progress has at least one grade-level group of students that did not meet state reading or math goals. It is also true, however, that the school may be succeeding in many ways — both measurable and non-measurable.
To gauge the success of a school is to look at the whole organization — academics, arts, athletics, attendance and graduation rates, school climate, teacher-student ratio, and student/parent satisfaction — “No Child Left Behind” leaves out many markers of excellence!
Those markers are not hard to see, however. Local schools produce award-winning concert, jazz, and marching bands. Excellent vocal music ensembles represent Mercer County throughout the state and nation. Local students compete successfully in speech and drama events. Annual exhibits of student artwork reveal top notch visual art instruction. Many schools produce student-written newspapers, television programming, yearbooks, and anthologies.
While the standardized WESTEST measures students’ abilities in the four core subjects, NCLB looks at only reading and math scores to determine whether a school is making progress.
For accountability purposes, NCLB does not include social studies, science, health and physical education, foreign language, consumer science and parenting, business courses, Advanced Placement offerings, or vocational/technical education. NCLB rankings do not indicate how many students successfully transition to college or workplace.
They do not indicate participation in clubs or extra-curricular activities. NCLB reveals nothing about the “warmth” of a school or whether students feel safe, motivated, and respected there. It says little about creative or innovative approaches to learning. Whereas teachers of reading and math bear the burden of preparing students for the standardized WESTEST, they have the unquestionable assurance that their role is critical.
During American Education Week, Mercer County Schools would once again assert that every educator is crucial and valued. Producing well-rounded, educated individuals requires everyone’s energy and talent.
Fortunately, Mercer County has an abundant supply of both! To learn more about Mercer County Schools and American Education Week activities, please visit our website at http://boe.merc.k12.wv.us.
Kellan Sarles, a former high school English teacher, is now Information Specialist for Mercer County Schools.
