State Journal

Tracking 'Rebellion'

Web Site Details State Efforts to Alter NCLB Law

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints

The so-called states’ rebellion over the No Child Left Behind Act has reached new status in cyberspace.

A Web site, is now tracking states’ efforts to change the 3½-year-old federal law.

Started this month by the Washington-based nonprofit group Communities for Quality Education, the site aims to show that calls for changes to the law are coming from all corners of the United States.

“There is a lot of sentiment building against this law. We’d like to see it change; we’d like to see it improved,” said Samantha Anderson, a spokeswoman for CQE, founded last year by John Hein, a former president of the California Teachers Association.

The Web site details how leaders in 47 states have called for changes to the federal law, to one extent or another, as the time for the 2007 reauthorization of the law approaches. It also includes links to newspaper articles from around the country about the NCLB law.

Ms. Anderson said CQE wants “greater dialogue about what schools actually need,” rather than just sanctions against schools and districts that don’t meet their test-score targets. The law should concentrate instead on efforts to help low-performing schools, she said, suggesting that classes should be smaller, teachers should be better trained, and the latest technology should be available.

“A punitive measure against a school doesn’t help the problem,” she argued. “Busing a student away from a school [that needs improvement] doesn’t help improve the school.”

But not everyone agrees that the rebellion is out of hand—or even that there’s a rebellion at all.

Last week, federal officials said improvements in some grades on the National Assessment for Educational Progress show the law is working.

“The remarkable results released last week show that a strong focus on closing the achievement gap as embodied in No Child Left Behind is reaping great benefits, and America’s students deserve our best efforts to tenaciously stay the course,” U.S. Department of Education spokeswoman Susan Aspey wrote in an e-mail response. ("South Posts Big Gains on Long-Term NAEP in Reading and Math," this issue.)

Secretary of Education Margaret Spellings has downplayed talk of a rebellion, saying most states aim to comply with the law and are making the right changes in their policies.

Ms. Anderson agreed that the best parts of the No Child Left Behind Act are the ones requiring academic improvements for minority students.

The disagreement comes in how to provide students, and all schools that serve struggling students, the extra help they need, she said.

Vol. 24, Issue 43, Page 26

Published in Print: July 27, 2005, as Tracking 'Rebellion'

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >