March 2008
ASCD's 2008 Legislative Agenda: Doing What Works, Transforming What Doesn't
By Gene R. Carter, Executive Director, ASCD
One year ago in this column, I asked whether Congress would reauthorize No Child Left Behind (NCLB) in 2007 as scheduled. We now know the answer to that question is a resounding "No." This year's question is whether the law will be reauthorized in 2008 or remain untouched until a new president takes office.
Regardless of timing, educators, policymakers, and the public agree NCLB needs considerable improvement. The latest PDK/Gallup Poll reveals that for the first time since 2003, more Americans (40 percent) have an unfavorable view of NCLB than a favorable one (31 percent). ASCD members—including teachers, principals, superintendents, and professors—are working to change the law. For this reason, improving NCLB was a top priority of the 2007 ASCD Legislative Agenda, and it remains the central goal of this year's agenda.
NCLB defines achievement based on student scores on reading and math tests in grades 3–8 and a science test in high school. As a result, these standardized tests are the primary measurement for school and district accountability, the consequences of which are playing out across the nation's school districts. The Center on Education Policy's nationally representative survey of school districts found that since NCLB was implemented, 44 percent of districts have increased time for English and/or math in elementary schools, while cutting time from other subjects.
ASCD proposes a broader definition of achievement and accountability to promote the development of the whole child. Our children deserve an education that emphasizes academic rigor as well as 21st century skills such as critical thinking and creativity. ASCD's 2008 Legislative Agenda outlines the following core principles, which we believe will help us meet these goals.
- Multiple Indicators of Achievement. It takes more than standardized tests in a couple subjects to accurately assess student achievement. Growth models that measure student progress and are based on a potent combination of state assessments, teacher-developed tests, and performance assessments (e.g., essays and portfolios) provide a more complete picture of achievement. Similarly, schools and districts should be measured using a variety of indicators, such as student growth and advanced placement and international baccalaureate course completion rates.
- School Improvement and Services. NCLB sanctions entire school buildings or districts when improvement is needed in one or two student subgroups. ASCD believes in targeting interventions and resources directly to the groups in need. Local districts, in partnership with their communities, should also be allowed to choose interventions that best match the needs of their students.
- Teachers and School Leaders. Effective education leaders are essential to student success and school improvement. ASCD calls on Congress to support flexible professional development that builds instructional practice and leadership capacity. Such professional development opportunities could take the form of locally determined merit pay programs tied to accountability; incentive and recognition programs that reward high-performing educators for teaching in high-need areas; expanded career opportunities and compensation for educators who take on additional duties like mentoring; and enhanced teacher preparation, recruitment, and retention systems.
- Innovative High School Redesign. States and districts are working to ensure high school graduates become productive citizens, prepared for success in a competitive global market. Congress must support research-based high school redesign that includes a rich and rigorous curriculum, relevant learning experiences, and relationships with caring adults who know students well. To achieve this will take efforts that span from flexible use of time to support for businesses and community organizations that want to help schools deliver personalized student learning opportunities and mentoring programs. The GRADUATES Act provides the framework for these efforts.
NCLB was initially born out of a bipartisan spirit to do right by our children. That spirit has crumbled as implementation of the law has magnified its flaws. Now is the time to once again bridge our differences to improve NCLB so our students become more knowledgeable, motivated, engaged, and healthy. This will require us to do what works and transform what doesn’t.
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