100thousand Black pros

Tonya McDowell, 33, a homeless mother from Norwalk, Connecticut was arrested just days ago for using a babysitter’s address to register her kindergartener in the Norwalk School District. McDowell was accused of stealing over $15,000, the cost of her son’s education. She was arrested while eating lunch at a homeless shelter. McDowell admits that her babysitter allowed her to remain at the home until he left for work, at which time; she had to leave during the day. Ms McDowell was formally charged with first degree larceny and conspiracy to commit larceny. She was released on a $25,000 bond. ⁶

McDowell quoted,"The school was better than the one in Bridgeport. I want the best for my child. There’s nothing I wouldn’t do for him. I think a lot of parents in my situation would have done the same."6

The 2001, Bush legislation adopted No Child Left Behind (NCLB) a doctrine holding that “All Children Can Learn.” Despite English-speaking capacity, disability and socioeconomic status, all students are expected to achieve 100 percent proficiency in the areas of Language Arts and Mathematics.² Proficiency is noted by percentile scores, compared from state to state. Categories of achievement include advanced, proficient, basic and minimum. All federally funded school districts must demonstrate Adequate Yearly Progress (AYP). AYP refers to an elevation of test scores each school term. Demonstration of proficiency is expected to exceed beyond the achievement of subsequent terms. Districts failing to meet AYP are listed as a “needs improvement” school. Parents may transfer students from a needs improvement school to a neighboring passing district.⁷

 Failing districts must allot 10 percent of Title I funds towards score enhancing services such as tutoring and technology. Title I funding is based on the number of free and reduced lunch participants. If a failing district does not demonstrate progress for three consecutive years the government may opt to take possession of the district.⁷ In compliance with the law, students must be educated by “Highly Qualified” teachers. Highly qualified teachers comply with federal and state mandated certification. Requirements typically involve basic knowledge and subject area testing, bachelor degree attainment and compilation of student-teaching hours. After these requirements are fulfilled an educator may apply for certification in the state of intended practice.⁵

But what does all this mumbo jumbo mean? How does it affect teachers, students, parents, the community and society as a whole? NCLB development was strongly influenced by the Texas accountability model. The model was praised for its measurable objectives and outcomes and attention to special needs learners. The overzealous doctrine identified markers of failure and success and provided possible interventions. NCLB answered the age old question: Who is to blame for the state of our youth? The stated goal of NCLB is to provide children with the highest educational attainment possible.⁴ But how realistic is it that children of limited English-speaking capacity read, write, comprehend and “select the best answer” on a standardized test? How possible is it for a child that is struggling in basic math score proficient on a test loaded with algebraic formulas? How likely is it for a child to correctly respond to questions regarding music and art appreciation when they are pulled from electives for tutoring in math and reading? It’s all about numbers! Numbers, that in many cases do not work.

Despite the evident limitations of the Texas curriculum, the Bush administration adopted the policy as a national standard. Under the guises of the Texas accountability model a large number of schools have been identified as “low performing.” The quick fix for such negative labeling was increased installment of special education programs. Further damning was a significant increase in 9^th grade retention. With two years of 9^th grade education, students were able to make Adequate Yearly Progression. Mandated testing required a high-school exit exam thus, drop-out rates increased as well as G.E.D. attainment. While the accountability model was aimed at equal opportunity education, a majority of low performing schools were comprised of minority students.⁴  Florida schools exhibited similar results under the “If you fail as a student, I fail as a teacher” clause. Failing districts were found to have a significant number of low-income residents and parental educational attainment. Parents with limited knowledge are less capable to emphasize the value of education and transfer of knowledge. Impoverished districts deter motivation to learn. While Title I funds are thrown to close achievement gaps, such monies do not address socio-economic factors related to academic deficiency.¹

There is no solid correlation between multiple choice testing and actual learning. The National Assessment of Education Progress (NAEP) found that high-stakes testing schools displayed poorer performance than low-stakes schools.¹ In a 2004 survey of New Jersey educators, 376 teachers admitted to neglecting Math and English basics for sake of test taking skills. Educators complained that there was not enough time to teach real world application. Edward Deming, 2004 noted that such pressures result in “score tweaking.” Expectations are too high to be feasibly obtained.³ For many educators, job security is contingent on student performance. As a measure of accountability, students are asked to put their names and the name of their English or Math teacher on the testing booklet. Teachers that have subsequent numbers of basic and minimum performing students are poorly evaluated and less likely to be re-employed the following school term despite qualifications.

Tonya McDowell wanted her little boy to receive a quality education as prescribed by the federal law, yet she was arrested. Despite written law, justice is unequivocally distributed. It’s time for us to wake up, people of color and smell the coffee. Our children’s education is headed for extinction and we’re going with the flow. Title I schools are just another way of restating “poor, ignorant and insignificant.” It has been my experience that these poor babies (our children) drop out of school, try for their G.E.D. and fail the G.E.D. test because they can’t read. Our children’s knowledge is limited to the test-taking rule, if you don’t know the answer, mark “C”. But what if it is an essay? Is the answer still C? Is the answer still “C” when filling out a job or college application? I commend McDowell for her courage to want better for her son than what she has now. Education is the escape. A 1994 study known as the Bell Curve conducted by Murray and Hernstein falsely noted that dumb Black people make dumb babies. Let’s be wiser, smarter and active. This is our children’s future. Write Obama and let him know that change begins with educating our children and amending NCLB to adequately meet the needs of our children.

 Send a stamped envelope to:

The White House
1600 Pennsylvania Avenue NW
Washington, DC 20500

If you are unsure of how to write a letter to the President, visit: http://www.enchantedlearning.com/writingletters/government/president/

Email the President at: http://www.whitehouse.gov/contact/

<!-1.    Baker, M & Johnson, P. (2010). The impact of socioeconomic status on high-stakes testing re-examined. Journal of Instructional Psychology, 37(3)193-199.

<!2. Brown, C. (2010). Children of reform: The impact of high-stakes education reform on preservice teachers. Journal of Education, 61(5) 477-491.

<!3. Cawelti, G. (2006). The side effects of NCLB. Educational Leadership,64(3).

<!4.   Giambo, D. (2010). High stakes testing, high school graduation and limited English proficient students: A case study. American Secondary Education, 38 (2) 44-56.

<!5.   Mississippi Department of Education (2001). Highly Qualified Teacher criteria: The NCLB Act of 2001. Retrieved from www.mde.k12.ms.us/.../Highly_Qualified_Definition_Clarification_OEL1.pdf

<!6.  Nickerson, J. & Conners, B. (2011). Police arrest homeless woman for using a false address to send her son to higher income school district. Standford Advocate, NBC, Huffington Post. Retrieved from http://axisoflogic.com/artman/publish/Article_62865.shtml

<!7.   Porter, A., Linn, R. & Trimble, C.S. (2005). Effects of state decisions about NCLB Adequate Yearly Progress targets. Educational Measurement: Issues and Practices, 24(4) 32-39.