NCLB and More Capable Students

Education Week (you may have to register for full access) recently offered several articles on NCLB. Putting the information together, it appears that NCLB has raised average performance, but has not benefited more able students.

The data show, for instance, that from 2000 to 2007, the scores of the top 10 percent of students essentially held steady on National Assessment of Educational Progress tests in reading and math. The scores for the bottom 10 percent of students, meanwhile, rose by 18 points on the 4th grade reading test and 13 points in 8th grade math—the equivalent of about a year’s worth of learning by Mr. Loveless’ calculations.

I have come to think of NCLB in terms of trade-offs rather than improvements. Math and language arts scores may rise, but students have fewer experiences with art or social studies. The focus on avoiding test failure comes at the cost of less interest in improving the performance of those most capable. These are not improvements when one takes a broader perspective. Present policies do not “move every child forward”.

Ironically (I guess this is irony), the GF Herald reported today that more children in North Dakota are being left behind. Every school my children attended (elementary through high school) made the list for not meeting AYP. For the record, I think my kids received a high quality education. Unfortunately, if they were still in school, the data indicate NCLB would mean that their talents would be less rather than more likely to be developed.

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