‘A Nation at Risk’ and No Child Left Behind The Standards Movement

An Act of War? “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”

Inadequacies of schools content, expectations, time, and teaching.

Findings (Deficiencies) Regarding CONTENT Secondary school curricula have been homogenized, diluted, and diffused to the point that they no longer have a central purpose. “In effect, we have a cafeteria style curriculum in which the appetizers and desserts can easily be mistaken for the main courses.” Students have migrated from college preparatory programs to "general track" courses in large numbers.” The proportion of students taking a general program of study has increased from 12 percent in 1964 to 42 percent in 1979. This curricular smorgasbord gives students so much choice, they are choosing general rather than college prep courses.

Recommendations for Content State and local high school graduation requirements be strengthened. All H.S. graduates be required to have a foundation in the Five New Basics by taking: (a) 4 years of English; (b) 3 years of mathematics; (c) 3 years of science; (d) 3 years of social studies; and (e) one-half year of computer science. For the college-bound, 2 years of foreign language in high school are strongly recommended in addition to those taken earlier.

Recommendations for Science The teaching of science in high school should provide graduates with an introduction to: concepts, laws, and processes of the physical and biological sciences; methods of scientific inquiry and reasoning; application of scientific knowledge to everyday life; and social and environmental implications of scientific and technological development. Science courses must be revised and updated for both the college-bound and those not intending to go to college to add everyday applications

Findings (Deficiencies) Regarding Expectations The amount of homework for high school seniors has decreased (2/3 of seniors surveyed report less than 1 hour a night) and grades have risen as average student achievement has been declining. Students in other industrialized countries complete many more years of math and science than do US students. US High schools have low graduation requirements so many students opt for less demanding personal service courses, such as bachelor living. Minimum competency exams required in a majority of states have become the “maximum”, thus lowering standards.

Recommendations Related to Expectations Colleges and universities should raise their admission requirements. STANDARDIZED TESTS of achievement should be administered at major transition points. Textbook companies should be required to submit research demonstrating the effectiveness of their materials.

Recommendations Regarding Time Students should be assigned more homework. Begin instruction in effective study & work habits in elementary school. Schools should lengthen their school day to 7 hours and the school year to 200-220 days. The burden on teachers for maintaining discipline should be reduced through the development of firm and fair codes of student conduct that are enforced consistently, and by considering alternative classrooms, programs, and schools to meet the needs of continually disruptive students.

Findings Regarding Teaching not enough of the academically able students are being attracted to teaching; teacher preparation programs need substantial improvement; the professional working life of teachers is on the whole unacceptable; and a serious shortage of teachers exists in key fields.

Recommendations Regarding Teaching Improve the preparation of teachers or make teaching a more rewarding and respected profession. Help solve the teacher shortage problem by training qualified individuals, including recent graduates with mathematics and science degrees, graduate students, and industrial and retired scientists to immediately begin teaching in these fields.

From ‘A Nation at Risk’ to NCLB The standards movement continued to pick up steam throughout the last part of the 20th century President Lyndon B. Johnson signs Elementary and Secondary Education Act, 1965 Title I and ESEA coordinated through Improving America’s Schools Act, 1994 Reauthorization of ESEA - No Child Left Behind, 2002

Goals of NCLB ALL students will attain proficiency or better in reading and mathematics by 2013-2014 ALL limited English students will become proficient in English ALL teachers will be highly qualified by 2005-2006 ALL students will be educated in safe, drug-free environments ALL students will graduate from high school

Accountability! Key component of NCLB Testing Requirements Adequate Yearly Progress (AYP) Consequences Public Reporting

Everyone’s Favorite 4 Letters States administer own tests which are: Aligned Valid and reliable Inclusive: Limited English Proficient Students Special Education Students Annual reading and math assessments at grades 3-8 by 2005-2006 Science assessments by 2007-2008 At least once at elementary, middle, and high school grades NAEP biennially starting 2002-2003 in grades 4 and 8: Random sampling Mandatory participation Limited English students must be assessed annually for English language proficiency

The Impossible Goal? Adequate Yearly Progress Demonstrate Proficiency: All schools reach 100% proficiency within 12 years Schools must meet annual state objectives for progress Continual Achievement: States will determine annual objectives for progress All subgroups must meet annual objectives for progress 95% of all students and all subgroups of students must be included in the assessment

Consequences Failure to make AYP will result in implementation of specific consequences Each consecutive year, corrective actions become more intensive

First Level School Improvement Status–First Year (Two consecutive years of not making AYP): Technical assistance Must provide public school choice Two year School Improvement Plan 10% of Title I funds must be allocated for professional development

Second Level School Improvement Status – Second Year (Three consecutive years of not making AYP): Continue actions from first year of school improvement status Provide supplemental services to low-achieving, disadvantaged students At least 5% of Title I funds for this purpose, if needed Supplemental service providers must be approved by the state

Third Level School Improvement Status - Third Year (Four consecutive years of not making AYP) Corrective Action: Continue actions from previous years of school improvement Districts must take at least one of the following actions: Replace relevant school staff Implement a new curriculum and provide professional development Significantly decrease management authority Appoint outside expert to advise on school improvement plan Extend school year or school day Restructure internal organization of school

Fourth Level School Improvement Status - Fourth Year (Five consecutive years of not making AYP) Restructuring: Continue activities from school improvement and corrective action Districts must take at least one of the following actions: Reopen school as a charter school Replace all or most of relevant school staff Contract with outside entity to operate school State takeover Any other major restructuring of school’s governance that makes fundamental reform

A Cop Out?-The ‘Safe Harbor’ Schools not meeting annual state objectives can make AYP if: Percentage of students not proficient for all students and each subgroup is reduced by 10% from the previous year

Public Reporting 2002-2003 State Report Card requirements include: Dissemination at the beginning of school year Disaggregated student MEAP data Comparison of student achievement levels Percentage of students not tested Graduation rates Number and names of schools in need of improvement Comparison of actual academic achievement to annual objectives for all subgroups Teacher qualifications

Reporting the Grade School and District Report Cards must include: Same information as in State Report Card, applied to the district and individual schools Comparison of student scores on state assessments with other students within the district and state New requirements to provide parent notification on: Teacher qualifications Student performance on state assessments School choice information Limited English Proficiency student placement and program information

Teacher Quality Beginning 2002-2003 all new Title I teachers must: Be highly qualified Be certified and teaching in their content area(s) Not hold emergency credentials Have proven competency in teaching areas assigned All core academic subject area teachers not highly qualified must meet the requirements by 2005-2006. Title II funds can be earmarked for teacher and principal quality All states must: Develop a plan demonstrating how teachers will become highly qualified by 2005-2006 Require annual increase in the percentage of highly qualified teachers in each local district beginning in 2002-2003 Increase annually the percentage of teachers receiving high quality professional development beginning in 2002-2003

Instructional Methods Resources concentrated on scientific, research-based programs Characteristics of scientific research-based studies: Uses scientific method Has been replicated Can be generalized to larger population Meets rigorous standards Other studies/programs point to same conclusion

Discussion: Discussion: What do you believe is the most significant outcome of ‘A Nation at Risk’ and the implementation of NCLB? Impact on schools? Realistic?