This post was contributed by a community member. The views expressed here are the author's own.

Community Corner

To Arne Duncan: Thank You for Changes to No Child Left Behind

Isn't there a better way to measure our schools and still keep our children engaged and interested and excited about learning?

Well, it's about time. As far as I'm concerned, the No Child Left Behind legislation, enacted in 2002 under former President George W. Bush, should have been modified shortly after it hit the gates. It was so obvious that this one-size-fits-all education reform package didn't fit every community that it was charged in serving.

This week Secretary of Education Arne Duncan announced a much-awaited plan to overhaul this controversial law that provoked as much as it aided education reform.

As a freelance writer, I reported at local board of education meetings and saw firsthand the effects of unfunded mandates on school districts. I also observed the many facets that go into a school receiving a "failing" mark.

Find out what's happening in Monroewith free, real-time updates from Patch.

In theory, of course I — and probably every American — believe in No Child Left Behind's intent. Who doesn't want every child to have the same educational advantages no matter where they live, what their economic status is and what their IQ is. Research studies have proven that, from a young age, children are like sponges, ready and eager to absorb information. As preschoolers, they are intellectually capable of learning a second language, an instrument and to read a book. 

When they enter kindergarten, we want them to continue their journey of self-discovery and not be bogged down in having to prepare for the CMT's, which are inevitably just around the corner. That is my personal gripe with the way No Child Left Behind has been put into action. I feel like too much time has been wasted in 'teaching to the test.' Yes, I want our schools to score well and I do believe that the kids need to be prepared for what they will face on the standardized tests each year, but I also think about all of the time that is spent in accomplishing these goals.

Find out what's happening in Monroewith free, real-time updates from Patch.

At my daughter's elementary school, they have a program called WYNN — What You Need Now. During this period of the day, children are grouped by which skills across the academic spectrum that they individually need to work on. For example, third graders who still need some encouragement in their reading skills, will be put with a reading specialist. Someone like my daughter, though, who excels in this area, is working with another third grade teacher on science projects.

I wish we could incorporate more opportunities like this into our school district's curriculum. I don't agree that some of the preparation for state testing is, in fact, "good teaching," as my daughter's teacher stated at this year's Back to School Night. However, in the earlier grades — first and second grade — I just wonder about the endless drills — the reading comprehension worksheets that lacked any kind of creativity. Were our kids learning by rote or where they developing an excitement for literature?

I also don't like the CAPT test, which is given to high school sophomores. This is the state's measure for, how are our high school kids doing? Again, there are so many variables, beginning with how much sleep the teenager got the night before the test to the type of classes they've already been exposed to during their high school career. For example, a student at one of lower Fairfield County's top notch high school might have already completed Calculus 1 while someone attending an urban high school might be struggling to complete Algebra 11. Yes, of course these tests are designed to demonstrate these very inequities among the different school districts nationwide but then we get back to, so what are we doing about this?

I would like to reform how schools determine who their teachers and principals are. Last year one of my friends got laid off from a middle school in an affluent town nearby because she was the lowest 'man' on the totem pole. As a recent college grad — with her master's degree, I might add — she was the last one hired in this job at this school so she was the first to get a pink slip. Meanwhile, she connected with the kids, she is a technical wizard and loved working with the white boards. There are several veteran teachers, though, who grudgingly take professional development classes in the latest technology because they have to, not because they share a mutual interest with the kids in this emerging technology. 

I don't mean to generalize. Of course, there are great teachers and principals of all ages and all experience levels across the board. I applaud Duncan's repeal of some of the strict mandates set forth by the original No Child Left Behind legislation because I want us, as a nation and as a community, to get back to putting our children's needs first. I love when they're inspired by something their teacher said. I love when they come home and 'google' something on their laptop that follows up on a classroom discussion. I love when they bring home a exquisitely formed ceramic piece of a birds nest that better resembles a meatball. But, they excitedly talk about famous sculpters and the process of firing up clay and turning it into art.

This is learning at its best. Somehow coloring in the oval space that sits next to the correct answer on the state testing worksheet is not.

We’ve removed the ability to reply as we work to make improvements. Learn more here

The views expressed in this post are the author's own. Want to post on Patch?