Developing individuals special talents, not sitting down for tests and being turned into automatons:
"Broader yardstick for schools is urged; Educators, others seeking change" by Maria Glod/Washington Post December 17, 2007
WASHINGTON - For nearly six years, the federal government has defined school success mainly by how many students pass state reading and math tests. But a growing number of educators and lawmakers are pushing to give more weight to graduation rates, achievement in science and history, and even physical education.
The debate over the formula for rating the nation's public schools has stalled efforts in Congress to revise the No Child Left Behind law. At issue: What is the best way to measure whether schools are doing their job?
Unlike questions on the state math and reading tests taken by millions of children, this one has no clear answer. Reaching consensus in the coming election year is expected to be difficult. Without congressional action, the 2002 law will stay as it is.
Advocates for "multiple measures" say that learning is too complex to be judged by annual tests and argue that spontaneity and creativity in classrooms are being lost to test preparation and drills.
Reg Weaver, president of the National Education Association, the largest teachers' union:
"There ought to be more in determining students' success than just one test score. Preparing a child for the 21st century means reading and math. But it also means science; it means civics; it means art."
Civics, art? Are you kidding?
We need soldiers and drones from the schools, not little thinkers!
But the Bush administration and some civil rights, education, and business groups say that too many tweaks would weaken a law credited with revealing pockets of struggling students, especially among poor children, minorities, and those with disabilities.
In their view, an overly complex rating system would mask problems in schools with many students who haven't mastered basic reading and math, skills they call the building blocks to success.
Amy Wilkins, a vice president of the Education Trust, a Washington-based advocate of better schools for the disadvantaged:
"Proponents of multiple measures say it will give a richer, fuller view of a school, but this isn't about a rich view of a school. It's about failures in fundamental gatekeeping subject areas. Parents know, 'My school is in trouble because it's not teaching reading and math.' "
Ah, it is NOT EDUCATION but INDOCTRINATION!!!!!
And reading? WHO reads anymore?
No one likes books, they like the video and the smoking of the weed!
The law requires annual reading and math tests in third through eighth grades and once in high school.
Wow, school really sucks now!
No wonder kids think it is boring and want to smoke the weed and play video games!
Schools and subsets of students - including ethnic minorities and students from poor families - must make gains over time. High schools also must reach target graduation rates, but the state goals have been criticized as weak and inconsistent.
Certain schools that don't meet standards are required to allow students to transfer or face other sanctions. The law aims to have 100 percent of children proficient in reading and math by 2014."
Yes, AmeriKa the PUNISHMENT CULTURE!
I say LOCAL CONTROL, LOCAL CONTROL!!
And HOME-SCHOOL your children, please!!!!!!
