The No Child Left Behind Act Fails to Deliver

The No Child Left Behind Act of 2001, an education reform law which purported to correct the problems of education throughout the United States by making schools accountable for the performance of students, has failed to produce positive results. Under the Act schools were required to demonstrate "adequate yearly progress" as measured by student proficiency testing. This created curriculums specific to the tests rather than meeting the needs of the students. The result is children being left behind, cheated of a complete education.

In many respects, the Act attempts to apply a business model to schools. Educators are measured by student scores on standardized tests. Schools identified as poorly performing are mandated to offer supplemental assistance such as tutoring or to replace teachers. Institutions could face restructuring or take over by the state. Certainly, schools and teachers must be held responsible for the education they provide but should the measurement be left to an aptitude test? How can educators be responsible for the home environment, nutrition or other aspects which factor into the learning process? And where is the funding to accomplish the necessary corrective actions? The law creates many questions and does not provide the answer to improving education.

While there is no easy fix for the No Child Left Behind Act, lawmakers would do well to place educators in charge of the reform rather than the business community. What works well for a corporation cannot produce the same result in public schools. A business can terminate employment to the lowest level and hire better performers. Public schools cannot fire poorly performing students to improve test results and poor performance is not always the result of substandard teaching.

The National Education Association (NEA) states on the NEA web site, "Congress must shift from the current focus that labels and punishes schools with a flawed one-size-fits-all accountability system and severely under funded mandates to one that includes common-sense flexibility and supports educators in implementing programs that improve student learning, reward success, and provide meaningful assistance to schools most in need of help." The shift of public education funding to the private sector for supplemental programs does not succeed in improving public schools. Instead it removes the resources necessary to achieving a great education for every child.

Every school district must insure schools achieve high educational standards. The diversity of communities necessitates a range of measures to meet educational goals. An urban school with a large immigrant population faces different challenges than a suburban school community comprised of college graduates and their children. Both schools must provide quality instruction, but must tailor programs to the students. Children who are struggling to learn English as a second language cannot be expected to test in English at the same level as a student with English as a primary language. Should the English as a Second Language (ESL) teacher be replaced or curriculum changed when the school with an immigrant student population fails to show testing improvement? As an additional burden, these schools are more frequently difficult to staff.

The NEA believes all children are entitled to "great public schools" and is dedicated to guarantee such a school to every child. The intention of "No Child Left Behind" was to achieve the same for children; however, the Act has serious flaws and fails to meet expectations. The NEA has focused on three areas of concern for Congress to take into account for reauthorization of the No Child Left Behind/Elementary and Secondary Education Act.

1. "Use more than tests scores to measure student learning and school performance."

Use many methods to determine student proficiency and school effectiveness rather than only the standardized tests. Reward improvement achieved over extended periods. Acknowledge student's individual requirements such as Special Education students or those learning English as a Second Language.

2. "Reduce class size to help students learn."

3. "Increase the number of highly qualified teachers in our schools."

Offer financial incentives to encourage teachers toward hard-to-staff areas. Create flexibility for teachers handling many subjects to include special education and rural teachers. Permit teachers who are National Board for Professional Teaching Standards certified to be considered "highly qualified".

The items being addressed by the NEA with Congress are merely a start on the reforms needed for public schools. Funding for mandated actions is also necessary. Give educators the tools to teach and establish programs to reward rather than punish. Public schools must be set-up to succeed, not fail.