Growing Discontent with NCLB

Two recent research reports find the so-called "No Child Left Behind" (NCLB) law is increasingly controversial in many states as the public and some state legislatures perceive the law as more harmful than helpful to public education.

One report, "NCLB Left Behind: Understanding the Growing Grassroots Rebellion Against a Controversial Law," provides a detailed national overview of a "growing grassroots rebellion" against NCLB. The report was produced by www.NCLBgrassroots.org and the Civil Society Institute.

The report documents the NCLB-related backlash in the form of anti-NCLB legislation (21 states), opting out/waivers/exemptions (40 states), litigation (four cases, with more in the offing), NCLB unfunded-mandate cost studies (21 states), and NCLB school failure rate studies.

The 37th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools reveals that the public likes NCLB's goals but rejects the strategies used to implement those goals, which is consistent with NEA's long-held position on NCLB.

In fact, the more people know about the law's impact on classroom instruction the less they like it, according to the results of the Phi Delta Kappa poll. In this year's poll, the grades the public assigns to their public schools remain as high as ever. The poll can be found at: www.pdkintl.org/kappan/k0509pol.htm.

The report by NCLBGrassroots.org and Civil Society Institute is based on an analysis of a database of local and national news articles compiled by NCLBGrassroots.org. The report notes that while the growing grassroots rebellion against NCLB "has not yet fully registered with most national policymakers and commentators, it is a reality that likely will become more evident during the upcoming 2005-2006 school year as NCLB's harsher penalties begin to take effect."

It also states, "...Unfortunately, the [NCLB's] one-size-fits-all policy was not grounded in the knowledge and experience of those working in the field and denied state and local leaders the flexibility necessary to address the differing challenges and strengths of students in their states and communities."

The most recent evidence of the "rebellion" described in the report came in Connecticut, where the state attorney general has filed a lawsuit against the federal government for failing to adequately fund the law's mandates to states and local school districts.

The Connecticut lawsuit comes in the wake of a similar lawsuit filed by NEA along with some local school districts and local NEA affiliates.

Where the NEA stands on ESEA

The NEA has consistently sought to guarantee every child an equal opportunity to succeed in our nation’s public schools. The Elementary and Secondary Education Act (ESEA) was enacted in 1965 to provide guidance and funds to K-12 schools. The No Child Left Behind (NCLB) Act of 2001 (the latest revision of ESEA) presents real obstacles to helping students and strengthening public schools because it focuses on:

• Punishments rather than assistance.
• Rigid, unfunded mandates rather than support for proven practices.
• Bureaucracy and standardized testing rather than teacher-led, classroom- focused solutions.

NEA is committed to meeting the goals of the legislation -- high standards and high expectations for every child. NEA is also committed to increasing the effectiveness of the flagship education law in the areas of academic achievement (adequate yearly progress), annual testing, teacher and paraprofessional quality, and school improvement.

The Solution

NEA supports that commitment through a public awareness, legislative lobbying, and member empowerment campaign – working for the things children need to be successful. NEA’s efforts focus on the following goals:

• Continue as the leading advocate for high standards and strong accountability in public education at the state and local levels.
• Pursue flexibility that supports student learning.
• Increase support for teacher quality programs to recruit, train, and retain highly qualified educators for America’s classrooms.
• Make sure students, teachers, and schools are evaluated by more than just test scores.
• Provide parents and policymakers information that helps get at the causes of school failure, not just the effects.
• Fully fund successful elementary and secondary education programs such as Title I to help children with math and reading.
• Make struggling students and schools a priority.

Posted October 13, 2005