An NCLB by any other name . . . ?

I spent way too much time yesterday on the “Eduwonk” blog, reading through ideas offered for the “Name That Law” contest to suggest alternative names for the No Child Left Behind law.

Check it out for yourself at http://www.eduwonk.com/2009/02/a-contest-name-that-law.html

I read through what were then about 620 or so different comments. Some struck me as pretty funny, but others made me stop and wonder about the contributor.

Some seemed to assume that all the problems with schools come from bad/lazy/uncaring/stupid teachers, which is a simplistic view that only occasionally is accurate, as far as I can tell.

Some appear to suffer from the illusion that schools are chronically preoccupied with artificially puffing up student self-esteem. This is something that I’ve never actually seen play a role in real school settings, but a certain brand of uninformed layman seems convinced it is the root of all evil in schools.

Other than those, the ones that bothered me most fell into three broad categories: those who wanted to blame the parents, those who thought “kids are just lazy and need their butts kicked,” and those who baldly asserted that it’s okay to leave “stupid” kids behind.

Granted, unfit parents do exist. But they are a really tiny minority of parents in any given school, and there aren’t nearly enough of the real item to create a statistical ripple. No, in my experience the observers (including some teachers!) who place the blame on the parents are overlooking some important issues.

Usually, the parents who are blamed for not caring are those from lower socio-economic groups in overcrowded, poverty-strapped schools. They also often are persons of color, and may be immigrants. In my years of teaching in urban schools I’ve talked with many who are dealing with burdens you might never know about.

Sometimes they are working two or more jobs, and have little time to coach their children’s homework efforts or go to parent-teacher conferences. Many times they did poorly in school themselves, and don’t know how to help their kids be successful. That kind of experience among parents doesn’t breed much trust in schools among them, either. There also may be an embarrassing language or other cultural barrier that make them feel cut off from the school and uncomfortable there.

Research shows schools with active outreach programs have less trouble with lack of parent/extended family involvement than schools where parents are just assumed to be negligent.

The “kids are just lazy and need their butts kicked” group really needs to remember that an attitude of “the beatings will stop when morale improves” is rarely a successful approach. You can’t berate someone into developing a love of learning. Those who think you can probably need therapy for their control issues.

Probably the attitude I find most abhorrent is the one that says it’s okay to leave “stupid” kids behind. First of all, what is “stupid”? We have long since learned that “I.Q.” numbers don’t begin to describe human potential, and the complexity of the reality is impossible to quantify with just a simple number. Is it, then, okay to ignore a physical impairment such as myopia or astigmatism? How about dyslexia? Cerebral palsy? Tourette’s Syndrome? Where do we draw the line? Should we take a page from the Nazis and kill or sterilize anyone with Down Syndrome? If that’s the American ideal of good education, count me out!

What I think the “okay to leave the stupid behind” crowd really is saying, however, speaks to allocation of resources. To sum up what I think they actually mean, they seem to be saying it’s okay to sacrifice the “stupid” to save the “smart.”

They see gifted education, arts education, field trips, and similar programs being more and more neglected and less and less well funded, as focus shifts to those inconvenient populations of kids that chronically fall in the “not proficient” test score categories.

One of the things NCLB was supposed to do–and is definitely doing–was draw attention to just those kids. We always knew they weren’t well served by their schools (otherwise they’d be doing better). Schools just didn’t apparently have a good enough reason to care until their existence depended on it. How sad is that?

I don’t think the “sacrifice the stupid” group is blaming the right source for the problem. Kids who are not prospering in school DO need our attention, and they do need better support. The overall problem lies in the fact that the way things are set up demands that there be “winners” and “losers.”

Given the way the law was set up, for schools the choice is on the order of “shall we breathe, or shall we pick flowers?” Kids who are safely in the “proficient” category don’t threaten their existence; kids whose test scores are too low do.

What we really need is support for schools–and by that I include funding, but don’t mean just money alone! We shouldn’t have to make the choice of which children to sacrifice (or intellectually starve). Schools should be empowered to teach them ALL as they need to be taught.