Jonathan Wang April 11 th , 2014 ___________________________________________________________________________________ In 2001, a bill proposed to close the achievement gap with accountabilit, !le"ibilit, and choice, so that no child is le!t behind# i passed through both houses o! $ongress with bipartisan support and was signed into law b %resident &ush' As that revealing description suggests, the law was the (o $hild )e!t &ehind Act' *his sounded !antastic, did it not+ (obod wants to see a child le!t behind, especiall not a politician' A!ter all, a child thriving academicall meant at least one happ parent at the voting booth' *he law passed with !ling colors, being voted ,-4 !or vs 4. against in the /ouse o! 0epresentatives ii and 11 !or vs - against in the 2enate iii ' $learl, this was a popular law' *he (o $hild )e!t &ehind Act, hence!orth re!erred to as the ($)&A or ($)& in this issue brie!, intended to accomplish its namesa3e goal mainl b increasing state accountabilit !or students4 academic pro!icienc through annual testing !or all students in grades ,5-# iv ' *hese tests were meant to e"amine the basic mathematical reasoning and reading comprehension s3ills o! students, while being designed in such a wa that the would not intellectuall discriminate against children a!!licted b povert, race, ethnicit, disabilit, 6or7 limited 8nglish pro!icienc#' v *his sounded wonder!ul and simple on paper as the ($)&A basicall promoted one idea9 the introduction o! new and improved standardi:ed testing' /owever, as it turns out, this would eventuall turn out to be a heavil misguided approach to the improvement o! education' ;ver the ne"t thirteen ears, up to the present da, the ($)&A would end up seeing increasingl poor results in the !ostering and maintaining o! nationwide education' 8"amining data and rhetoric concerning the ($)&A, it becomes painsta3ingl clear that the act is !undamentall bro3en, and that the American education sstem re<uires an alternative solution !or educational re!orm' Issues Concerning the NCLBA In general, it can be clearl be seen that the ($)&A has been largel ine!!ective in promoting academic achievement' *a3e, !or e"ample, the in!ormation seen in the image below, which was !ound in an annual report on ade<uate earl progress =A>%? b the $enter on 8ducation %olic' *his table shows a brea3down o! @2 schools based on whether or not the met their A>%, with !urther organi:ation o! the data arranged b state' *he !ull list was not included in order to conserve space' /owever, the main trend is abundantl clearA in the ear 2011, an entire decade a!ter the implementation o! the ($)&A, 4-B o! schools across the nation !ailed to show ade<uate earl progress#' As can be seen, this was determined !rom a sample o! nearl 12,000 schools, and nearl hal! o! those schools !ailed to meet e"pectations, despite the presence o! a law which literall ma3es it mandator to accomplish Cust that' According to the same report, 2011 mar3ed the capstone on a histor o! worsening academic progress since 200D, when the percentage o! schools which !ailed to ma3e A>% was onl at 21B' In addition, there is little to no evidence that the ($)&A is even meeting its main goal o! creating a !air and balanced educational sstem !or disadvantaged children' $onsider this graphic which shows the di!!erence between test scores o! A!rican American children and white children' As can clearl be seen, !rom 11E1 up to 11--, the gap between scores was shrin3ing dramaticall' *here was an e<uali:ing e!!ect running through the American education sstem' In !act, according to this data, it would seem li3e huge strides were being made in the blac3 communit, as blac3 children made a 20 point gain in average test scores, while white children saw little movement over all with regards to test scores' /ere, however, is data !rom post52001, in other words, post5($)&9 *he gap between racial test scores has stopped shrin3ing' In !act, it widened, as average scores !or white children went up about 10 points, while the test scores o! A!rican Americans have stagnated' *his is not indicative o! the balanced plaing !ield ($)& promised' I! anthing, it is proo! that something happened in modern times which sti!led the tremendous growth in A!rican American education which was witnessed during the previous three decades' *his sort o! evidence is littered everwhere one loo3s in the wa3e o! ($)&' *he act is renown !or being either ine!!ective or even detrimental to our educational sstem, and the damage it has caused is appallingl apparent' 8ven hardline conservative senator 0ic3 2antorum said that he regrets voting !or the law' vi (ow o! course, the act is not purel terrible' 2ome technical bene!its are associated with this law, including record high standardi:ed test scores and supplemental aid being given to over 4.0,000 3ids who were deemed to be struggling b ($)&' vii /owever, these are !lims improvements at best' *est scores are high because teachers are learning how to teach to a test, instead o! educating their students in a manner more conducive to the needs o! the actual children' 4.0,000 children ma be receiving help, but there are even more students who become disengaged !rom their education due to the painsta3ing, stress!ul nature o! standardi:ed testing, and are su!!ering without reali:ing it, as teachers engage in teaching methods and behaviors that are more conducive to scoring well on a test, as opposed to helping cultivate the creative, curious spirit that is the academic ideal !or a student to possess' (o, ultimatel the (o $hild )e!t &ehind Act, however well intentioned, is a harm!ul piece o! legislation which inCurious to the ver nature o! education' In straight !orward terms, its !laws include9 Assuming that the academic worth o! a student can be measured solel !rom the results o! standardi:ed testing' Assuming, somewhat ironicall, that a one si:e !its all# approach to testing will !airl encompass all students, regardless o! their natural aptitude, socioeconomic status, or native language'# viii Alienating teachers !rom their pro!ession and purpose b enacting penalties and punishments based on student per!ormance on tests' 8ncouraging school sstems to adopt lower standards and engage in unethical behaviors out o! !ear o! said penalties' (eglecting subCects that are not reading, mathematics, or science and !ostering a cultural imbalance o! academic values' *he intention o! ($)& was certainl a good one' It was meant to create high standards across the nation and hold schools and teachers to a higher accountabilit !or their students4 progress' /owever, the severe mista3e that was made was creating a direct relationship between the per!ormance o! students and rewardsFpunishments !or educators' According to a report !rom Ganderbilt @niversit, teachers sa retrospectivel that their morale has declined in the ears since ($)& was signed and that the !eel !rustrated b a test5driven instructional culture'# i" *eachers are the li!eblood o! an educational sstem' *he are the ones who wor3 with the students, the ones who are ultimatel responsible !or conveing 3nowledge and instilling a genuine interest in education in their 3ids' And teachers aren4t the onl ones su!!ering at the hands o! ($)&' E1B o! districts across the nation have ta3en action to promote reading and mathematics, the cornerstones o! ($)& testing, at the e"pense o! subCects such as social studies and the arts " , a sacri!ice that is ultimatel harm!ul to students' *he arti!icial imbalance in curriculum this polic creates inherentl alienates children who possess a lesser natural aptitude !or the promoted subCects, thus estranging them !rom the learning process as well' In addition, all 3ids under this sstem su!!er !rom losing e"posure to the arts and humanities, which develop and spea3 to students4 hearts in a wa that is not possible !or algebra and ancient Hree3 literature' %erhaps the worst result o! the act, however, is the amount o! unethical behavior engaged in b teachers in an e!!ort to produce better results' With a lot to gain !or generating good test scores and everthing to lose !or poor ones, teachers are put in a situation where the are !ighting simpl to survive' *he best interests o! the students are pushed aside as teachers !uriousl teach to the test or even !lat out cheat to avoid the conse<uences o! a poor per!ormance' An investigation which too3 place in Atlanta, 2001, revealed that 1E- teachers and principals in nearl hal! the cit4s schools had unlaw!ull boosted scores on state standardi:ed tests, with the !raud determined to have been caused primaril b the pressure to meet targets in the data5driven environment#' "i *he current environment which promotes the doctoring o! test scores is absolutel detrimental in ever wa possible !or our educational sstem' It demeans and devalues the di!!icult and sensitive wor3 which teachers engage in and ultimatel results in standards being lowered in order to generate higher test scores' It causes our educators to lose sight o! the great cause towards which the are trul wor3ing' 8ducation is !undamentall the relationship between the student and his or her teacher' When the two are snchroni:ed in their motives and enthusiasm, then the process o! learning is genuine, and both parties involved will bene!it greatl !rom the relationship' /owever, such snchronicit can not ta3e place under the culture o! insensitive standardi:ed testing that ($)& has imprinted upon the American psche' *he academic success o! our children lives and dies b the virtue o! their teachers and b our children4s own engagement and belie! in their wor3' /owever, i! we continue to constrict and pressure the wor3ing environment and mentalit o! our educators and students, we will push such success beond our grasp' What Do We Do 8ven though it is heavil !lawed, the ($)&A does point out and attempt to address an important issue9 ensuring that teachers and school districts are indeed providing 3ids with a strong, meaning!ul education' *he issue with ($)&, however, was that it did not understand education at a !undamental level' *he act tried to approach education as i! it were an economic tas3 which could be solved b appling the right incentives and deterrents to the right people' 8ducation, however, is not something so mechanical as a corporation' 8ducation is an organic process, involving millions o! individual students who each have their own individual needs and interests' A sstem as dnamic and variable as education can not be generali:ed and controlled as ($)& attempted to, nor does it need to be' As the great educationalist 2ir Ien 0obinson said, With organic sstems, i! the conditions are right, li!e is inevitable' It happens all the time' >ou ta3e an area, a school, a district, ou change the conditions to give people a di!!erent sense o! the possibilities6'''7ou cherish and value the relationship between teachers and learners, ou o!!er people digression to be creative and to innovate in what the do, and schools that were once bere!t spring to li!e'# "ii What this essentiall means, is that we need to begin rewor3ing the ver wa we see education in America' It is not a machine !or churning out highl competitive diplomas and s3ill5sets, although those are de!initel a subset o! the results o! education, but rather an instrument b which we cultivate thin3ing, responsible citi:ens to comprise a more cohesive societ' As such, !orcing children through a series o! pro!icienc# tests li3e parts on an assembl line will not produce the !uture innovators and leaders that we see3, but rather a group o! burned out individuals, whose main s3ill the received !rom their education was how to learn !or a test' 2o, i! standardi:ed testing is not the wa to ensure that our 3ids are receiving the high <ualit education that the should be, what is+ *o answer this <uestion, we should e"amine the practices o! top per!orming countries !rom around the world' In particular, the nations which stand out in international academic per!ormance are 2outh Iorea, $hina, 2ingapore, and Jinland' Interestingl enough, the 8astern Asian countries accomplish their incredible academic trac3 records b essentiall pushing everthing (o $hild )e!t &ehind advocates, but to the e"treme' *he pressure to do well in school in these countries is utterl un!athomable to Western students' 2ingapore and $hina both have a long tradition in which high per!ormance and standardi:ed testing have been ingrained into their cultures !or generations upon generations' 2outh Iorea has the highest student suicide rate among the ;rgani:ation !or 8conomic $ooperation and Kevelopment' "iii 8ven though 8astern Asian educational sstems utili:e high amounts o! control and testing, the culture surrounding academic achievement is incomparable to what we 3now or would be com!ortable with in America' As such, it is incredibl impractical to attempt to loo3 !or educational alternatives in the Jar 8ast' With that being said, we now loo3 at Jinland, the onl countr to consistentl per!orm around the same levels o! pro!icienc as the 8astern Asian countries in the %rogramme !or International 2tudent Assessment, or %I2A tests' "iv *he Jinnish school sstem would appear to be utterl bi:arre to us' *here are no standardi:ed tests given in Jinland, the teachers are given nearl complete autonom in the classroom when it comes to designing their curriculum, and educational sstems are prohibited b law to impose an sort o! tuition' "v *his !lies in the !ace o! man o! the assumptions we believe are necessar to develop an e"cellent school sstem, et Jinland consistentl outper!orms the @nited 2tates, enCos an incredible average standard o! living, and boasts a less than 1B high school dropout rate, compared to the @nited 2tate4s 2.B' "vi Jinnish teachers are re<uired to have a masters degree at least, are treated more as s3illed specialists rather than laborers, and are revered in Jinnish societ' Kespite comparable starting salaries, there is !ar more competition !or Jinnish teaching opportunities than American ones, and Jinnish teachers pursue a whatever it ta3es# mindset when it comes to helping a struggling student succeed' "vii
$learl this is all ver impressive, but what does lauding Jinnish academia tell us+ Well, man things reall' *he Jinnish sstem is proo! that getting out o! the wa o! teachers and eliminating our tampering with the relationship between them and their students can not onl wor3, but thrive' *heir low dropout rate combined with their lac3 o! standardi:ed testing and encouragement o! creative, individual wor3 shows us that it is possible to academicall engage students in a wa that is enCoable to them' & studing the Jinnish, we reali:e that when teachers trul believe in what the teach and encouraged to build their own personali:ed sstems o! interacting with their students at an intimate level, learning becomes a naturall occurring process, as opposed to the laborious tas3 that the vast maCorit o! American students see it as toda' I4m not proposing that we cop the Jinnish sstem in its entiret, but we should de!initel be observing and incorporating elements o! it into our own educations' I! we are serious about improving our academic per!ormance as a nation, then we are going to have to open our minds to the !act that what we re<uire is not a new set o! top5down policies, higher levels o! standardi:ed testing, or even more !unding' We spend more mone on education than an other nation in the world' "viii $learl, !inances are not the issue' What we need is a shi!t in our academic culture' We need to stop viewing teachers as mere wor3ers and begin treating them with the respect and trust that, as pro!essionals in their !ield, the deserve' We must recogni:e that there is no !ormula to mass produce tomorrow4s arm o! engineers, doctors, entrepreneurs, that ever student is uni<ue in his or her passions and interests, and that we must let our teachers, who 3now them so well, innovate and !acilitate courses and curriculum which will appeal to the inherent curiosit and :eal !or li!e that is present in each and ever child' We must reali:e that the bond between teacher and student is sacred, and that while we can and should do everthing to supplement it, we must never obstruct it' *he !irst step to wal3ing this path is to abolish the (o $hild )e!t &ehind Act which, despite its name, leaves man children behind with its detrimental methods' Conclusion We do not have room to ma3e errors when it comes to the education o! our children' (ot onl does it a!!ect their own prospects in li!e, but an ill5educated populace bodes nothing well !or the societies which the will end up composing, nor the generations the will end up raising' As science5 !iction writer /'H' Wells once said, $ivili:ation is in a race between education and catastrophe'# *he (o $hild )e!t &ehind Act will cause America to lag behind in that race with its policies vili! teachers, promote teaching to the test# and cheating over true teaching, and harms countless oung students b assuming that ever child can be evaluated b a set o! tests which onl e"amine a !raction o! student potential' It is there!ore imperative that we cast o!! this !ailed attempt to remed the American educational sstem and began to build a new academic culture, where we see education and the individuals involved with !or what the reall are9 not an economic machine, but a living !orm o! art' i (o $hild )e!t &ehind Act o! 2001'# US Department of Education. n'p', 2- Larch, 200-' Web' 11 April 2014' http9FFwww2'ed'govFpolicFelsecFlegFesea02Fbeginning'htmlMsec1 ii JI(A) G;*8 082@)*2 J;0 0;)) $A)) 14.'# n'p' 2, La, 2001' Web' 11 April 2014' http9FFcler3'house'govFevsF2001Froll14.'"ml iii $ler3, &ill' @'2' 2enate 0oll $all Gotes 10Eth $ongress 5 1st 2ession# United States Senate' n'p' 14 June, 2001' Web' 11 April 2014' http9FFwww'senate'govFlegislativeF)I2Froll_call_listsFroll_call_vote_c!m'c!m+ congressN10EOsessionN1OvoteN00112 iv 8"ecutive 2ummar# US Department of Education. n'p', 10 Jebruar 2004' Web' 11 April 2014' https9FFwww2'ed'govFnclbFoverviewFintroFe"ecsumm'html v 8"ecutive 2ummar# US Department of Education. n'p', 10 Jebruar 2004' Web' 11 April 2014' https9FFwww2'ed'govFnclbFoverviewFintroFe"ecsumm'html vi %romise o! (o $hild )e!t &ehind Jalls 2hort A!ter 10 >ears# USA Today. *he Associated %ress, E Jan' 2012' Web' 11 April 2014' http9FFusatoda,0'usatoda'comFnewsFeducationFstorF20125015 0EFno5child5le!t5behind5anniversarF.24,0E22F1 vii (o $hild )e!t &ehind4s .th Anniversar Ieeping %romises And Achieving 0esults'# US Department of Education. n'p', 2 Jeb' 2001' Web' 11 April 2014' http9FFwww2'ed'govFnclbFoverviewFimportanceFnclb.anniversar'html viii *he $ontrovers9 /as ($)& &een 2uccess!ul or has it Jailed+# CTV 2008. n'p', n'd' Web' 11 April 2014' http9FFwww'carleton'eduFdepartmentsFeducFvoteFpagesF%ros_and5$ons'html i" Hrissom, A' Jason, James 0' /arrington, 2ean (icholas5$rott' 8stimating the 8!!ects o! (o $hild )e!t &ehind on *eachers and *heir Wor3 8nvironments# Vanderbilt University. n'p', n'd', Web' 11 April 2014' https9FFm'vanderbilt'eduFCasongrissomF!ilesF2012F0.F($)&5impacts5on5teachers5 JI(A)'pd! " 0entner, 2tar3 Jennings' *en &ig 8!!ects o! the (o $hild )e!t &ehind Act on %ublic 2chools# Center on Education olicy. n'p', (ovember 200D' Web' 11 April 2014' www'cep5 dc'orgFc!content_!ile'c!m+Attachment'''($)&5*en&ig8!!ects "i Keal releases !indings o! Atlanta school probe# !ffice of t"e #overnor. n'p', . Jul 2011' Web' 11 April 2014' http9FFgov'georgia'govFpress5releasesF201150E50.Fdeal5releases5!indings5atlanta5school5 probe "ii 0obinson, Ien' Ien 0obinson9 /ow to escape education4s death valle'# ;nline video clip' $outube. >outube' 10 La 201,' Web' 11 April 2014' https9FFwww'outube'comFwatch+ vNwPE-iIhInsc "iii Iim, /ung5Jin' 2tudent 2uicides )ead *o 2oul52earching In 2outh Iorea# T"e %uffin&ton ost. *he/u!!ington%ost'com, Inc'' 1. April 2011' Web' 12 April 2014' http9FFwww'hu!!ingtonpost'comF2011F04F1.Fstudent5suicides5lead5to5_n_-41.41'html "ivJinland9 What4s the 2ecret to its 2uccess+# 'S. W)IW21' . 2ept 200-' Web' 11 April 2014' http9FFwww'pbs'orgFwnetFwherewestandFreportsFglobali:ationF!inland5whats5the5secret5to5its5 successF20DF "v %artanen, Anu' What Americans Ieep Ignoring About Jinland4s 2chool 2uccess# T"e Atlantic. *he Atlantic Lonthl Hroup' 21 Kec 2011' Web' 11 April 2014' http9FFwww'theatlantic'comFnationalFarchiveF2011F12Fwhat5americans53eep5ignoring5about5!inlands5 school5successF2.0.D4F "viJinland9 What4s the 2ecret to its 2uccess+# 'S. W)IW21' . 2ept 200-' Web' 11 April 2014' http9FFwww'pbs'orgFwnetFwherewestandFreportsFglobali:ationF!inland5whats5the5secret5to5its5 successF20DF "vii /ancoc3, )n(ell' Wh Are Jinnish 2chools so 2uccess+# T"e Smit"sonian. n'p', 2ept 2011' Web' 11 April 2014' http9FFwww'smithsonianmag'comFinnovationFwh5are5!inlands5schools5 success!ul541-.1...F+no5ist "viii @'2' education spending tops global list, stud shows# C'S (e)s' $&2 Interactive, Inc' 2. June 201,' Web' 11 April 2014' http9FFwww'cbsnews'comFnewsFus5education5spending5tops5global5list5 stud5showsF