The Education Blame Game
The No Child Left Behind Act has received criticism from educators and policy pundits, primarily because of unrealistic goals that often stigmatize schools and the teachers connected with them as “underachievers.” In the quest for accountability, unattainable benchmarks of quantitative success have replaced the more reasonable and humane goals of qualitative growth and improvement. Despite tremendous student progress in many schools, the inability to meet API or APY standards often leaves teachers and staff frustrated, humiliated and punished for their efforts.
This is good, and written by Sharon Scranage. Sharon Scranage teaches at one of the poorest school districts in Southern California, with a predominately English Language Learner student base. With the help of classroom strategies used expressly for students from poor families, students were able to surpass expectations on their standardized tests, performing at grade level or above in both language arts and math. But more important, they learned not to underestimate themselves.