When Congress passed the “No Child Left Behind” act (NCLB) in 2002, few could have envisioned the unintended consequences that the act would create in school districts across the nation. Now, six years later, Congress is positioned to re-authorize NCLB. Despite some of the act’s unexpected problems (and unfunded mandates), reauthorization is the right step, since NCLB has increased accountability, and spurred many districts to refocus on strategic ways to improve academic performance and achievement.
During the reauthorization process, however, Congress must take a closer look at NCLB, and implement the absolutely necessary improvements that would make the legislation more effective, and equitable, for all of America’s school children.
Despite the partisanship that surrounded NCLB during its implementation in 2002, the core objective of the law was to reach a common goal: to chart a pathway toward increased academic performance nationwide. Admittedly, from the onset, NCLB focused much too heavily on punitive measures; federal funding for mandates was leveraged on academic results, and districts with socio-economic disadvantages encounter continuing challenges in meeting adequate yearly progress (AYP) benchmarks, which, in turn, impact their eligibility to get further federal dollars for core educational programs.
There has been an upside. In the past six years, as districts painstakingly met the requirements set out by NCLB, educators, school board members and administrators have had the opportunity to review, track and assess the law’s effects; they have been able to identify precisely where the shortfalls to NCLB are. Equipped with this knowledge, educational advocates across the nation have been able to provide legislators with strategic amendments and changes that can significantly improve the law.
Accordingly, one promising “patch” to NCLB that has emerged is House Bill 648, sponsored by a 21-member bipartisan coalition. (Disappointingly, this bill does not yet include any co-sponsors from Washington.) HB 648, which has been endorsed by the National School Board Association and educational advocates across the country, would maintain the accountability aspects of NCLB, while correcting the emerging inequities that have been seen to unfairly impact less affluent or minority districts, special education and English language learners, and even gifted or highly capable students.
While HB 648 can begin to address the deficiencies of NCLB, the act itself still needs to be reauthorized first— and as a priority step, that must occur as soon as possible during this congressional session.
If NCLB is not reauthorized in 2008, the existing provisions of the law will likely be congressionally “extended” until the next session. In this scenario, it is very likely that a new administration entering the White House in January would find other priorities before beginning debate anew to reauthorize NCLB.
Failure to reauthorize NCLB this session will likely mean that many of our schools — particularly those in minority and economically depressed areas — will be forced to continue operating under the current provisions of the law. Accordingly, in light of the punitive nature of the measure, the number of schools under sanction will only continue to increase, drawing further funding setbacks to those districts.
The reality is that NCLB’s ultimate objectives can only be achieved when, and if, the practical barriers to the act’s success are comprehensively addressed.
Educational reform, as with any other congressional effort, should be seen as a dynamic process. Thoughtful congressional amendments, like HB 648, should be considered as flexible tools, useful for correcting the course of legislation as inequities in these existing laws emerge during the course of their implementation.
Reauthorization of NCLB, during the second session of the 110th Congress, with the appropriate, corrective amendments, is more than just a sensible idea — it is an essential necessity if our goal is to truly increase academic achievement in all of our nation’s schools.
Michael Kundu, a father of two middle school students, is a member of the Marysville School District Board of Directors. He is also an appointed member of the National School Board Association’s Federal Relations Network.
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