This letter to the editor by Eric Earling appeared in Douglas County News-Review (OR) on September 13, 2004.
The News-Review's Aug. 13 editorial regarding No Child Left Behind and recent school "report cards" associated with this federal law gave an inaccurate impression of the importance of federal education reform efforts led by President Bush.
As the editorial noted, a few local schools did not make "Adequate Yearly Progress" (AYP) as defined by No Child Left Behind. This means that schools missed one or more criteria in improving student learning according to standards set by the state of Oregon. These standards are part of the unique accountability plan Oregon established in choosing to participate in No Child Left Behind, as have all 50 states across the country.
However, not making AYP shouldn't carry a negative label. The system Oregon has enacted as part of No Child Left Behind is designed to promote common-sense accountability for local schools, while getting more information into the hands of parents and educators. With this new information, educators and parents are empowered to focus resources and energy on areas where student learning can improve.
As the editorial also noted, there are no "sanctions" for the Douglas County schools in question since they do not receive federal Title I funds to support the education of low-income students. However, as public comments in The News-Review from local educators indicate, the information in these school report cards is stimulating new efforts at approaching potential weak spots in student achievement.
That dialogue is inherently a good thing for kids, and Oregon Superintendent Susan Castillo recently agreed on the importance of the accountability in No Child Left Behind.
That's one reason why President Bush believes so strongly in this effort, and why it's great to see Oregon's efforts to implement the law are working based on the feedback of local educators.
Eric Earling
Deputy Secretary's Regional Representative
U.S. Department of Education, Region X
Seattle
 |
||||||||||||
|
|
|||||||||||
| |
||||||||||||
