SUBSCRIBE TO OUR FREE NEWSLETTER
Daily news & progressive opinion—funded by the people, not the corporations—delivered straight to your inbox.
5
#000000
#FFFFFF
5
#000000
#FFFFFF
Obama Gives Bush a 3rd Term in Education
It is time to kill the Bush-era No Child Left Behind program
Jun 15, 2009
The great mystery of education policy today is why the Obama
administration is embracing the Bush program. I recently wrote in Education Week
(June 10) that it is time to kill the Bush-era No Child Left Behind
program. The overwhelming majority of teachers agree with me. Those who
educate our kids know that NCLB is a failed program that is not
improving our schools but rather turning them into test-prep factories
and dumbing down our kids. Bush's main advisor Sandy Kress reacted with
outrage on the website of Education Week, and Tom Vander Ark on Huffington Post called me an "edu-curmudgeon" for speaking plain truth.
Let me say it again: It is time to kill the Bush-era No Child Left
Behind program. This is a program in which the federal government
requires every state to test every student from grade 3-8 in reading
and math every year. If states do not make "adequate yearly progress"
towards 100% proficiency by 2014, then the schools face a series of
increasingly onerous sanctions, ending with their being closed down.
Vander Ark thinks that this punitive approach to school improvement is
swell. I don't.
If judged solely by test scores, the only
coin that the NCLB crowd understands, the law has been a dud. Kids
today are making less progress on national and international tests than
they did during the Clinton administration years.
While our kids focus endlessly on preparing to take their state tests
in reading and math, they are not learning science, history, geography,
foreign language, the arts, or anything else but how to find the right
bubble on a standardized test.
A California study in Science
magazine predicted that by 2014, nearly 100% of all elementary schools
would be deemed failures because of NCLB. This would unleash a flood of
sanctions: closed schools, fired staffs, public schools handed over to
private management (a remedy that has recently been proved ineffective
in Philadelphia, among other places), and public schools handed over to
state control (another ineffective remedy).
Now Secretary
Arne Duncan promises to close 5,000 low-performing schools. The thought
of closing 5,000 schools thrills today's so-called "reformers,"
although none of them has any idea how to make them better. Where will
Duncan find 5,000 new principals? Is there an army of great teachers
waiting to staff those 5,000 schools?
The Elementary and Secondary Education Act of 1965--which is the
original law onto which No Child Left Behind was grafted--had none of
these punitive features. It was premised on the belief that the federal
government could help schools by sending more money. In fact, the
federal government never sent much money, never more than 10% of
overall spending, and often much less than that. No one today could
visit a typical inner-city school and complain that its biggest problem
was that it got too much federal money.
But with this leverage, the new mandarins of education want to control
all of American education. For some reason, first the Bush people and
now the Obama people believe they know exactly how to fix American
education. (Chicago, their model, is one of the lowest-performing
cities in the nation on national tests, and Texas was never a national
model for academic excellence.) Their answer starts with testing and
ends with data and more testing. If children were widgets, they might
be right; but children are not widgets, they are individuals. If
reading and math were all that mattered in school, they might be right,
but basic skills are not the be-all and end-all of being educated.
A recent study by Common Core (Why We're Behind: What Top-Performing
Nations Teach Their Students But We Don't) shows that the top-ranking
nations do not spend endless hours preparing for tests of basic skills.
Instead, in nations such as Finland and Japan, there is a balanced
curriculum of science, history, geography, the arts, foreign languages,
civics, and other studies. Meanwhile our children are learning to guess
the right answer on a multiple-choice test!
The amazing thing about American education today is that the Obama
people--who promised revolutionary change--have no ideas other than to
tighten the grip of President George W. Bush's No Child Left Behind
program on the teachers and children of the United States.
An Urgent Message From Our Co-Founder
Dear Common Dreams reader, It’s been nearly 30 years since I co-founded Common Dreams with my late wife, Lina Newhouser. We had the radical notion that journalism should serve the public good, not corporate profits. It was clear to us from the outset what it would take to build such a project. No paid advertisements. No corporate sponsors. No millionaire publisher telling us what to think or do. Many people said we wouldn't last a year, but we proved those doubters wrong. Together with a tremendous team of journalists and dedicated staff, we built an independent media outlet free from the constraints of profits and corporate control. Our mission has always been simple: To inform. To inspire. To ignite change for the common good. Building Common Dreams was not easy. Our survival was never guaranteed. When you take on the most powerful forces—Wall Street greed, fossil fuel industry destruction, Big Tech lobbyists, and uber-rich oligarchs who have spent billions upon billions rigging the economy and democracy in their favor—the only bulwark you have is supporters who believe in your work. But here’s the urgent message from me today. It's never been this bad out there. And it's never been this hard to keep us going. At the very moment Common Dreams is most needed, the threats we face are intensifying. We need your support now more than ever. We don't accept corporate advertising and never will. We don't have a paywall because we don't think people should be blocked from critical news based on their ability to pay. Everything we do is funded by the donations of readers like you. When everyone does the little they can afford, we are strong. But if that support retreats or dries up, so do we. Will you donate now to make sure Common Dreams not only survives but thrives? —Craig Brown, Co-founder |
Our work is licensed under Creative Commons (CC BY-NC-ND 3.0). Feel free to republish and share widely.
Diane Ravitch
Diane Ravitch is a historian of education at New York University. Her most recent book is "Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools." Her previous books and articles about American education include: "The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education," "Left Back: A Century of Battles Over School Reform," (Simon & Schuster, 2000); "The Language Police: How Pressure Groups Restrict What Students Learn" (Knopf, 2003); "The English Reader: What Every Literate Person Needs to Know" (Oxford, 2006), which she edited with her son Michael Ravitch. She lives in Brooklyn, New York.
The great mystery of education policy today is why the Obama
administration is embracing the Bush program. I recently wrote in Education Week
(June 10) that it is time to kill the Bush-era No Child Left Behind
program. The overwhelming majority of teachers agree with me. Those who
educate our kids know that NCLB is a failed program that is not
improving our schools but rather turning them into test-prep factories
and dumbing down our kids. Bush's main advisor Sandy Kress reacted with
outrage on the website of Education Week, and Tom Vander Ark on Huffington Post called me an "edu-curmudgeon" for speaking plain truth.
Let me say it again: It is time to kill the Bush-era No Child Left
Behind program. This is a program in which the federal government
requires every state to test every student from grade 3-8 in reading
and math every year. If states do not make "adequate yearly progress"
towards 100% proficiency by 2014, then the schools face a series of
increasingly onerous sanctions, ending with their being closed down.
Vander Ark thinks that this punitive approach to school improvement is
swell. I don't.
If judged solely by test scores, the only
coin that the NCLB crowd understands, the law has been a dud. Kids
today are making less progress on national and international tests than
they did during the Clinton administration years.
While our kids focus endlessly on preparing to take their state tests
in reading and math, they are not learning science, history, geography,
foreign language, the arts, or anything else but how to find the right
bubble on a standardized test.
A California study in Science
magazine predicted that by 2014, nearly 100% of all elementary schools
would be deemed failures because of NCLB. This would unleash a flood of
sanctions: closed schools, fired staffs, public schools handed over to
private management (a remedy that has recently been proved ineffective
in Philadelphia, among other places), and public schools handed over to
state control (another ineffective remedy).
Now Secretary
Arne Duncan promises to close 5,000 low-performing schools. The thought
of closing 5,000 schools thrills today's so-called "reformers,"
although none of them has any idea how to make them better. Where will
Duncan find 5,000 new principals? Is there an army of great teachers
waiting to staff those 5,000 schools?
The Elementary and Secondary Education Act of 1965--which is the
original law onto which No Child Left Behind was grafted--had none of
these punitive features. It was premised on the belief that the federal
government could help schools by sending more money. In fact, the
federal government never sent much money, never more than 10% of
overall spending, and often much less than that. No one today could
visit a typical inner-city school and complain that its biggest problem
was that it got too much federal money.
But with this leverage, the new mandarins of education want to control
all of American education. For some reason, first the Bush people and
now the Obama people believe they know exactly how to fix American
education. (Chicago, their model, is one of the lowest-performing
cities in the nation on national tests, and Texas was never a national
model for academic excellence.) Their answer starts with testing and
ends with data and more testing. If children were widgets, they might
be right; but children are not widgets, they are individuals. If
reading and math were all that mattered in school, they might be right,
but basic skills are not the be-all and end-all of being educated.
A recent study by Common Core (Why We're Behind: What Top-Performing
Nations Teach Their Students But We Don't) shows that the top-ranking
nations do not spend endless hours preparing for tests of basic skills.
Instead, in nations such as Finland and Japan, there is a balanced
curriculum of science, history, geography, the arts, foreign languages,
civics, and other studies. Meanwhile our children are learning to guess
the right answer on a multiple-choice test!
The amazing thing about American education today is that the Obama
people--who promised revolutionary change--have no ideas other than to
tighten the grip of President George W. Bush's No Child Left Behind
program on the teachers and children of the United States.
Diane Ravitch
Diane Ravitch is a historian of education at New York University. Her most recent book is "Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools." Her previous books and articles about American education include: "The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education," "Left Back: A Century of Battles Over School Reform," (Simon & Schuster, 2000); "The Language Police: How Pressure Groups Restrict What Students Learn" (Knopf, 2003); "The English Reader: What Every Literate Person Needs to Know" (Oxford, 2006), which she edited with her son Michael Ravitch. She lives in Brooklyn, New York.
The great mystery of education policy today is why the Obama
administration is embracing the Bush program. I recently wrote in Education Week
(June 10) that it is time to kill the Bush-era No Child Left Behind
program. The overwhelming majority of teachers agree with me. Those who
educate our kids know that NCLB is a failed program that is not
improving our schools but rather turning them into test-prep factories
and dumbing down our kids. Bush's main advisor Sandy Kress reacted with
outrage on the website of Education Week, and Tom Vander Ark on Huffington Post called me an "edu-curmudgeon" for speaking plain truth.
Let me say it again: It is time to kill the Bush-era No Child Left
Behind program. This is a program in which the federal government
requires every state to test every student from grade 3-8 in reading
and math every year. If states do not make "adequate yearly progress"
towards 100% proficiency by 2014, then the schools face a series of
increasingly onerous sanctions, ending with their being closed down.
Vander Ark thinks that this punitive approach to school improvement is
swell. I don't.
If judged solely by test scores, the only
coin that the NCLB crowd understands, the law has been a dud. Kids
today are making less progress on national and international tests than
they did during the Clinton administration years.
While our kids focus endlessly on preparing to take their state tests
in reading and math, they are not learning science, history, geography,
foreign language, the arts, or anything else but how to find the right
bubble on a standardized test.
A California study in Science
magazine predicted that by 2014, nearly 100% of all elementary schools
would be deemed failures because of NCLB. This would unleash a flood of
sanctions: closed schools, fired staffs, public schools handed over to
private management (a remedy that has recently been proved ineffective
in Philadelphia, among other places), and public schools handed over to
state control (another ineffective remedy).
Now Secretary
Arne Duncan promises to close 5,000 low-performing schools. The thought
of closing 5,000 schools thrills today's so-called "reformers,"
although none of them has any idea how to make them better. Where will
Duncan find 5,000 new principals? Is there an army of great teachers
waiting to staff those 5,000 schools?
The Elementary and Secondary Education Act of 1965--which is the
original law onto which No Child Left Behind was grafted--had none of
these punitive features. It was premised on the belief that the federal
government could help schools by sending more money. In fact, the
federal government never sent much money, never more than 10% of
overall spending, and often much less than that. No one today could
visit a typical inner-city school and complain that its biggest problem
was that it got too much federal money.
But with this leverage, the new mandarins of education want to control
all of American education. For some reason, first the Bush people and
now the Obama people believe they know exactly how to fix American
education. (Chicago, their model, is one of the lowest-performing
cities in the nation on national tests, and Texas was never a national
model for academic excellence.) Their answer starts with testing and
ends with data and more testing. If children were widgets, they might
be right; but children are not widgets, they are individuals. If
reading and math were all that mattered in school, they might be right,
but basic skills are not the be-all and end-all of being educated.
A recent study by Common Core (Why We're Behind: What Top-Performing
Nations Teach Their Students But We Don't) shows that the top-ranking
nations do not spend endless hours preparing for tests of basic skills.
Instead, in nations such as Finland and Japan, there is a balanced
curriculum of science, history, geography, the arts, foreign languages,
civics, and other studies. Meanwhile our children are learning to guess
the right answer on a multiple-choice test!
The amazing thing about American education today is that the Obama
people--who promised revolutionary change--have no ideas other than to
tighten the grip of President George W. Bush's No Child Left Behind
program on the teachers and children of the United States.
We've had enough. The 1% own and operate the corporate media. They are doing everything they can to defend the status quo, squash dissent and protect the wealthy and the powerful. The Common Dreams media model is different. We cover the news that matters to the 99%. Our mission? To inform. To inspire. To ignite change for the common good. How? Nonprofit. Independent. Reader-supported. Free to read. Free to republish. Free to share. With no advertising. No paywalls. No selling of your data. Thousands of small donations fund our newsroom and allow us to continue publishing. Can you chip in? We can't do it without you. Thank you.
To inform. To inspire. To ignite change for the common good.
News & Opinion
Trending
Common Dreams, Inc. Founded 1997. Registered 501(c3) Non-Profit
Privacy Policy