In reviewing the article “Ten Big Effects of the No Child Left Behind Act on Public Schools” (Jennings & Rentner, 2006), I found two of the conclusions particularly disturbing. I have a degree in American history, and I fervently believe that an understanding of our collective history provides the basis for a responsible populous. (Hirsch, 1988) In light of this, I am constantly frustrated when social studies is sacrificed on the altar of math and reading instruction more often than any other subject. (Jennings & Rentner, 2006) The realities of unfunded mandates runs completely counterintuitive to core beliefs about how we value and facilitate student success. At the time of the article, 80% of districts report that they have been required to take on the financial burdens of these federal mandates, a situation only made exponentially worse by the draconian cuts on the horizon for Texas schools. As educators, we all strive for and expect the very best from our students, a standard frustrated by a system that does not necessarily reward our best practices.
References:
Hirsch, E. D. (1988). Cultural literacy: what every american needs to know. New York: Knopf Doubleday Publishing Group.
Jennings, J., & Rentner, D. (2006). Ten big effects of the no child left behind act on public schools. Phi Delta Kappan , 88 (2), 110-113.
