As most in the education reform world know by now, yesterday House Education Committee Chairman George Miller spoke on his thoughts about NCLB. The highlights — NCLB will be reauthorized, NCLB will be revised and improved, and Miller has heard the “teaching to the test” critics. The Washington Post has the full story — http://www.washingtonpost.com/wp-dyn/content/article/2007/07/30/AR2007073001711.html?hpid=sec-education
All told, there was nothing earth-shattering in Miller’s remarks or the reaction to date. The most reaction seems to come from Miller’s language on assessment, and rightfully so. Folks should be wary when we start talking about softening assessment measures, particularly after seeing reports on how different states have defined reading “proficiency” so differently under the law. If anything, assessments should be strengthened to guarantee that — regardless of school district, city, or state — we know how well our students are doing compared to their fellow students.
The most interesting element coming from Miller was not what he said, but the reform posed between the lines of his words. While Miller was careful to be mindful of many of those protecting the status quo and fighting NCLB and its achievement measures, he made a very interesting statement. He said, in addition to NCLB’s reading, math, and science testing requirements, schools should be allowed to use measures such as graduation rates and AP test passage rates.
Why is this so interesting to Eduflack? Simply put, Miller is advocating for expanding the reach of NCLB to the high schools. Currently, the accountability measures in NCLB focus on fourth through eighth grade. We’re starting to see those math and reading tests now, and science is on its way. For the most part, educators believe that NCLB has left high schools alone, focusing instead on elementary reading and middle school assessments.
But in Miller’s NCLB 2.0, it seems NCLB will have a broader reach. Adding measures such as graduation rates (assuming that states and districts will be measured based on the National Governors Association’s Graduation Counts Compact formula and not left to their own formulaic devices) and AP exams means that accountability is shifting to the high schools. How successful are our 10th, 11th, and 12th graders on their AP tests? How many 9th graders are graduating high school four years later? These are some of the measures Miller is endorsing as part of the “serious changes” needed for NCLB.
Whether it was intentional or not, Miller should be commended for the sentiments behind his words. As we see states across the nation strengthening their high school graduation requirements, it is important that we recognize K-12’s responsibility for preparing students for the opportunities and challenges that come after high school graduation. That means assessing students and ensuring they measure up, in any effective way possible.
Hopefully, Eduflack isn’t reading too much into Miller’s statements. Regardless, it provides an opportunity to refocus the debate and ensure that the law focuses on the realities in the classroom. With so many financial, human, and intellectual resources being poured into high school improvement, NCLB can play a part in effective reform … if we let it.
All told, there was nothing earth-shattering in Miller’s remarks or the reaction to date. The most reaction seems to come from Miller’s language on assessment, and rightfully so. Folks should be wary when we start talking about softening assessment measures, particularly after seeing reports on how different states have defined reading “proficiency” so differently under the law. If anything, assessments should be strengthened to guarantee that — regardless of school district, city, or state — we know how well our students are doing compared to their fellow students.
The most interesting element coming from Miller was not what he said, but the reform posed between the lines of his words. While Miller was careful to be mindful of many of those protecting the status quo and fighting NCLB and its achievement measures, he made a very interesting statement. He said, in addition to NCLB’s reading, math, and science testing requirements, schools should be allowed to use measures such as graduation rates and AP test passage rates.
Why is this so interesting to Eduflack? Simply put, Miller is advocating for expanding the reach of NCLB to the high schools. Currently, the accountability measures in NCLB focus on fourth through eighth grade. We’re starting to see those math and reading tests now, and science is on its way. For the most part, educators believe that NCLB has left high schools alone, focusing instead on elementary reading and middle school assessments.
But in Miller’s NCLB 2.0, it seems NCLB will have a broader reach. Adding measures such as graduation rates (assuming that states and districts will be measured based on the National Governors Association’s Graduation Counts Compact formula and not left to their own formulaic devices) and AP exams means that accountability is shifting to the high schools. How successful are our 10th, 11th, and 12th graders on their AP tests? How many 9th graders are graduating high school four years later? These are some of the measures Miller is endorsing as part of the “serious changes” needed for NCLB.
Whether it was intentional or not, Miller should be commended for the sentiments behind his words. As we see states across the nation strengthening their high school graduation requirements, it is important that we recognize K-12’s responsibility for preparing students for the opportunities and challenges that come after high school graduation. That means assessing students and ensuring they measure up, in any effective way possible.
Hopefully, Eduflack isn’t reading too much into Miller’s statements. Regardless, it provides an opportunity to refocus the debate and ensure that the law focuses on the realities in the classroom. With so many financial, human, and intellectual resources being poured into high school improvement, NCLB can play a part in effective reform … if we let it.
Eduflack By Patrick R. Riccards 