In the 2004-05 school year, the share of high-poverty schools that failed to make enough yearly progress under the law jumped by 50 percent, to 9,000 from 6,000 the year before. There are 50,000 high-poverty schools in the United States, for whom failing to make enough progress sets off a cascade of extra attention, as well as eventual punishments, including the possible closure of the school.
In inviting the proposals, however, Ms. Spellings said the department would not compromise on certain "core principles" of the law, including the requirements that all students reach proficiency in reading and math by 2014, and that schools break down student performance by race, ethnicity, income, disability and gender.
The real strategy at ED is to use the ropeadope growth model talk to stem the growing outcry against NCLB long enough for the manufactured failure rate to turn parents and teachers against their own public schools. In the meantime, the desperate enthusiasm for growth models represents the kind of empty wishing and easy appeasement that allows the NCLB juggernaut to continue unabated. Just as states should be joining forces to reject outright the impossible and racist demands that sacrifice increasing numbers of schools, children, and teachers, instead they are clamoring for a ticket in a big contest where nobody wins--except the ed industry, the voucher fanatics, and the corporate political economists who wish to extend an iron-fisted social control based on a blinding fear of failure.
Despite the disingenous and misleading talk of flexiblity that proceeds from an empty hope attached to growth models, the implacable and impossible demand for 100% proficiency by 2014 has and will not change without a public uprising sometime between now and the planned reauthorization of NCLB next year.
The Big Lie that most Americans still cannot contemplate centers on the espousal of help to the poor and the brown as the primary motivator behind NCLB. No doubt it was at some point for some people, but what we are seeing today is the emergance of a genocidal education policy of epic proportions that could set back the educational struggle for growth, equity, and social justice by a hundred years. The fact is that the poor and the brown are being sacrificed in the crucible of a corporate socialist power machine that hopes to "change everything, forever" as Gene Hickok has enthused on more than one occasion.
What happens in America's schools will determine which way America goes at this tipping point of history. It is past time to restore the civic, intellectual, and moral purpose of schools, and to throw the closet fascists into the Potomac.
And what a dirty Potomac it is...ReplyDelete
What you have mentioned about undermining public schools is already evident in the Washington DC-Baltimore region. Many minority families have given up on thier local public schools and have moved entirely towards home schooling. There are vast networks of parents (often also eduactors themselves) who work together and collaborate on developing curriculum, meeting to share the educating responsibilities of their children, share resources, and work in a community entirely autonomous from the local schools. It has been gaining popularity around here. Many of these families are well educated, but they see the schools in their areas as inadequate. The schools are underfunded and parents of these minorites have often cited their neighborhood school's curriculum as biased, or even racist. These are supposedly the schools the govt is trying to improve.
Is this a good thing that the community is sending a message to its schools and the govt, or is it a detriment to the fight to take back and strengthen public education in America?
If the goal remains 100 percent proficiency by 2013-14, than those states that participate in the growth model pilot are just delaying NCLB sanctions.ReplyDelete