Opinion Blog


Rick Hess Straight Up

Education policy maven Rick Hess of the American Enterprise Institute think tank offers straight talk on matters of policy, politics, research, and reform. Read more from this blog.

Accountability Opinion

What Next-Gen Accountability Can Learn From No Child Left Behind

By Rick Hess — August 11, 2021 4 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
  • Save to favorites
  • Print

As the Senate prepared to vote on the bipartisan No Child Left Behind Act (NCLB) back in 2001, Sen. Ted Kennedy, the iconic Massachusetts Democrat, told the assembled chamber, “This is a defining issue about the future of our Nation and about the future of democracy, the future of liberty, and the future of the United States in leading the free world.” President George W. Bush and a long list of Republican and Democratic luminaries offered similarly enthusiastic endorsements.

Yet, 20 years on, many would prefer to forget that NCLB and the era of high-stakes testing it brought about ever happened, as NCLB slowly morphed into a bumper sticker for federal overreach and overtesting. It would be easy now just to move on to the next generation of assessments and retooled accountability systems and leave NCLB in the rearview mirror. But that impulse is, I fear, why education improvement tends to devolve into us making the same mistakes over and over.

On that score, I’ve been taken with a recent essay by University of Oklahoma professor Deven Carlson on what policymakers should learn from the NCLB experience. (Full disclosure: He penned it for my AEI Education series on the future of educational accountability.) A few of his takeaways seemed well worth sharing—particularly as policymakers and leaders consider implementing new accountability measures to help schooling recover from the pandemic’s effects.

For starters, Carlson argues that NCLB ran into trouble because lawmakers baked unrealistic expectations into the law itself. As he puts it, “Setting a goal of universal reading and math proficiency by 2014 effectively ensured we would end up judging accountability, and NCLB more broadly, a failure.” If they had left 100 percent proficiency as an aspiration rather than a mandated accountability target, he writes, “it’s conceivable that NCLB could have survived politicians’ aspirational rhetoric and impossible promises.”

I’m reminded of what Checker Finn and I wrote regarding NCLB’s 100 percent mandate back in 2007: “Noble, yes, but also naive, misleading, and in some respects dysfunctional. NCLB is, in fact, a civil rights manifesto masquerading as an education accountability system. Its grand ambition provided a shaky basis for policymaking, rather as if Congress asserted in the name of energy reform that America will no longer need to import oil after 2014.”

Carlson’s takeaway from this is a useful one: Set realistic, achievable goals. That might leave politicians with less room for bombast, Carlson observes, but the frustrating truth is that “reality doesn’t always fit into nice, neat sound bites.”

Carlson also indicts NCLB’s inflexible, Washington-centric approach to accountability. He observes, “Every consequential aspect of NCLB’s accountability system—testing requirements, AYP’s definition, the series of sanctions—was designed in DC and dictated to the states, which were given no meaningful freedom to adapt the system to their realities.” In states where it might make more sense to employ a different approach to judging schools or designing interventions, leaders had little freedom to do so.

Carlson argues that future accountability efforts should be built upon “increased state control of school accountability systems.” He suggests the record makes the case for state systems in which metrics like test scores and graduation rates are not used in isolation but serve to trigger more in-depth performance audits. As Carlson puts it, “High-level numbers can tell you only so much, and it often takes setting foot inside a school to get a sense of what’s going well and what isn’t and to make productive recommendations about how the school might go about any improvement process.”

At the same time, Carlson notes the importance of NCLB shifting the focus of measurement from inputs to outcomes—a shift that he urges policymakers to retain. In the decades that followed the 1965 passage of the Elementary and Secondary Education Act, he writes, “Expenditures were about the only aspect of education that were consistently measured and thus drove policy discussions.” That didn’t really change in any meaningful way until NCLB. While Carlson says this change has brought its own challenges, he argues that it has been broadly positive: “Instead of focusing exclusively on inputs—using dollars as a proxy for quality—we are now much more likely to start policy discussions by asking how well schools are serving students.”

Too often in education, we race from one frustrating episode to the next—dismissing talk of where we’ve been with the impatient insistence that we’ve learned our lesson, or that “this is different,” or that this is a “new data-driven approach.” Well, as we ponder what comes next for accountability and assessment, we’d benefit from checking the rearview mirror more attentively and more often. I think Carlson’s take can help us do just that.

The opinions expressed in Rick Hess Straight Up are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.


Commenting has been disabled on edweek.org effective Sept. 8. Please visit our FAQ section for more details. To get in touch with us visit our contact page, follow us on social media, or submit a Letter to the Editor.


Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Teaching Webinar
6 Key Trends in Teaching and Learning
As we enter the third school year affected by the pandemic—and a return to the classroom for many—we come better prepared, but questions remain. How will the last year impact teaching and learning this school
Content provided by Instructure
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Equity & Diversity Webinar
Evaluating Equity to Drive District-Wide Action this School Year
Educational leaders are charged with ensuring all students receive equitable access to a high-quality education. Yet equity is more than an action. It is a lens through which we continuously review instructional practices and student
Content provided by BetterLesson
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Attendance Awareness Month: The Research Behind Effective Interventions
More than a year has passed since American schools were abruptly closed to halt the spread of COVID-19. Many children have been out of regular school for most, or even all, of that time. Some
Content provided by AllHere

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Accountability Did Washington D.C.'s Education Overhaul Help Black Children? This Study Says Yes
Researchers said the district's "market-based" reforms accelerated achievement versus other districts and states.
5 min read
Accountability Opinion Let’s Make Transparency the Pandemic’s Educational Legacy
Transparency can strengthen school communities, allow parents to see what’s happening, and provide students more of the support they need.
3 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty
Accountability The Feds Offered Waivers on ESSA Accountability. Here's Where States Stand on Getting Them
While they get less attention than testing waivers, flexibility related to low-performing schools is an important federal and state issue.
5 min read
Image of a student taking a test with a mask on.
Rich Vintage/E+
Accountability Opinion Absenteeism Is the Wrong Student Engagement Metric to Use Right Now
In a post-pandemic era for school accountability, let’s focus on measuring what matters.
Sara Johnson, Annette Anderson & Ruth R. Faden
4 min read
Figure being erased.
Getty