<marquee behavior=alternate><font color=Blue><font size=5>Who Is Being Left Behind?</marquee></font size=5></font color>
One of the most complicated and controversial challenges schools face today is setting expectations for their teachers and students and holding them accountable. How can a teacher teach if he or she does not know what is expected of them? How can a student learn if they don’t know what is expected of them? How can parents help their students at home if they don’t know what is expected of their students? The questions are never ending; fortunately for America, the No Child Left Behind Act is providing schools those much needed answers. The law is also able to inform teachers, students, schools, and parents what is expected of each individual. This is possible because accountability takes main stage with the No Child Left Behind Law, followed on the second stage by a historical elevation of expectations for each state. When the No Child Left Behind Law was first signed into law one common misconception was that federal government was the entity setting the standards. However, the federal government does not; each state sets its own standards for Reading, Math, and Science. “Under the law, each state must set “adequate yearly progress” (AYP) targets which are the minimum level of improvements that must be achieved in schools each year’ (Molland, 2003, p. 14). This progress is then reviewed by the Federal Government. In addition, the National Assessment of Educational Progress will assess students from each state in reading and math, annually (“Transforming The Federal Role,” 2003, para. 17). While this appears to be a well-designed proposal, non-supporters feel it will lead to problems within schools.
According to Transforming the Federal Role (2003), taxpayer dollars will only go to states who have set expectations and standards for improving their schools and are meeting and teaching a solid curriculum. This has become a key argument by opponents, as they feel it is a major hitch in the new system. Most opponents do not feel that a school can improve unless it is given more funding. They feel that schools who are meeting or exceeding the requirements should not receive additional funding. Molland (2003) notes that critics feel that too many states will cut funding for education from other areas creating hefty budget shortages for the next year.
The No Child Left Behind Act bases many factors on proven results. The Act works with what has been proven through scientific research. This is a difficult point to elucidate, due to the fact that the law is so new. However, many schools originally labeled as underperforming have taken the initiative to find factors that create results. Nicole Karantinos is the Dean of Students at Galveston Elementary. Her school was labeled underperforming after the first ratings were published. Galveston was given two years to improve the school before the state would move in and take over. Even though it has only been one year, her school has made huge strides towards the needed improvements; strides about which the school has become very proud and passionate. Not only did some organizations give money, some also donated other much needed supplies. In the latest rating published her school moved up to performing (N. Karantinos, personal communication, October 22, 2003). Karantinos is aware that there is much more work to do, but feels that her school is on the right path to succeeding. Hopefully other schools that need help can look to schools like Galveston for inspiration and support in meeting the standards.
In addition to increased accountability, doing what works based on scientific research, and increased parental options, the No Child Left Behind Act gives more local control and flexibility. Arizona has created its standards with a program called “Arizona Learns.” In this program the AIMS test will measure state standards. It will require students to meet standards in reading, writing, and math. It also is probable that within the next few school years, science will be added (K. Lidstone, personal communication, September 9, 2003). Arizona’s goal for students testing starts in the 2004-2005 school year. That will be the first year the tests will be administered in grades 3-8 and high school. When test results are in, schools will be officially labeled as Excelling, Highly Performing, Performing, Underperforming, and Failing to Meet Academic Standards” (“Arizona Learns,” 2003, p. 14). According to Arizona Learns (2003) the accountability system in Arizona is using “Purposeful Accountability” which simply means that Arizona schools will have “accountability accompanied by a strong system of school improvement” (p. 13). The Arizona Learns program hopes to push Arizona schools to not just meet, but to excel at new state standards, and the new standards set by the No Child Left Behind Law.
America’s society has been built on accountability, so why should its public school system not be held accountable also? Is there truly a problem with requiring schools to all be on an equal playing field? Our School system is being given a timeline of over ten years to reach that goal, but is that truly not enough time? Of course, the answer to these questions is “yes.” This act has given new hope to our floundering school system. One question remains, are the opponents truly reading the law, or are they allowing the media to fill their minds with half-truths? Some may be suspicious of this act because it has exposed many problems that need immediate attention. The fact is these problems cannot be solved overnight. There is no easy fix, but The No Child Left Behind Act offers America the stepping stones to never leave another person behind.
Graphics provided by www.nochildleftbehind.gov and Personal Clip Art Program
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