Has No Child Left Behind worked? That may be a question best left to sociologists or historians or anthropologists, but it is one we must be asking as congressional committees and presidential education advisors continue to contemplate the reauthorization of the Elementary and Secondary Education Act (a reauthorization that is past due, I might add.)
When first passed into law, NCLB was positioned as an effective tool to close the achievement gap. By “eliminating the soft bigotry of low expectations,” NCLB would penetrate the schools and communities that have long suffered, providing hope, opportunity, and real demonstrations of achievement for kids that have long been written off.
Of course, these past few years, NCLB has been seen far more as a punch line to a bad joke, a walking, talking example of burdensome regulations and over-testing. It’s almost like we’ve forgotten the intent of the law, and the goal of ensuring that every student — regardless of race, gender, neighborhood, or socioeconomic standing — has the opportunity to achieve academically.
It is forgotten, that is, until the data reminds us otherwise. For those doubting Thomases, today’s Washington Post offers yet more proof that NCLB is, indeed, working. The Post’s Maria Glod and Daniel de Vise offer up an analysis that shows it clearly. And the story lede says it all — “since the enactment of the No Child Left Behind law, students from poor families in the Washington area have made major gains on reading and math tests and are starting to catch up with those from middle-class and affluent backgrounds.”
What does the Post analysis show, other than NCLB works? The data is quite clear … and quite interesting. <a href="http://www.washingtonpost.com/wp-dyn/content/article/2008/10/01/AR2008100103096.html
In”>www.washingtonpost.com/wp-dyn/content/article/2008/10/01/AR2008100103096.html
In Maryland, the reading and math achievement gaps have closed, according to results from the Maryland School Assessment. In Anne Arundel County, the reading performance gap shrunk from 24 to 14, while math moved from 20 down to 14. In Howard County, the reading gap shrunk from 31 to 17, while the math gap shrunk from 33 to 25. And in Montgomery County, the reading gap shrunk from 28 to 14 and the math from 26 to 17.
And in Virginia, on its Standards of Learning? In Fairfax County, the reading gap shrunk from 20 to 11, the math gap from 29 to 16. In Loudoun County, reading gaps went from 24 to 15, while math went from 20 to 17. And in Prince William, reading closed from 18 to 9, while the math gap went from 15 to 11.
All data was measured from 2003 to 2007. And before you ask the question, there doesn’t seem to be good data for DCPS, with Stanford Achievement Tests and the Comprehensive Assessment System showing little results of meaning.
What does it all tell us?
* In school districts, at least those in the greater Washington area, NCLB has worked. From 2003 to 2007, we’ve seen real, demonstrable results closing the gap in reading and math achievement
* Despite popular belief, reading scores are improving. In fact, in most of the counties studied by the Washington Post, reading gaps have narrowed more than math gaps. In Arlington County, VA, for instance, the reading gap shrank (as NCLB and Reading First intended), but the math gap did not.
* Good data takes time. Education researchers have long told me you need at least five years of good data to determine the effectiveness of an education reform. Imagine that, the Post looked at five years of NCLB era data, and found real improvement.
* The achievement gap is a very real issue, and needs to be a very real focus on any ongoing reform. If we are truly going to improve the quality of public education in the United States, we need to show meaningful gains for low-income students, for African-American students, and for Hispanic students. Educational opportunity for all needs to include all, no matter how you disaggregate the data.
Kudos to the Washington Post for its analysis, and for stepping forward (on the front page of the paper, no less) and claiming that NCLB is indeed closing the achievement gap. But if it is true here in Washington, odds are the same results are found in cities and towns throughout the United States. Where are the similar studies? Who is looking at similar achievement data? Who is talking about what is being done (or has been done) to close the achievement gap in cities like Chicago and Atlanta and Dallas and Phoenix and Los Angeles? Who is speaking truth, despite an unpopular law with a bad reputation?
If we’re going to continue these positive trends, now is the time to speak up.
