For a fleeting moment, “No Child Left Behind” — the current Bush Administration’s education-reform agenda — was the topic du jour of mass-mediated public discussion. Controversial, suggestive, deceptive and vague, the complex nature of the phrase — its emphatic statement of resolve; its unmistakable allusion to progress and development; its irresistible appeal to social-minded Americans in our midst — is a perfect metaphor for the elusive, vexingly adaptive political ideology, Compassionate Conservatism, that currently holds our government in thrall.
And this is only what lay on the surface.
As is usually the case in our times, the truth to be found beneath glittering, sound-bite rhetoric is far more nuanced than either political party would have you believe, but it’s also no less difficult to divine. Is the new initiative, as some argue, a long-overdue step towards shifting the responsibility of low-performing public schools onto the families, communities and cities that tolerate them? Or is it a veiled attempt on the part of a callous administration to abdicate its social responsibilities and implement a system of assessment and regulation that is predictably futile?
The answer, as with so much else in our postmodern epoch, is that there is no answer; it’s a subject that informed and reasonable individuals will continue to debate. The bracing truth is that the efficacy (or inefficacy) of the “No Child Left Behind” (NCLB) legislation cannot be fully determined until today’s disadvantaged youth become tomorrow’s young adults.
What follows below is a statement of the four pillars of the NCLB legislation as described by its architects. And in a point all but forgotten in our time, the extent to which these notions are in the best interests of our society is for each of us — citizens of a liberal democracy — to determine for ourselves.
Pillar One: Stronger Accountability
American public schools will be held to impart measurable basic proficiency in reading and math to their students. Progress in this regard is assessed and charted, with consequences suffered if standards are unmet.
Critics hold that this singular focus on reading and math aptitude will result in less comprehensive educational instruction in America’s public schools, consigning poorer students to acute under-education.
Pillar Two: Increased Freedom
NCLB enables state and local school districts to allocate resources in whatever manner education officials deem most sensible — funneling support into remedial math instruction or after-school programs, for instance — without obtaining separate approval from federal agencies.
Critics argue that the real problem lay in the systemic under-funding of public schools and the disintegrating educational infrastructure it perpetuates. The freedom to reallocate inadequate resources, they contend, results in a pedagogical house of cards.
Pillar Three: Government Support
NCLB commits government funding in support of those teaching methods that have proven popular and/or effective in demonstrably improving aptitude among students.
Critics hold that notions of scientifically tested or proven teaching methods are false and misleading. Educational theories, they posit, are notoriously fleeting in their popularity and questionable in their utility.
Pillar Four: Greater Parental Choice
NCLB empowers parents to transfer children from zone schools that have failed to meet performance standards for two consecutive years, into out-of-zone schools that have met or exceeded said standards. (In an almost comic twist, the failing school district(s) must provide for the transferring students’ transportation to the better school.) Additionally, low-income students of schools that have failed to meet established standards for three consecutive years become eligible for supplemental educational services — tutoring, after-school services, remedial summer school — and students in high-violence school environments can be transferred into safer schools.
Critics contend that transferring students doesn’t necessarily result in improved learning, and that the influx of under-performing students can have an adverse effect on high-performance schools. They also contend that as such high-performance schools are scarce, the transfer option often becomes impractical. Finally, there’s the fact that no direct correlation exists between high student-performance scores and a school’s ability to improve the learning of under-performing children — and this, supposedly, is the motive goal.
Based on these principles, NCLB strikes me as being a decent-sounding improvement strategy that apparently has considerable space for improvement.
And now that you have a thumbnail sketch of the basic points, what do you think?
This editorial originally appeared in an NYU student publication.