Despite the national pastime of griping about No Child Left Behind and its Adequate Yearly Progress (AYP) accountability measures, there hasn’t been nearly the attention placed on the NCLB waivers being granted by the U.S. Department of Education.
Perhaps it is because such issues are incredibly complex and can be really confusing. Perhaps it is because it is deep in the weeds, interesting to only the wonkiest of wonks. Or perhaps we just figure accountability is accountability is accountability and we’ll just keep doing what we are doing until we get our hand slapped.
This week, National Journal and its Experts Blog decides to step into the scrum and offer a week-long discussion on the good, the bad, and the ugly when it comes to NCLB waivers.
A post from dear ol’ Eduflack is up there now. I keyed in on the provisions that focus on the bottom 15 percent of schools, noting that Connecticut opted instead to follow a continuum model based on absolute performance. Why is that so important? As I wrote:
Equally important, Eduflack notes:
When nearly 40 percent of students can’t read at grade level by fourth grade, it isn’t a 15 percent issue. When a third of students drop out of high school, it isn’t a 15 percent issue. When 70 percent of Connecticut’s public high school graduates require remedial education in college, it isn’t a 15 percent issue.
Definitely an interesting topic that isn’t garnering the attention it deserves. Happy reading!