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Responses to Darling-Hammond | The Nation

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Responses to Darling-Hammond

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Responses to Linda Darling-Hammond's article in this issue on the Bush Administration's 2002 No Child Left Behind Act.

About the Author

Pedro Noguera
Pedro Noguera, a professor of sociology at New York University, is the author of City Schools and the American Dream...
Velma L. Cobb
Stephen Zunes, an associate professor of politics at the University of San Francisco, is the author of Tinderbox: U.S....
Deborah Meier
Deborah Meier is a senior scholar at New York University, formerly the principal of K-8 public schools in New York and...

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Pedro Noguera

Linda Darling-Hammond makes it clear that there are many problems associated with NCLB that have undermined the benefits it was intended to deliver. That is certainly true, but it's also important to emphasize that opposition to NCLB is not based on a desire to return to the past--to the time when it was possible for poorly educated students to graduate with meaningless diplomas or when many schools showed little interest or ability in promoting higher levels of learning and achievement for all students without regard to race, disability, language or background.

Despite its failings, two basic goals of NCLB remain important: Students should be educated under higher academic standards, and those responsible for educating them should be held accountable.

Few NCLB critics argue against higher academic standards. However, while it is easy to set the standards (actually, it has not been that easy in several states), it is far more important to insure that the standards and conditions under which students are educated are also raised. In pursuit of higher test scores, "failing" schools have enacted measures that have actually undermined the quality of education and social well-being of students. Schools and districts striving to "teach to the test" have eliminated or reduced access to art, music and even science if they are not covered on standardized tests. Some have eliminated field trips, recess and physical education. In many secondary schools, students have been required to enroll in test prep courses, some of which meet for nearly two hours a day. NCLB has done nothing to insure that students are taught in enriched learning environments, exposed to creative and effective teachers and given access to stimulating and rigorous curriculums.

In the area of accountability, NCLB has opted for the path of least resistance, holding accountable the most vulnerable (students) and the least protected (principals), but not other parties--elected officials, senior school administrators, teachers and parents. In cities such as Chicago, New York, Boston and now Los Angeles, mayors have demanded control over the public schools but mayoral control does not include specific accountability standards. What happens if schools don't improve under their leadership? In a public debate, I asked the superintendent of a large urban district who was an advocate for high-stakes exams how many administrators would be fired if as many as 50 percent of his seniors were denied diplomas, as was expected the first year the exams were implemented. Puzzled, he responded, "Maybe a principal or two will have to go." That June 6,000 students who would have graduated under previous standards were denied diplomas, and the same superintendent, the governor and the leading newspapers declared the results a victory for high standards. The fact that a third of those students were recent immigrants who were illiterate in English, another third were identified as learning disabled and the final third were students who came from high poverty districts long known for their failing schools didn't seem to trouble any of the "standards" advocates.

Some of the leading advocates of NCLB have been liberal legislators (Ted Kennedy and George Miller were two of the leading sponsors of NCLB in the Senate and House) and civil rights organizations such as the NAACP and MALDEF. These NCLB advocates have viewed the law as a tool to advance the interests of the underserved by insuring that educational standards are raised. But what they've generally failed to see is that the scope and purpose of NCLB would have to be broadened considerably to address the real needs of poor children and struggling schools. This would mean:

§ Responding to the nonacademic needs of poor children.If we want to insure that all students have the opportunity to learn, we must insure that their basic needs are met. Students who are hungry should be fed, children who need coats in the winter should receive them and those who have been abused or neglected should have counseling and care. Expanding access to healthcare, preschool and affordable housing, and providing more generous parental leave policies should be included on the education reform agenda.

§ Holding state governments accountable for high standards in schools. Just as we do for the maintenance of highways, airports and the public water supply, we should insure that common standards are upheld at all public schools. Instead of labeling schools with letter grades, as Florida does, state governments should adopt standards to insure that all students attend schools staffed by qualified teachers and learn in safe, clean, well-maintained facilities.

§ Making schools more responsive to the parents and families they serve through systems of mutual accountability. To a large degree, schools in middle-class communities operate with a sense of accountability to the parents they serve. Affluent educated parents often have the ability to insist upon high-quality education for their children, while schools in poor communities rarely feel accountable to parents. One way to address this is to include parents on site councils and give them a say in decisions that affect the governance of the schools their children attend. Schools must also make the rights and responsibilities of parents clear and the expectations of all key parties--parents, teachers, students and administrators--explicit.

§ Involving teachers in mentoring and evaluating their peers. In too many school districts, teachers unions see their role largely as one of defending the rights only of teachers, even when they are incompetent and unfit for teaching. Rarely are teachers unions seen as advocates for improving conditions within schools (for students or teachers) or for upholding professional standards. In the small number of districts where teachers are included in the process of evaluating their peers, teaching standards have been raised and the number of teachers evaluated out of the profession has increased. Peer evaluation has also resulted in greater support for teachers in need. Unions must take the lead in removing incompetent teachers from classrooms as well as advocating for the rights of children and public education generally.

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