Re: nclb as vicious circle

[aburke5054@aol.com]

Do you really believe that, for example, the nation's civil rights 
establishment would unite behind a measure that is reducing schools to 
institutions "where children are viewed as objects," instruction is 
becoming an assembly line, and kids and teachers are cracking under the 
horrible strain of reading and math tests?  That is just too much to 
swallow.

There are legitimate concerns about NLCB, why continue to come out with 
these banana-wacky ones? Maybe you're just overwhelmed by the authority 
of a "senior fellow" with the Vermont Society for the Study of 
Education.

Art

-----Original Message-----
From: pwmjoy@earthlink.net <pwmjoy@earthlink.net>
To: arn-l <arn-l@interversity.org>
Sent: Thu, 10 Jul 2008 12:36 am
Subject: [arn-l] nclb as vicious circle

“The problem isn’t that schools aren’t improving test scores and 
meeting their
annual yearly improvement as defined by NCLB. The bigger concern should 
be that
schools have been reduced to institutions where children are viewed as 
objects
and instruction is relegated to a production-line state of mind. The 
result is
that schools, teachers and children are becoming more and more stressed 
out as
the testing demands increase. Instead of motivating a more humanistic 
approach
to instruction, which would actually encourage learning, schools are 
forced to
teach to improve test scores. This has a boomerang effect of creating 
an
environment where learning is=2
0more difficult and students are less 
successful.”
(from “NCLB and Education Today: Fighting an Uphill Battle” in The 
Rutland
Herald of May 7, 2008 by Alis Headlan, a senior fellow with the Vermont 
Society
for the Study of Education)


pwmjoy@earthlink.net
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