Education reform: Can Obama’s budget rescue No Child Left Behind?
His emphasis on incentives may win over critics. But that effort won’t be worth it if he also waters down standards with new ‘college and career readiness’ benchmarks.
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The Obama administration is also trying to address state and teacher union criticisms about simplistic standards. Education Secretary Arne Duncan proposes replacing the annual yearly progress benchmarks – based on math and reading student testing – with something called “college and career readiness.” It is a more nuanced approach, the administration says.Skip to next paragraph
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But details are yet to come, and they will make all the difference. Supposedly, the administration’s new standards will be guided by a yet-to-be-finished project undertaken by the nation’s governors. The governors have been working on common K-12 standards that prepare a student either for college or for a career after high school.
Potentially, the governors’ standards could raise the achievement bar. Under NCLB, which leaves it to states to measure their own achievement, some states selected tests that actually lowered their standards of proficiency. Politically, the governors’ standards could work because they come from the grass roots, as opposed to being seen as a Bolshevik imposition from the White House.
There’s something basic and solid, though, about reading and math standards. The temptation for the governors is to go fuzzy on their benchmarks, so states – and students – don’t have to work so hard. If Obama follows fuzzy standards, he does the nation a disservice and is better off just limping along with the current, unimproved NCLB law.
The most promising part of the president’s approach to a revamped NCLB is his emphasis on competition and incentives for federal funds. Instead of dispensing federal education dollars by a set formula, he wants some of the money to go only to states that are reforming – and performing.
His “Race to the Top” program, passed as part of the 2009 Recovery Act, proves this can work. That program set $4 billion aside for states that reform – that allow the growth of charter schools, improve collection of performance data, and link teacher evaluation to student performance. Forty states are competing for this money, and many of them have changed their laws in order to qualify.
Critics have a point that NCLB is nowhere near its 2014 goal of 100 percent proficiency in math and reading. The latest “nation’s report card” on math, for instance, shows only 39 percent of fourth-graders and 34 percent of eighth-graders at or above proficiency.
But the principles behind the law – standards and accountability – are beyond question, and students have progressed under this law. Perhaps the president’s emphasis on incentives will change the minds of the law’s critics, and those of reluctant lawmakers. But that effort won’t be worth it if “college and career readiness” turns out to be just a sophisticated way of saying “lower standards.”