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Articles and Editorials Outlining the Case Against NCLB
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Battle Grows Over Renewing Controversial Education Law By Sam Dillon in the New York Times
Published: April 7, 2007
When President Bush and Democratic leaders put together the bipartisan coalition behind the federal No Child Left Behind Act, they managed to sidestep, override or flat out ignore decades of sentiment that education is fundamentally a prerogative of state and local government.

Now, as the president and the same Democrats push to renew the landmark law, which has reshaped the face of American education with its mandates for annual testing, discontent with it in many states is threatening to undermine the effort in both parties.
Bush Claims About NCLB Questioned - Data on gains in achievement remain limited, preliminary. By David J. Hoff and Kathleen Kennedy Manzo in Education Week. Published March 9, 2007
Is the No Child Left Behind Act working?
President Bush says it is, pointing to student-achievement results from a single subsection of the National Assessment of Educational Progress and tentative Reading First data. But the evidence available to support his claim is questionable.
In War Over Teaching Reading, a U.S.-Local Clash By Diana Jean Schemo in the New York Times
Published March 9, 2007
According to interviews with school officials and a string of federal audits and e-mail messages made public in recent months, federal officials and contractors used the program to pressure schools to adopt approaches that emphasize phonics, focusing on the mechanics of sounding out syllables, and to discard methods drawn from whole language that play down these mechanics and use cues like pictures or context to teach.
E-Mails Reveal Federal Reach
Over Reading
Communications show pattern of meddling in
‘Reading First.’
By Kathleen Kennedy Manzo in Education Week
February 20, 2007
A scathing report on the activities of Reading First Director, Christopher J. Doherty, who evidently promoted specific reading programs whilediscrediting others.
Report Says Education Officials Violated Rules By Sam Dillon in the New York Times
Published: September 23, 2006
Department of Education officials violated conflict of interest rules when awarding grants to states under President Bush’s billion-dollar reading initiative, and steered contracts to favored textbook publishers, the department’s inspector general said yesterday.
Full text of Inspector's report.
Education chief: No Child Left Behind is as pure as Ivory Soap
Policy doesn't need changes, she says
August 31, 2006
The Associated Press.
Education Secretary Margaret Spellings said Wednesday the No Child Left Behind Act is close to perfect and needs little change as its first major update draws near.
"I talk about No Child Left Behind like Ivory soap: It's 99.9 percent pure or something," Spellings told reporters. "There's not much needed in the way of change."
Study of Test Scores Finds Charter Schools Lagging By Diana Jean Schemo in the New York Times.
August 23, 2006
WASHINGTON, Aug. 22 — Fourth graders in traditional public schools did significantly better in reading and math than comparable children attending charter schools, according to a report released on Tuesday by the Federal Education Department.
Florida lags in No Child Left Behind; Jeb wants law changed Aug. 19, 2006
Associated Press
TALLAHASSEE, Fla. - Jacksonville's George Washington Carver Elementary is a B school in the state's eyes and barely missed getting an A this year.
Yet, Carver, which once got D's and F's, still is considered a failing school under the federal No Child Left Behind law, which was adopted in 2001.
It is one of 2,278 Florida schools - 71 percent of the total - that have failed to make the adequate yearly progress, or AYP, required by No Child Left Behind in 2006. That's in sharp contrast to the state's report card that this year gave an A or B to three of every four Florida schools.
Bush education policy to miss goals: Harvard study Wed Jun 14, 2006
By Jason Szep
BOSTON (Reuters) - U.S. President George W. Bush's signature No Child Left Behind education policy is failing to close racial achievement gaps and will miss its goals by 2014 according to recent trends, a Harvard study said on Wednesday.
Advice to Congress: Dump part or all of 'No Child Left Behind' June 1
By Jennifer Toomer-Cook
Deseret Morning News
      Utah's schools chief has some advice for Congress: Dump some or all of No Child Left Behind, or change the rules to resemble the Utah Performance Assessment System for Students and other state initiatives.
Bush's `No Child' Goals Aren't Met by Quarter of U.S. Schools March 28 (Bloomberg) -- More than a quarter of U.S. schools are failing under terms of President George W. Bush's No Child Left Behind law, according to preliminary state-by-state statistics reported to the U.S. Education Department.

At least 24,470 U.S. public schools, or 27 percent of the national total, didn't meet the federal requirement for ``annual yearly progress'' in 2004-2005. The percentage of failing schools rose by one point from the previous school year. Under the 2002 law, schools that don't make sufficient academic progress face penalties including the eventual replacement of their administrators and teachers.
Standardized Tests Face a Crisis Over Standards Published: March 22, 2006
By Michael Winerip in the New York Times.

Pressure to test all students has led to a series of serious problems with the quality of the tests being administered and the kinds of learning goals measured. Costs have dictated lowered standards in many places.
Schools Cut Back Subjects to Push Reading and Math Published: March 26, 2006
By Sam Dillon in the New York Times.

Thousands of schools across the nation are responding to the reading and math testing requirements laid out in No Child Left Behind, President Bush's signature education law, by reducing class time spent on other subjects and, for some low-proficiency students, eliminating it.
Harvard study blasts Bush education policy BOSTON, Massachusetts (Reuters) -- President Bush's No Child Left Behind education policy has in some cases benefited white middle-class children over blacks and other minorities in poorer regions, a Harvard University study showed Tuesday.
Go to study.
The reports show educators at all levels struggling to implement a dramatic and extremely complex change in federal education policy, which radically alters the role of federal and state governments while imposing unprecedented responsibilities and accountability for test score gains. The reports demonstrate that federal accountability rules have derailed state reforms and assessment strategies, that the requirements have no common meaning across state lines, and that the sanctions fall especially hard on minority and integrated schools, asking for much less progress from affluent suburban schools. The market- and choice-oriented policies, which were imposed on schools "in need of improvement," have consumed resources and local administrative time but have small impacts and are not being seriously evaluated.

Poor Report Card for 'No Child Left Behind'

Listen to this NPR story... by Claudio Sanchez

All Things Considered, December 1, 2005

"Nearly four years after the No Child Left Behind Act took effect, the nation's urban school districts have shown little benefit from the law, which mandated annual reading and mathematics tests for all students in grades 3 through 8."

"According to the National Assessment of Educational Progress, often referred to as the "Nation's Report Card," over the last two years most fourth- and eighth-graders in 11 city school districts made very modest progress in reading and math. And most continue to perform well below the national average."

Students Ace State Tests, but Earn D's From U.S. Published: November 26, 2005
By Sam Dillon in the New York Times.
Some state claims of proficiency do not stand up to proficiency levels in the NAEP tests (National Assessment of Educational Progress), raising questions about the validity of the NCLB effort.
One Secret to Better Test Scores: Make State Reading Tests Easier Published: October 5, 2005
By Michael Winerip in the New York Times.
If the reading test is changed so that it is easier for students to score well, what are we to think of resulting claims of progress?
Buying of News by Bush's Aides Is Ruled Illegal Published: September 30, 2005
By Robert Pearin the New York Times.
Federal auditors said the administration had disseminated "covert propaganda" in the U.S., in violation of a statutory ban.
U.S. Provides Rules to States for Testing Special Pupils Published: May 11, 2005
By Susan Saulny in the New York Times.
Some state education officials and advocates for special-education students quickly criticized the requirements as too stringent.
Why should state ‘dumb down’ tests? Opinion Piece in Connecticut Post of May 9 pointing out that Secretary Spellings has urged the state to reduce the quality of its tests.
Maine suit challenging No Child Left Behind sought in bill Published: May 6, 2005 by the Associated Press
Within weeks of Utah's and Connecticut's rebellion against NCLB/Helter-Skelter, a legislative committee in Maine has endorsed a bill that would authorize the state's attorney general to sue the FED ED for failing to fund NCLB mandates.
'Soccer Mom' Education Chief Plays Hardball Published: April 28, 2005
By Sam Dillon in the New York Times.
. . . since taking office in January, the onetime Austin earth mother, who greets visitors to her office with a "Come on in, y'all" and often displays wit and charm, has also shown her willingness to engage in bare-knuckle politics, fighting to tamp down a growing rebellion against President Bush's No Child Left Behind law.
Districts and Teachers' Union Sue Over Bush Law Published: April 21, 2005
By Sam Dillon in the New York Times.
The union and eight school districts accused the Department of Education of violating a passage in the No Child Left Behind law.
NEA, Parents and School Districts SUE ED NEA Information on the Suit
Utah Vote Rejects Parts of Education Law Published: April 20, 2005
By Sam Dillon in the New York Times.
The bill is a stinging rebuke of President Bush's signature education law and the most explicit legislative challenge by a state.
Facing State Protests, U.S. Offers More Flexibility on School Rules Published: April 8, 2005
By Sam Dillon in the New York Times.
The secretary of education sought to set a new, more cooperative tone in her response to resistance to No Child Left Behind.
Connecticut enters the spotlight Published: April 10, 2005
The Hartford Courant reported on the Connecticut lawsuit against ED. The case is expected to focus on a single clause in the 1,000-plus page law that says states and districts will not have to spend their own money to meet the law's requirements.
TAKS rates fall at probed schools - 17 Houston campuses accused of cheating see larger drop than district AP Article: March 19, 2005

Nearly all of the Houston elementary schools being investigated for possible cheating on the state's standardized achievement test produced sharply weaker exam results this year.

Passing rates at all but one of the 18 schools under scrutiny dropped at a greater rate than the overall Houston school's passing rate on the third-grade Texas Assessment of Knowledge and Skills, or TAKS, reading exam.

Texas Cheating Scandal

"State to dissolve W-H school board"
Some trustees outraged by decision, which cited teacher TAKS cheating." Tuesday, March 22, 2005 By JOSHUA BENTON of The Dallas Morning News

"Former W-H superintendent indicted." Tuesday, March 22, 2005 By JOSHUA BENTON of The Dallas Morning News.

"Poor schools' TAKS surges raise cheating questions." Thursday, December 30, 2004 By JOSHUA BENTON and HOLLY K. HACKER / The Dallas Morning News:

The scandal may be even more widespread, but Texas has invested little money in hiring monitors to do audits and guard against fraud, so it is difficult to define the extent of the problem.

As reported in NPR's Morning Edition on March 21, 2005, "Testing Scandal in Texas Schools," there are only three monitors to cover the large state and make sure schools are acting within the law.

14 States Ask U.S. to Revise Some Education Law Rules Published: March 25, 2004
By Diana Jean Schemo in the New York Times.
Fourteen states asked the Bush administration on Wednesday for permission to use alternative methods for showing academic gains under the No Child Left Behind law.
Rules Eased on Upgrading U.S. Schools Published: March 16, 2004 in the New York Times
By Diana Jean Schemo
Department of Education eases way for schools to meet No Child Left Behind law's requirement that highly qualified teachers be in every classroom; under new rules, teachers in rural districts who are certified in one subject will now have three years to demonstrate competence in other subjects they are assigned to teach; other changes permit states to issue broad certification for science teachers and to create single alternative assessment for teachers who teach multiple subjects.
Some School Districts Challenge Bush's Signature Education Law Published: January 2, 2004
By Sam Dillon in the New York Times.
A growing number of school systems are beginning to resist the No Child Left Behind law, saying it is too costly and cumbersome.
Diverse Schools More Likely to Be Labeled as Failing, Study Says Published: December 25, 2003
By Sam Dillon in the New York Times.
Public schools with diverse student populations are far more likely than those with homogeneous populations to be labeled as failing under President Bush's education law.
Gains in Houston Schools: How Real Are They? Published: December 3, 2003
By Diana Jean Schemo and Ford Fessenden in the New York Times.
Texas has trumpeted the achievements of millions of its students, but an examination of student performance in Houston raises serious doubts about those gains.
Dept. of Education Steers Grants to Pro-Privatization Groups, Report Charges

December 3, 2003
By John Gehring in Education Week
The Department of Education is providing millions of dollars in grants to a handful of pro-voucher and privatization groups at the same time the Bush administration has underfunded the No Child Left Behind Act, the advocacy group People for the American Way charges in a report.

HISD: Lesson in deception? (Part I) November 30, 2003
By Anna Werner / 11 News - KHOU report on Houston ISD strategy to improve test results by retaining even good students in Grade Nine.
Superior School Fails a Crucial Federal Test November 18, 2003 by Michael Winerip in the New York Times.
With the debut of the No Child Left Behind law, there are now two accountability systems in Virginia that contradict each other.
On Trail, It's Dean vs.
No Child Left Behind Act
November 12, 2003 by Erik W. Robelen in Education Week
Describes the firm position of Governor Dean who has promised to dismantle most of NCLB.
Education 'Miracle' Has a Math Problem
Bush Critics Cite Disputed Houston Data
November 8, 2003 by Michael Dobbs in the Washington Post
Article portrays a system of educational accounting that was seriously flawed and goes on to explore Secretary Paige's reaction and responsibility for the misleading data.
States Unsure of Federal School Mandates NPR (audio), October 20, 2003
A growing number of states are alarmed by requirements of the two-year-old federal education law known as the No Child Left Behind Act. Educators say the law's ratings system is incoherent, and that it has undermined parents' confidence in too many schools. NPR's Claudio Sanchez reports.
Education Law May Hurt Bush
No Child Left Behind's Funding Problems Could Be '04 Liability
October 13, 2003 by Jim VandeHei in the Washington Post
President Bush's No Child Left Behind education program -- acclaimed as a policy and political breakthrough by the Republicans in January 2002 -- is threatening to backfire on Bush and his party in the 2004 elections.
No Child Left Behind law bumps into hard reality October 12, 2003 by Susan Snyder in the Philadelphia Inquirer
The act says troubled schools can let students transfer to better districts. It doesn't make those districts say yes.
How a Good School Can Fail on Paper October 8, 2003 by Michael Winerip in the New York Times.
The special education standards of the 2002 No Child Left Behind federal law, more than any other provision, have caused good schools to be labeled failing.
In 'No Child Left Behind,' a Problem With the Math October 1, 2003 by Michael Winerip in the New York Times.
As might be expected from a law that creates a single accountability formula for every American school, No Child Left Behind is replete with technicalities.
'No child left behind' puts districts in bind
Letters must offer transfers from 'failing' schools
September 16, 2003 by Nanette Asimov in the San Francisco Chronicle
"Thousands of parents in the Bay Area and millions nationwide are receiving letters from their school districts saying their children have a right to transfer immediately from their low-achieving schools to better ones. "
On Front Lines, Casualties September 24, 2003 by Michael Winerip in the New York Times.
It is the third week of school, and the Booker T. Washington Middle School on 107th Street is still short of books, chairs, computers, science laboratory materials and space.
Graduation Study Suggests That Some States Sharply Understate High School Dropout Rates September 16, 2003 by Diana Jean Schemo in the New York Times.
Florida and Texas, among others, have been seriously under-reporting the number of students who fail to graduate according to this study.
No Child Left Behind Law Leaves No Room for Some September 10, 2003 by Michael Winerip in the New York Times.
Student transfers out of failing schools into better ones under the No Child Left Behind law are leading to overcrowding at schools that are already managing on limited resources.
Education Policy Leaves Schools Behind Sept. 5, 2003
NPR's David Schaper reports on a school scramble set off by the No Child Left Behind Act. It allows families with students in poorly rated schools to choose instead to send their children to better rated schools. Finding schools willing to take the transfer students, and getting them to these distant schools, is proving difficult for troubled districts in Illinois and many other states.
Houston's Disappearing Dropouts September 4, 2003 by Richard Cohen in the Washington Post
"As with Enron, the city's school system has kept a set of books that has absolutely nothing to do with reality. Some high schools reported absolutely no -- that's zero -- dropouts. That these schools were in impoverished areas made the figures either preposterous or a miracle. The school system -- not to mention George Bush -- preferred to see a miracle."
A Star! A Failure! Unmeshed Yardsticks September 3, 2003 by Michael Winerip in the New York Times.
Half of North Carolina schools have been cited for failing to make adequate progress; and yet hundreds of these same schools will receive bonuses for excelling.
True dropout rate? It takes calculating By JOSHUA BENTON / The Dallas Morning News

Benton reports the huge gap between ninth grade enrollments and graduating seniors at many Texas high schools. He contrasts those numbers with reports of single digit dropout rates.

Cuts Put Schools and Law to the Test AUGUST 31, 2003 by Sam Dillon in the New York Times.
Most states have reacted to declining tax revenues by trimming education spending, setting the stage for one of the most austere school years in memory.
Questions on Data Cloud Luster of Houston Schools July 11, 2003 by Diana Jean Schemo in the New York Times.

An audit recommended lowering the ranking of 14 schools in Houston from the best to the worst, dealing a blow to the city's school system.

The Changes Unwelcome, a Model Teacher Moves On May 28, 2003 by MICHAEL WINERIP in the New York Times.

"A single high-stakes test score is now measuring Florida's children, leaving little time to devote to their character or potential or talents or depth of knowledge," she wrote.
"Kindergarten teachers throughout the state have replaced valued learning centers (home center, art center, blocks, dramatic play) with paper and pencil tasks, dittos, coloring sheets, scripted lessons, workbook pages."

In the UK - School tests overhaul to ease stress BBC News - Tuesday, 20 May, 2003

There will be a more light-touch approach to testing

The controversial tests for seven and 11 year olds face a shake-up, under plans announced by the Education Secretary, Charles Clarke.

The impact of school tests for seven year olds in England is to be reduced, amid concerns from parents and teachers that they cause too much stress.

Captives of the Script: Killing Us Softly with Phonics A critical analysis by Rethinking Schools demonstrates that scripted phonics programs like those pushed by NCLB hold students and teachers as curriculum hostages.
A Pupil Held Back, a Heavier Burden May 21, 2003 By MICHAEL WINERIP in the New York Times.

"For the first time, Florida third graders must pass a reading test or be held back, and earlier this month Gov. Jeb Bush announced that 23 percent - 43,000 - had flunked.

States Cut Test Standards to Avoid Sanctions May 22, 2003 By SAM DILLON in the New York Times

By lowering testing standards, states such as Texas hope to evade the penalties that a NCLB imposes on schools whose students fare poorly on standardized tests.

The Fragile Link Between Science and Federal Education Policy This report examines the research behind the recommendations of the National Reading Panel and finds it lacking and misleading.
Costs and Benefits The promise of providing all children with a high-quality education is a noble one. But after looking at the projected costs for 10 states to fulfill the requirements of NCLB, Mr. Mathis fears that the federal government is asking too much and giving too little.

By William J. Mathis in Phi Delta Kappan
No Child Left Behind? It may have sounded good to some, but this law is heading down the wrong track. What it means to you--and what NEA's doing about it.
New education law strains state coffers CNN, Friday, April 18, 2003
Around the country, state and local officials are trying to figure out how they will pay for the standardized tests and other requirements of the 2002 No Child Left Behind Act. Some states are even thinking about ignoring the law and forgoing federal funding.
Philadelphia Drops a Manager of Five Elementary Schools April 18, 2003  
By Sara Rimer in the New York Times
For 4,500 pupils at five Philadelphia elementary schools, the privatization experiment that began last fall has ended.
Education Secretary defends Christian comments Thursday, April 10, 2003
article reports controversy sparked by Secretary Paige's comments:

"The reason that Christian schools and Christian universities are growing is a result of a strong value system," Paige was quoted as saying. "In a religious environment the value system is set. That's not the case in a public school, where there are so many different kids with different kinds of values."

Study Finds Charter Schools Lack Experienced Teachers By Sara Rimer in the New York Times
A new study has found that charter schools, an alternative to low-performing public schools, rely heavily on young, uncredentialed teachers.
A Pervasive Dismay on a Bush School Law Michael Winerip in the New York Times reports on the growing dismay meeting NCLB sales reps in the field.
When it goes wrong at a charter school Michael Winerip in the New York Times decribes the trials and tribulations of families who have been struggling with disappointing charter schools. "But like a lot of 1990's market miracles, the charter bubble has burst."
Defining Success in Narrow Terms Michael Winerip in the New York Times describes the impact of NCLB on an Arizona elementary school. "THE students, the parents, the teachers at Gonzales Elementary thought they had a terrific school." Then NCLB came along.
Babes in the Woods: The Wanderings of the National Reading Panel Writing in Phi Delta Kappan, Joanne Yatvin describes the flawed process and skewed findings of this panel on which she served that is being used to push narrow definitions of acceptable practice by NCLB.
The Trouble with Testing - Why standards-based assessment doesn't measure up W. James Popham, writing in the January, 2003 issue of American School Boards Journal challenges the value of such testing: "Standards-based assessment really sounds quite wonderful. Yet, in most educational settings, it is a flat-out fraud. "
High Stakes - High Risks
The dangerous consequences of high-stakes testing
Monty Neill, writing in the January, 2003 issue of American School Boards Journal points out the many fallacies embedded in the NCLB approach to testing.

"We must use far more than standardized test scores to determine whether schools are improving and students are learning. Continuing the course of high-stakes testing will only deepen the crisis in schools serving our most vulnerable children and wreak terrible consequences on their communities. "

Bush budget proposal does not fully fund NCLB January 14, 2003 School Board News reports that "President Bush's budget proposals for Title I for fiscal 2004 would fall far short of fully funding the No Child Left Behind (NCLB) Act, which he signed into law a year ago."
Testing Trap
The single largest — and possibly most destructive —
federal intrusion into America's public schools"
Writing in Harvard Magazine, Richard F. Elmore, identifies the mistaken beliefs underlying the current emphasis of testing as a way of driving school improvement.
States Worry New Law Sets Schools Up to Fail:
Use of Test Scores Would Label Most Poor Performers
This January 2, 2003 Washington Post article by Michael A. Fletcher takes a probing look at the way schools will be judged failures by the new law and explains why many state and local leaders are complaining about unfairness. Some see the new law as a cynical attempt to introduce school vouchers and school choice.
Bush education policy gets states' rights jolt
Opposition in Nebraska highlights GOP conflict over federal intervention
This article by David L. Greene of the Sun National published December 30, 2002 reports intense discomfort in Nebraska with the new federal role mandating educational changes.

"State officials complain that the president is abandoning the conservative principle that the federal government should not meddle in state-run public education."

Leading by Numbers This column by Paul Houston, Executive Director of AASA identifies a disturbing consequence of reform attempts that focus so directly on numbers and test scores.
U.S. - “No Child Left Behind” Rules Aren’t An Easy Read This article by Pamela M. Prah, for describes the nearly 400 pages of regulations released in November, 2002 by the Ed Department - regulations that some feel worsen the impact of the original legislation by maintaining a high level of failure and opening the door to vouchers.
The price of accountability: Want to improve schools? Invest in the people who work in them This article by Richard Elmore, professor, Graduate School of Education, Harvard University, stresses the need to invest dramatically in teacher and school capacities to match the new emphasis upon achievement.
Make-or-Break Exams Grow, But Big Study Doubts Value This article by Greg Winter in the December 28, 2002, New York Times, reports on the findings of the Great Lakes Center for Education Research.
An Analysis of Some Unintended and Negative Consequences of High-Stakes Testing. Great Lakes Center for Education Research and Practice commissioned independent research on the "Intended and Unintended Impact of High Stakes Testing."
The Myth of the Texas Miracle in Education Walt Haney of Boston College challenges the claims that state of Texas had made near miraculous progress in reducing dropouts and increasing achievement.
That Sinking Feeling This October 17, 2001 Education Week article by John Merrow outlines how overemphasis of tests can damage schools and students.
Group gives education bill a C: Budget crunch could undercut progress In an article from CNN.COM - The Center on Education Policy reports that with many states facing budget shortfalls, the federal government needs to provide more money to help them meet the NCLB law's requirements.
Editorial / New Policies and New Directions: Be Aware of the Footprints! Notice the Nightmares! O. L. Davis Jr., The University of Texas at Austin offers a scathing review of NCLB's impact upon education, educational research, funding and the children.
Presuppositions of No Child Left Behind This article from the September, 2002 Focus on Teachers Newsletter takes a critical look at the logic and assumptions hidden behind the rhetoric of NCLB.
One cautionary tale about school reform The Christian Science Monitor - from the January 13, 2003 edition
by Abraham McLaughlin

Article takes a look at the pain, suffering, confusion and difficulties experienced in Massachusetts as the state struggles with implementation of NCLB.

Major Web Sites Providing Information about NCLB seeks to make the findings of independent, peer-reviewed, replicated research on reading and writing education, as well as information on publicly reported tests of reading and writing achievement, accessible to busy parents, educators, and policymakers in order that they may make informed decisions about education and educational policies. Site stands in contrast to the limited, misleading research reports distributed by the so-called National Reading Panel used to approve or veto certain programs based on pseudo-scientific claims.
Rethinking Schools Quoting from the site . . .

"Here's What's Wrong with Bush's Education Plan:

He claims to want "no child left behind." But President Bush is touting a school "reform" plan that would leave more children than ever in schools that don't provide the high-quality education that all children deserve."

The Education Department's View of NCLB On January 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001. The Act is the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since ESEA was enacted in 1965. It redefines the federal role in K-12 education. This site praises the law and promises all kinds of wonderful changes. Know the basics of No Child Left Behind.
ASCD on ESEA/NCLB ASCD has expressed concern about basic beliefs embedded in the new law as well as statements made by the Secretary of Education. This page points to resources challenging the assertions and the wisdom of many of the NCLB's basic tenets.
AASA Resources and Best Practices for Implementing No Child Left Behind The American Association of School Administrators has compiled a list of resources to help schools to implement No Child Left Behind or ESEA 2001.
Education Week's collection of articles on ESEA More than a dozen articles exploring all facets of the new law.
The National Center for Fair & Open Testing
The National Center for Fair & Open Testing is an advocacy organization working to end the abuses, misuses and flaws of standardized testing and ensure that evaluation of students and workers is fair, open, and educationally sound.
Teaching In Mind: How Teacher Thinking Shapes Education This site takes a look at the possibilities of good teaching as a major input to increase student success. Articles explore the failure of NCLB to approach this aspect of capacity building with substance, skill or adequate resources.

This page is © 2003 by FNO Press, all rights reserved. Contents may not be duplicated, republished or distributed in any manner without explicit permission. Contact the editor at