But the Act has another flaw, deeper and more consequential than its 100 percent proficiency mandate. Written into NCLB is an assumption: that imparting basic math and reading skills should be the purpose of our schools. In mandating a tested-and-sanctioned proficiency in these basics, the Act quickly reduced the purpose of public education to a very narrowly defined type of academic achievement.
I won’t argue the importance of reading and math—these are necessary skills. But I will argue that schooling should be about more than reading and math, especially the sort of reading and math that can be measured on a state test. Continue Reading Mara Casey Tieken: The Children “Left Behind”
This year marks the sixtieth anniversary of Brown v. Board of Education, the landmark Supreme Court decision that found racial segregation in schools unconstitutional. In large measure, the decision worked. Though it took many years—and the added weight of executive orders, U.S. troops, and the Civil Rights Act—slowly, the nation’s schools began to integrate. By the late 1980s, gains in desegregation were significant, particularly for black students. The South saw the largest gains: the year of the Brown decision, no black student was attending a majority white school, but, by 1988, 44 percent were. The South had become the most integrated region of the country. Today, though, we see a different reality: our nation’s schools are resegregating. Continue Reading Mara Casey Tieken: 60 Years after Brown, Resegregation Is on the Rise