NCLB Brings Accountability Back Into Public Education
By Andrea D. Hicks, 03.17.05

Some argue that public education has never been tougher. Others say the purpose is suddenly clear. Most agree that the success of No Child Left Behind (NCLB) depends on real accountability.

Gone are the glory days of recess, non-academic assemblies and “fluff” field trips. What remains is a well-focused educational system.

Sarah Peoples-Perry principal of Campostella Elementary School in Norfolk, Va., said that with NCLB every student is given a chance.

“Every child is afforded the opportunity to get the education he or she deserves,” Peoples-Perry said. “They make sure every child is learning . . . and every child is treated fairly, equally.”

While applying this philosophy, educators have already stumbled upon one major drawback: NCLB “expects every child to learn at the same pace,” Peoples-Perry said.

The program also requires that each subgroup — including students who receive full or reduced lunch, all ethnicities and students with learning disabilities — meet the same academic standards. Currently, this means earning 70 percent or higher on English, Math, Science and History Standards of Learning (SOL) tests.

To accommodate for disabled or severely disabled students, who may have difficulty passing the SOL tests, NCLB provides two alternative assessment plans: Virginia Grade Level Assessment Program (VGLAP) and Virginia Alternative Program (VAP). Under this system, students put together portfolios with representative samples of work in each subject to how each SOL objective is met.

“Self-contained” classrooms for slower-paced, but highly capable students, also give another unique educational opportunity. Patricia Clark’s 13-year-old son, John, benefits from the adapted learning environment.

“He receives more attention in this type of classroom than in regular settings,” Clark said. “During the SOLs, he has more time to take this test. And if he doesn’t understand the question, his teacher can explain it to him.”

Making the Grade
Despite the adjusted learning environment and alternative assessment, every subgroup must manage to meet specified requirements.

Any subgroup that fails to achieve may jeopardize the school’s accreditation status. With just one year of below the mark scores, a school receives “accreditation with warning.” If scores do not improve within two years, parents can send their children to a school of choice within the district, said Nancy Chandler, principal of Pembroke Meadows Elementary School.

“In a lot of ways it’s an administrative nightmare to meet all standards for every subgroup,” Chandler said. Pembroke Meadows Elementary School is a fully accredited institution.

SOL tutor Justine Woodward agrees with Chandler. Besides teaching lessons to students, teachers also spend considerable time analyzing results from previous SOLs and bimonthly practice tests.

“The kids struggle because teachers aren’t able to give as much time as a student needs,” Woodward said.

“And the pressure is greater overall for everyone than it ever was before,” Chandler said.

For example, before NCLB exceptions were made for teachers still working on their certification. Soon every teacher must be “fully qualified,” Chandler said.

According to the ED.gov Web site, by the end of the 2005-06 school year all public school teachers must have a bachelor’s degree, certification or license for a particular state and prove that they are knowledgeable about the subjects they teach.

However, the ultimate burden still rests on a principal’s shoulder because the most drastic consequence of poor scores is a change in administration.

Yet despite higher stress and greater responsibility, teachers and principals understand their job requirements.

“It’s very clear [now] what we have to do,” Chandler said.

Teachers train on a continuous basis with various staff development programs. For instance, Virginia Beach teachers are required to participate in 22 additional hours of staff development every summer. Norfolk teachers can join “vertical” teams, which select one member from every grade to analyze test results.

Virginia Beach also has incorporated the SOL guidelines into the city curriculum. Some schools take this idea one step further by giving students bimonthly tests to improve scores and reduce test anxiety.

When a teacher is not able to meet a child’s individual needs, NCLB offers scientifically proven programs such as Reading First, Early Discoveries and PALS. Tutors may also help students boost test scores.

But for parents who remain skeptical of NCLB, Chandler offers some consolation.

“The burden is on us to teach the curriculum,” Chandler said. “We set high expectations for students. They’re going to meet them.”