NCLB

[Susan Harman <susanharman@igc.org>]

> Many elements of the reforms have produced encouraging progress for 
> young children in public schools across the nation
NAEP says there has been no progress since NCLB; in fact, we may have 
regressed because of it.
> Across the country, schools are poring over student data to identify 
> weaknesses in instruction and to improve teaching and learning.
There is NO instructionally useful information in test scores. What 
schools are looking for is ways to get rid of low-scoring students. And 
they are succeeding.
> The positive changes are evident in the National Assessment of 
> Educational Progress, better known as "The Nation's Report Card." The 
> improvements are still modest, but they're noticeable, particularly 
> among students who formerly were low achievers. We're beginning to see 
> a narrowing of the achievement gap between white students and other 
> students.
Not a word of this is true. Are you naive or stupid enough to believe 
one word out of a Bushie mouth? Read anything by Stephen Krashen.
> The act doesn't do enough to support teachers
The act is driving decent teachers out of schools. On a recent tour of 
CA, meeting with teachers, we heard them say, "Id rather stick sharp 
pencils in my eyes than teach under NCLB" and "I feel like a 
concentration camp guard".
> It fails to deal with the dropout crisis
NCLB and exit exams have exacerbated the dropout crisis to catastrophic 
proportions.
> It's disgraceful that President Bush has failed to include adequate 
> funding for school reform in his education budgets.
Our joke is, Whats the one good thing about NCLB? Its underfunded.
Just blame the whole mess on Bush and call for repeal NOW. We know how 
to evaluate children, and we know how to evaluate schools. One 
instrument does not do both. Look to Nebraska and FairTest.
Susan for
CalCARE

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