OBAMA'S CONTINUES BUSH'S DISASTROUS SCHOOL PLANS
When President Obama ran for office, he promised sweeping change, and educators understood him to mean that he would reverse the Bush administration's ruinous No Child Left Behind legislation. I say "ruinous," because NCLB has been a costly failure. On national tests, given by the U.S. Department of Education, student achievement is either flat (as in 8th grade reading) or has improved less than in the days prior to NCLB (as in every other grade and subject tested). I say "ruinous" because NCLB is punitive, has caused nearly 40% of the nation's schools to be labeled "failing," and has set the nation on a course in which nearly all of our schools will be declared "failures" within the next five years.
NCLB's remedy for "failing" schools is harshly punitive. When a school is struggling, there is no help on the way, just punishment: Fire the staff; close the school; turn the school over to private entrepreneurs, etc. . .
Along comes Arne Duncan, our new Secretary of Education, and everything he has said to date might have just as well been said by Bush's Secretary Margaret Spellings.
The one educator close to Obama who actually has experience in the schools--his chief policy advisor Linda Darling-Hammond--was demonized by the new breed of non-educators and their media flacks, and she has returned to
It looks like Obama's education policy will be a third term for President George W. Bush. This is not change I can believe in.
Gary Orfield, Politico - Diane Ravitch and I come from very different positions on the spectrum of educational and social thought but I have to agree with some of the points she makes. In its early days of discussion of elementary and secondary education policy this administration is adopting rhetoric and making some key appointments that make those who want to continue or even intensity the NCLB status quo happy and those who thought that there was going to be a progressive education policy based on what research and experience show can actually produce educational progress, very concerned. This is puzzling since there is a definite move toward a more progressive stance in higher education and the stimulus bill provided rapid and substantial financial help to schools facing disastrous cuts.
Regardless of ideology, I'm convinced that the vast majority of those who seriously study reform of schools or seriously dedicate their lives to working in public schools see some basic structural flaws in NCLB which are often ruining the potential positive impacts of some other parts of federal education law. They also see very serious problems, such as dropouts, narrowed curriculum, increased segregation by race and poverty, and real high school reform, that have not been addressed at all. The administration risks seriously alienating education leaders and organizations that strongly supported its campaign and feel now that they are being played by a small group of Washington lawyers and advocates who think that they can drop the mandate for change and that the administration should continue emphasizing a Bush-like agenda that sounded good but has accomplished very little once press releases are put aside and the data is seriously analyzed.
This agenda has left the