NCLB’s True Worth to Minnesota

By John Fitzgerald, Minnesota 2020 Fellow, April guest blogger

Last fall, the prestigious publication Education Week hosted an online chat about the federal No Child Left Behind law. One of the panelists was David Figlio, a professor at Northwestern University and a Research Associate at the National Bureau of Economic Research.

Ellen Solek of East Haddam, Conn., asked if Figlio was aware “of any current research that has, or is being conducted that determines correlation (if any) between K-12 student test scores, accountability, and future success in the workplace?”

This is a magnificent question because it goes to the heart of NCLB and how it relates to every Minnesotan. The question is simple: What difference does NCLB make?

Figlio doesn’t really have an answer. First, he says this: “It's too early to know about the effects of accountability on workplace success.” Then he says “there have been a number of studies that have linked K-12 test scores to labor market outcomes as adults,” but then adds “these papers use data that are decades old, however.”

He also says there is evidence that college selectivity, which is associated with higher K-12 test scores, has important effects on wages in early adulthood. But then he says “it will take another decade before we know the degree to which school accountability directly plays into this mix.”

So what did Figlio really say? He said we don’t know if high-stakes testing a la NCLB actually improves our workforce.

It’s safe to say that improving the workforce is one of two ultimate educational goals; the other being to prepare children to become participating, law-abiding citizens. If NCLB — or any other program — can produce good workers who can stay out of prison, then we should be happy.

But the fact is we don’t know if NCLB is working or not. We have anecdotal evidence that NCLB’s high stakes test bumps up results, but we have more anecdotal evidence that shows the bumps don’t last through the next year, and they come at the expense of other subjects such as science and art because schools take time away from other subjects to “teach to the test.”

In Larry McMurtry’s Lonesome Dove, Gus describes Jake as “a mighty leaky vessel to be putting one’s hope into.” For the reasons listed above and for many others, NCLB is a mighty leaky vessel for us to put our hopes of a better education.

Comments

[Joe Nathan]

Mr. Fitzgerald asserts that some schools "take time away from other subjects (like science and art" to "teach to the test."

My understanding is that a survey of Minnesota schools he conducted had this as one of its conclusions. I believe there are schools that are doing what he asserts.

However, a number of the schools that serve high percentages of low income students, are open to all kinds of students, and have the highest academic achievement and/or very high levels of increasing achievement have very strong programs in the arts and sciences.

In 35 years as a public school teacher, administrator, parent and researcher, I've concluded there is a myth: Producing significant improvements in reading, writing and math means downplaying science and art.

In fact, many inner city district and charter public schools that have very strong records of improving achievement in core academic areas also have strong science and art programs.

It does not have to be one or the other.

We offer a few examples in a report called Smaller, Safer, Saner Successful Schools that is available on the Center for School Change website www.centerforschoolchange.org

Thanks to the Minnesota Private College Council for encouraging this conversation.

Joe Nathan, Director
Center for School Change
Humphrey Institute
University of Minnesota

[John Fitzgerald]

Mr. Nathan and his organization have long been active supporters of educational excellence in Minnesota and I appreciate his comments.

NCLB is a failure as a program to increase student achievement. One-half of all Minnesota schools have failed the NCLB test. That's more than 900 schools -- charter schools included -- that face an ultimatum: Increase test scores in reading, writing and math or be punished. Administrators at these schools face the choice of requiring more math or more science, more reading or more art. They say they feel compelled by the federal government to tailor the curriculum to NCLB subject matter.

I'm certain there are some schools that thrive despite NCLB, as Mr. Nathan states, but obviously half of Minnesota schools don't. When these failed schools include academic powerhouses like Edina High, Wayzata High and Duluth East, then you know NCLB is terribly faulty.

John Fitzgerald
Minnesota 2020

[Joe Nathan]

Thanks to Mr. Fitzgerald for his thoughtful, gracious comment.

NCLB has problems, but I think academic achievement - as measured by % of students passing the state's basic skill tests - has improved. Also, the percentage of students passing other state-wide tests have improved. NCLB played a role by encouraging schools to pay more attention to subgroups.

NCLB has problems. Two of them are that a school can end up on the "needs improvement" list because of low achievement from students with special needs. Dumb.
NCLB also does not give enough credit to schools showing significant improvement in academic achievement. Another part of the legislation needing improvement.

But - a report issued last fall by the Minnesota State College and University system and the UofM showed that more than 1/3 of Minnesota high school graduates, 2003-2006, who entered Minnesota public colleges and universities had to take remedial courses in reading, writing or math. This includes a significant number of graduates from "academic powerhouses such as, but not limited to, the high schools Mr. Fitzgerald mentions.

Indeed, a recent visit to Edina High School impressed me because they are revising the way they work with some students in math - because they do acknowledge the need to improve.

Many of the most successful public schools, district or charter, recognize that science and art can help improve students' skills in reading, writing and math.

Now, with thanks to Mr. Fitzgerald, since it is 7:09 PM, I'll encourage others to respond, and go outside to enjoy the early Minnesota spring and hopefully, improve my walking skills.

Joe N

[Debbie Boyles]

Neither Rest Nor Tranquility: Education and the American Dream in the 21st Century is a thoughtful analysis of educational reform in the United States by Sir Michael Barber, a former political and educational leader in England. Much of what he says will seem familiar, but his "off-shore" perspective and incisive analysis of the barriers to progress embedded in American social and political culture add a bit of jarring urgency. (shared by Paul Lingenfelter)

[Kim Cook]

After viewing Challenging Expectations with three of the students that were interviwed for it, we had a troubing experience. I dropped off one student in South Minneapolis and as I was leaving his apartment and stopped at a stop sign, two boys walked in front of my vehicle. As they crossed and got to the other side of the street, they stopped, turned around and made threatening gestures as if they had a gun. I was very upset and stressed by this. The most disturbing part of this experience was that the two remaining students in my vehicle did not seem scared by this experience. Similiar incidents happen frequently to urban youth. It is too commonplace to cause the anxiety I felt. How ironic that we had just left a documentary on barriers in education, where violence was never mentioned, and this occurred.