In a recent article in the Harvard Educational Review, Cochran-Smith & Lytle (2006) offer a well reasoned critique of NCLB. They analyze both the language of the act itself as well as the language of the tools used to implement the act published by the U.S. Department of Education. Cochran-Smith & Lytle explore in depth what they refer to as three images of teaching or, even more specifically, the “central common conceptions symbolic of basic attitudes and orientations about teachers and teaching that are explicit or implicit in NCLB (p. 668).” This article argues that NCLB is disingenuous toward teachers leaving them void of active agency as contributors to their own professional practice. The argument is further supported as they point to multiple instances where NCLB oversimplifies the processes of teacher learning and teacher practice because the act relies on a reductionist view of teaching and learning. NCLB focuses on a transmission model of teaching and learning at the expense of all other methods and models, this in spite of the fact that the past 30 years have pointed us in more constructivist approaches to classroom practice.
Cochran-Smith & Lytle also argue that NCLB has multiple detrimental effects on schools, students, teachers, administrators, the communities served by schools, and the nation as a whole. They argue that NCLB undermines the broad democratic purpose of education in our nation. Public schooling, since the late 19th century, has been, at least in part, dedicated to the development of a productive, contributing citizen; active members of the body politic. They argue that NCLB, by removing democratic initiative and decision making from local and state authorities, effectively removes decision making from the classroom. The imposition of a top-down system of regulations for public schooling flies in the face of democratic principles, hence NCLB undermines democratic principles by teaching teachers and their students that following orders is more important than thinking about the source or legitimacy of those orders.
Cochran-Smith & Lytle also remark on the effect NCLB has had on narrowing the curriculum by privileging reading and math at the expense of social studies, science and the arts. What is more disturbing is that when considering reading NCLB only considers the technical aspects of the reading process and then only follows a single model for the transmission of reading skills to students. There is no effort to address competing models, for reading for aesthetic pleasure, or for reading for content and information. Some studies have found that better than 71% of American schools have dropped social studies, science, and the arts from their curriculum and that the majority of these schools are those that are historically under-served in terms of both money and staff.
I am appalled by the problems that NCLB has created. I suspect that they are far more serious in both the short and long term than the problems the act purports to correct. I will be spending some time over the next few weeks thinking deeply about the issues presented by NCLB. I will address questions such as whose interests are really being served by NCLB. I will deconstruct the language of the act and the supporting documents that are designed to support the implementation of the act. As I do this I will be looking seriously at work by David Berliner (1985, 2002) and his colleagues and Walt Haney (2000) as well as a number of other researchers. I believe this is an important debate and invite broad discussion.
Amrein, A. L., & Berliner, D. C. (2002, March 28). High-stakes testing, uncertainty, and student learning. Retrieved July 19, 2002, from http://epaa.asu.edu/epaa/v10n18/
Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myths, fraud, and the attack on America’s public schools. Reading, MA: Addison-Wesley.
Cochran-Smith, M., & Lytle, S. L. (2006). Troubling images of teaching in No Child Left Behind. Harvard Educational Review, 76(4), 668-697.
Haney, W. (2000, Aug 19). The myth of the Texas miracle in Education. Retrieved July 22, 2002, from http://epaa.asu.edu/epaa/v8n41/
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