Re: A request for assistance

[aburke5054@aol.com]

We should always be alert to arguments?that NCLB works against interests of schools that are somehow independent of the interests of the children within them.? I'm sure that some people are genuinely confused about that, if they uncritically accept propaganda distributed on lists such as this one, but others advance this argument for demagogic ends.


Posing the problem as "one group can cause an entire school to fail" inverts the logic of NCLB and works against the interests of children in many ways.? In the first place, it makes perfect sense to improve schools if one group of students has fallen behind other groups and that notion is in fact foundational to NCLB.? In the second place, children can be members of more than one group -- a child can be a member of a minority group, new to English, in special-ed, and economically-disadvantaged -- but not all the groups a child is a member of necessarily count for accountability purposes because of the games around minimum groups sizes and other dodges.? My point is that a school that "failed because of only one group" may need help on more fronts than first appears, so it makes sense to work to improve the school in wide areas and to parcel services to children more widely, not more narrowly.

Art

-----Original Message-----
From: GERALD BRACEY <gbracey1@verizon.net>ou
To: arn-l@interversity.org
Sent: Fri, 22 Jun 2007 9:49 am
Subject: Re: [arn-l] A request for assistance









One thing I have heard discussed a lot is to have any sanctions apply only 
to the groups that don't make AYP.  This would seem to have an impact on 
both morale and achievement.  As it stands now, one group can cause an 
entire school to fail.  This likely doesn't make them the most popular kids 
on campus.  Second, it seems to me that it would lead to more focused 
attention on groups needing attention.?
?

I suppose it wouldn't be too hard to arrange for some students in groups 
making AYP to also receive, say, SES.  That is, suppose SOME low income 
students in "successful" groups had scores lower than the average score for 
unsuccessful groups.  Maybe they would be eligible for tutoring.?
?

Just an idea.?
?

Jerry?
?

?

----- Original Message ----- 
From: "Kenneth Bernstein" <kber@earthlink.net>?

To: <arn-l@interversity.org>?

Sent: Friday, June 22, 2007 10:57 AM?

Subject: [arn-l] A request for assistance?
?


> some of you may receive this message multiple times, as I am posting it to 
> multiple lists.?

>?

> I work with a number of Congressional staffers dealing with education and 
> with reauthorization of NCLB.  One just passed on a request to me that is 
> a bit beyond my competence, and I am looking for assistance.  Below my 
> name is the contents of the request.?

>?

> You can send responses back on-list or directly to me at 
> kber@earthlink.net?

>?

> thanks?

>?

> teacherken aka ken bernstein?

> -----?

>?

> are there any particular reports to look at?

> or people to talk to specifically about the sanctions and policy changes?

> to the sanctions?  I know a lot of folks are talking about flipping the?

> transfer and tutoring options, but I am interested in ways to promote?

> more state and local flexibility.?

>?

> For example, if one were to change the statute to allow a school?

> identified for improvement to pick the transfer out option, SES, or an?

> 'other' option, how detailed should the 'other' option be defined.?

> What?

> sorts of things should a school have to prove in order to be able to use?

> this 'other' option.  Obviously, whatever they want to do, whether it is?

> class size reduction, or something else, should be research-based and?

> have some evidence to indicate that it would actually close the?

> achievement gap, but what are some of the other criteria a school should?

> have to meet in order to get this sort of flexibility under Section?

> 1116.?

>?

> Kenneth J. Bernstein?

> ?


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