Arizona filed a law suit against the federal government concerning the implementation of No Child Left Behind. Arizona joins Connecticut as the two states that have officially sued the feds over NCLB. Utah did not file suit, but has chosen to turn its back on the law. The National Education Association's lawsuit against the feds is still in the appeals process after it was rejected by a Michigan judge last year.
In a related story, the feds told Nebraska that its system of assessment did not pass muster and had to be radically overhauled . . . or else. Nebraska's method of assessment has been praised by many scholars for being more nuanced and robust because it does not rely on a single standardized test to determine what children know and can do. However, this method is under attack.
Here's the story on Arizona:
State schools chief Tom Horne made good on a threat Thursday to sue the federal government over how the standardized test scores of students learning English are counted in Arizona.
Until now, Horne said, state and federal education officials agreed to count the scores of English-language learners starting after the students' third year in the state, allowing them time to become proficient enough in English to pass an academic test.
But federal education officials want to count those scores after only one year.
"No Child Left Behind requires all states to include all students, including students with limited-English proficiency, in their accountability system," Chad Colby, a spokesman for the U.S. Department of Education, said in a written statement. "Arizona is not doing this, and the department has repeatedly told state officials they are violating the law."
Horne said Arizona is following an oral agreement made three years ago.
"They made an agreement, and like anybody else, they should keep their agreements," Horne said.
Horne said his lawsuit challenging the federal government's position would be filed in U.S. District Court by the end of the day Thursday.
If the federal court does not rule in the state's favor, it could mean an additional 100 Arizona schools will be labeled as failures. That, in turn, could be costly for some districts if they end up enacting expensive corrective plans.
— Megan E. Moravcik
Monday, July 10, 2006
States, Under Attack, Fight Back
at 11:15 PM
Peter Campbell is an educator, academic technologist, and parent. He holds a BA from Princeton University and an MA from New York University. He has been involved directly or indirectly in education for more than 25 years. He currently works for Blackboard, Inc. as a Regional Sales Manager in the Collaborate division. Before joining Blackboard, Peter served as the Lead Instructional Designer and the Director of Academic Technology at Montclair State University in New Jersey. Immediately prior to his job at Montclair, Peter served as the Product Manager for an educational start-up (Learn Technologies Interactive). In this role, he oversaw the design and development of a K-12 learning management system, e-learn.com. His passion for education was forged back in 1987. He began teaching for The Princeton Review, then moved to Tokyo and taught English at a Japanese high school for two years. He later moved to New York City, where he worked as an adjunct in the speech department at Manhattan Community College. He went on to teach writing at the U of Missouri in 1995, and it was there that his interest in educational technology was born. Views expressed here are solely those of Peter.