This letter to the editor by Tori Hatada, the Deputy Secretary's Regional Representative in Region IX, appeared in The Salinas Californian on April 24, 2007.

In Gary Karnes' view, expecting public schools to educate children to grade level in reading and math is "setting up schools for failure" ("No Child Left Behind undermines our schools," April 9).

Fortunately, the American people do not share his lack of confidence in our public education system.

They continue to support the reforms contained in the No Child Left Behind Act. Its emphasis on high standards, accountability and proven instructional methods has strengthened public education and refocused its efforts toward improving student achievement.

NCLB is based on the belief that public schools can meet high expectations, and that all children have the potential to read and do math at grade level. We have visited schools with disadvantaged children who, with the help of dedicated teachers, are now meeting this goal. This progress is confirmed by the National Assessment of Educational Progress, which reports rising test scores for African-American and Latino students and falling achievement gaps between them and their white classmates.

The key to this progress has been our ability and resolve to measure it through annual assessments. We must not eliminate this vital tool, as Karnes suggests we do. We are, however, working with states to offer flexibility as they attempt to meet their achievement goals.

One of these is the use of growth models as part of their accountability systems. The secretary has approved growth model pilot projects in some states. Under President Bush's NCLB reauthorization plan, all states will be able to use them to measure individual progress toward grade-level proficiency. And we continue to support these efforts through increased funding and flexibility. In California, that has meant a 56 percent increase in federal funding since the law was enacted.

NCLB is not "undermining" our public schools. Far from it.

But returning to the days of lowered expectations would certainly risk undermining our children's future.

Tori Hatada
Deputy Secretary's Regional Representative
Region IX
U.S. Department of Education