wk9manychild

wk9manychild - MANY CHILDREN LEFT BEHIND How the No Child...

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Unformatted text preview: MANY CHILDREN LEFT BEHIND How the No Child Left Behind Act Is Damaging Our Children and Our Schools Edited by Deborah Meier and George Wood ~ BEACON Beacon Press, Boston 15 0 -- I: From "Separate but Equal" to "No Child Left Behind": The Collision of New Standards and Old Inequalities LINDA DARLING- HAMMOND Many civil rights advocates initially hailed the Bush adminis- tration's major education bill, optimistically entitled No Child Left Behind. as a step forward in the long battle to improve education for those children traditionally left behind inAmer- ican schools-in particular, students of color and students living in poverty, new English learners. and students with dis- abilities. The broad goal of NCLB is to raise the achievement levels of all students, especially underperforming groups. and to close the achievement gap that parallels race and class dis- tinctions. According to the legislation. too many of the needi- est children are being left behind; too many are attending failing or unsafe schools; too many receive poor teaching and are performing well below potential; and too many are leaving school altogether. The bill intends to change this by focusing schools' attention on improving test scores for all groups of students, providing parents with more educational choices, and ensuring better-qualified teachers. This noble agenda seems unobjectionable on its face, but the complex 6oo-page law has affected states, districts, - ~,-. schools, and students in ways never envisioned by its authors. 3 LINDA DARLING-HAMMOND The proliferating nicknames emerging as this intrusive legis- lation plays out across the country give a sense of some of the anger, bewilderment, and confusion left in its wake: "No Child Left Untested," "No School Board Left Standing," and "No Child's Behind Left" are just a few of them. Since the start of the 2003-<J4 school year, at least twenty states and a number of school districts have officially protested the NCLB Act, vot- ing to withdraw from participation, to withhold local funding for implementation, or to resist specific provisions. Members ofthe Congressional Black Caucus, among other federal legis- lators, have introduced bills to amend the law by placing a moratorium on high-stakes standardized testing, a key ele- ment of NCLB; withholding school sanctions until the bill is fully funded; and requiring progress toward adequate and equitable educational opportunities for students in public schools. The Harvard Civil Rights Project, along with other ad- vocacy groups, has warned that the law threatens to increase the growing dropout and pushout rates for students of color, ultimately reducing access to education for these students, rather than enhancing it....
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This note was uploaded on 09/15/2011 for the course AMST 10 taught by Professor Staff during the Spring '08 term at UCSC.

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wk9manychild - MANY CHILDREN LEFT BEHIND How the No Child...

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