Title : Illinois Network Of Charter Schools
link : Illinois Network Of Charter Schools
Illinois Network Of Charter Schools
[music playing] i think the impetusfor no child left behind-- i think there weretwo, one sort of practical and one more ethical, i guess. the practical idea, i think, isthat again, as a whole country,
Illinois Network Of Charter Schools, it is no longer enoughfor the top 25% of people to be able to be productive tokeep the country moving along. information technology-- allof the skills that adults need have changed.
so from a practicalpoint of view, we need to make surethat all kids are meeting at least some minimumstandards if we want the country to be ok. the more ethicalreason, i guess, is when you look at someof the inequalities, that there arechildren who are better served by theeducation than others; that there are divides becauseof socioeconomic status--
because of disability status,because of race, because of any number ofdifferences-- that there are inequities there. and as a countrywho claims that we value the gifts ofall individuals, we should not beallowing there to be systematic differencesbased on race, gender, disability status, or income. so i think both of those--the pragmatic one, which said,
everybody needs to learn--and the more ethical one, which says, we haveeducational outcome inequities that we should beaddressing-- i think those were the main leversbehind no child left behind. and i do think that ithelped shine a light on some of those inequities in waysthat we hadn't done before, and i think thatis not a bad thing. it made districts and statespay attention to children who historically got lost.
when you have an average,somebody is doing really well, but typically somebodyis doing not so well. so when you disaggregate andyou pay attention to both who's doing really welland who's doing not, i think no child leftbehind was helpful. and i think that is alegacy that continues. even if you are not beingheld as firmly responsible for all of your kids,i think the legacy of, we need to look allacross the spectrum, remains.
now, we run back into,how is that measured? well, it's measured on tests. a, are the tests thesame across the country? no. are the cut-offs about what ittakes to be called proficient the same across states? the way that it changed thenature of schooling a lot of people saw as verynegative, because you have a lot of schools-- andespecially the schools serving
the students that are mostin need of a good education, the schools that servestudents that start far behind. it encouraged schoolsto spend a lot of time on things like test prep,taking practice tests, learning test-takingstrategies-- things that aren't reallyhelpful for students' development as learnersand for their future and their actual understandingof academic skills. it's just designed to helpthem do well on the tests.
it also really narrowedthe curriculum, again, down to just readingand math for students who may have the least exposureto a diversity of environments and experiences. there's a lot of concern that itactually increased inequality, even if it was intendedto reduce inequality. we're just putting our focusas a country a little bit more sharply on this issue, thatare we really providing equal opportunity andhigh-quality, reliable
education for allof our students? and the truth is, weweren't, and we're not. and so as imperfect asit is and as it was, nclb at least gotus talking in ways that we weren't talking before. one of the other reasons that ithink it became a major concern is that the way inwhich people began to think about thisnotion of accountability, and it was by testingpeople and evaluating them.
not necessarily trying tofigure out how to help them, but determining whetherthey were good or bad. and if you were bad,then you were done. and not if you werestrong or weak, and whether your weaknessescould be improved. and so that endedup being a really sort of fundamental breakingpoint for no child left behind. i think that teachersfeel under attack. and i think they have feltthat way since no child
left behind, where the problemsthat our children have that are in a large partout of their control. that first of all, schoolsare expected to fix them, teachers areexpected to fix them, and they feel that--i can't say it any other wayother than teachers feel that they're under attack. that they are notnecessarily respected, even though teachers geta lot of positive feedback
from parents and oftenfrom their principles. but there's a generalnarrative in this country that says that teachersare the problem here, and if we can fixteachers we'll fix kids and every childwill be successful. anybody who's taughtfor any length of time knows that that simply isn'ttrue, and it's impossible, and that there are other issuesthat kids bring to school that are beyond their control.
it's misguided, yetit continues to occur. and even policymakers now,i think, more and more are saying, well, wehave to build respect for the profession. we have to do-- so there's alot of lip service to that, but the policiesdon't seem to change. so you have the no childleft behind, where they say, ok, your school had a number ofteachers who are not qualified. then we have, ok, thenext big policy push
is for teacher evaluation,and teacher evaluation is going to get rid of allthese horrible teachers that are there, and that'sgoing to solve the problem. it's just not abroad enough approach to a problem that wehave in this country. i think one of the biggestperils embedded in no child left behind is the fact thatit made sacred and singularly salient the standardizedtest score as the measure of progress, when the very,very best social scientists
will tell you that thatactually isn't the thing that is going to matter. what really matters iseducational attainment-- whether kids are persistingand completing school, entering post-secondaryschool and completing post-secondary school. those are the things that leadto longer lifespan, greater earnings, going to prisonless, having children with higher levels ofeducational attainment.
so those are thethings that matter, and yet our federal government--then amplified and reinforced by state-level andlocal-level government-- became singularlyobsessed with one metric to measure kid performance,teacher quality, schoolhouse quality,and district progress.
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