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This is the NEA commentary on Congressional rewriting (reauthorization) of the Elementary and Secondary Education Act (aka NCLB).
NCLB is the name that President George W. Bush gave to ESEA. The federal law is supposed to be revised every seven years. NCLB was passed by Congress in the fall of 2001 and signed into law by President Bush on January 8, 2002. It is years overdue for reauthorization.
FOR IMMEDIATE RELEASE
January 12, 2015
NEA CALLS FOR MORE EQUAL OPPORTUNITY IN NO CHILD LEFT BEHIND REAUTHORIZATION
WASHINGTON—The National Education Association, the nation’s largest union with 3 million educators, has been a staunch critic of the failed No Child Left Behind system since its implementation more than 12 years ago. The following statement can be attributed to NEA President Lily Eskelsen García:
“We are pleased the Administration is calling for the reauthorization of the Elementary and Secondary Education Act. We all know that 12 years under a broken No Child Left Behind system has failed students and schools by neglecting to close the achievement and opportunity gaps as promised. Our students, especially those most in need, should not have to wait any longer.
“We are looking forward to working with Republicans, Democrats, the civil rights community, educators and other partners in ensuring that all students have equal educational opportunity—the original focus of ESEA. Our focus is on providing equal opportunity to every child so that they may be prepared for college and career. A child’s chances for success should not depend on living in the right zip code.
“In order to do this, we must reduce the emphasis on standardized tests that have corrupted the quality of the education received by children, especially those in high poverty areas. Parents and educators know that the one-size-fits-all annual federal testing structure has not worked. We support grade span testing to free up time and resources for students, diminish ‘teaching to the test,’ expand extracurricular activities, and allow educators to focus on what is most important: instilling a love of learning in their students. We must give states and districts the flexibility to use assessments they feel are best for identifying achievement gaps, rather than forcing them to live with a one-size-fits-all approach that often ignores high needs children.
“And we should move toward a smarter accountability system that looks at more than just a test score, but focuses on the many factors that are indicative of school and student success, and highlight gaps in equity that must be addressed.”