When No Child Left Behind was implemented back in 2002, one of its prime goals was to close the achievement gap.  Then-Secretary of Education Rod Paige made it the cornerstone of his stump speech, focusing much of the law’s early days on how to help low-income and minority students in struggling schools.  Supplemental funds were geared, in large part, to addressing the achievement gap issue.  Reading First funding was gift-wrapped for schools struggling with the problem.  Even Highly Qualified Teacher provisions were developed to ensure that urban (read minority) schools were getting qualified, effective teachers.

The multi-billion-dollar question out there is did it work?  Has NCLB made a difference in closing the achievement gap.  Critics of the law have made NCLB all about inflexibility and high-stakes tests and unreachable expectations.  And they’ve been successful, in large part, because many believe the law hasn’t worked (basing their beliefs on the opinion pages and coffee clatchs, instead of real, hard data).

This week, the Center on Education Policy released its comprehensive study, “Has Student Achievement Increased Since 2002?”

The findings are just fascinating.  USA Today draws out the highlights (http://www.usatoday.com/news/education/2008-06-24-no-child_N.htm).

What does all this tell us?  First and foremost, the tenets of NCLB seem to be working.  Several states — including Texas and Arkansas — showed moderate to large gains in both reading and math.  Others — including Tennessee — showed similar gains in reading.  And others more — such as New Jersey and Ohio — showed those gains in math.  Scores are rising.  The achievement gap between white and black students is shrinking.  And states are far more serious about data collection and accountability today than they were six years ago.

We’re a far, far ways away from declaring “mission accomplished” with NCLB.  But we are starting to see its impact (and it is a positive one to boot).  Once we move beyond the rhetoric and vitriol of NCLB, and start looking at the resources it provides, the supports it offers, and the roadmap it lays forward, we can still see the positive impact the law can have if implemented correctly.

Sure, NCLB is the furthest thing from the collective mind of Congress.  And yes, it is far easier to kill the law rather than improve it.  But if our goal is to improve student achievement, particularly among low-income and minority students, it is hard to ignore this CEP data or the continuous roll call of teachers, parents, and students who speak on the positive impact the law has had on them.

And just imagine the success it could have if it went from being the education community’s Stretch Armstrong doll and once again enjoyed the bi-partisan support and encouragement it received in 2002?