Here's how Barack Obama plans to improve NCLB. More testing, more school closures, and more putting all the blame on teachers.
Under the current law, testing focuses on measuring the number of
students who are proficient at each grade level. The administration
instead wants to measure each student’s academic growth, regardless of
the performance level at which they start.
Under the proposals,
schools would also be judged on whether they are closing achievement
gaps between poor and affluent students. No sanctions exist now for
schools that fail in this area. Under the new proposals, states would
be required to intervene even in seemingly high-performing schools in
affluent districts where test scores and other indicators identify
groups of students who are languishing, administration officials said.
This article from the Washington Post is a little easier to understand.
And he said that he doesn’t want to penalize teachers under the NCLB when their students don’t improve.
But one of the most egregious efforts promoted by Obama and Duncan
would link standardized test scores of students to teacher performance
evaluations and pay. That means that all of the other factors that
might go into a student’s test score — whether they are tired, or
hungry, or can’t see well, or have a toothache, or were distracted in
class, or have test anxiety, etc. — don’t actually matter.
Until this point Obama and Duncan had been on the wrong education
course, promoting their $4.35 billion Race to the Top competition in
which states actually compete for funds by proposing reform plans that include initiatives Duncan likes. The losing states don’t get anything. Too bad for them.
The Big Idea -- it's bad education policy. Barack Obama is using Race to the Top to force states into opening more charter schools. However, they don't appear to be working.
This is surprising, because charter schools have many advantages over
public schools. Most charters choose their students by lottery. Those
who sign up to win seats tend to be the most motivated students and
families in the poorest communities. Charters are also free to "counsel
out" students who are unable or unwilling to meet expectations. A study
of KIPP charters in the San Francisco area found that 60% of those
students who started the fifth grade were gone before the end of eighth
grade. Most of those who left were low performers.
Studies of charters in Boston, New York City and Washington have found
that charters, as compared to public schools, have smaller percentages
of the students who are generally hardest to educate -- those with
disabilities and English-language learners. Because the public schools
must educate everyone, they end up with disproportionate numbers of the
students the charters don't want.