Curriculum and Instruction: Reading Gains Slowing, Study Says

Reading Gains Slowing, Study Says - Los Angeles Times:

The Los Angeles Times reports on a study that is critical of No Child Left Behind. In part the article states:

Since enactment of No Child Left Behind in 2002, "a lot of governors and a lot of state school chiefs have celebrated and claimed significant progress in terms of reading and math achievement," said Bruce Fuller, a professor of education and public policy at Berkeley and lead author of the new report. But, he said, "in many cases ? including in California ? state officials seem to be exaggerating progress that has been made in children's basic reading skills."

In fairness, the article also points out that the Department of Education called the Fuller study "flawed and misleading" but it is important to read what the DOE says with a critical eye. I would argue that the DOE is guilty of egocentric thinking in that, when faced with criticism, their first reaction is to discount that criticism. In part, egocentric thinking is the result of an egocentric view of truth:

It is true because I believe it.

It is true because WE believe it.

It is true because I WANT to believe it.

It is true because I have ALWAYS believed it.

It is true because it is in MY SELFISH INTEREST to believe it.

What is becoming clear through empirical research and anecdotal evidence from across the country is that NCLB is significantly flawed. This is not surprising. Principled positions rarely lead to appropriate political solutions. The push by the radical right to standardize schools is one that is doomed from the start. I would argue that education should be left to the professionals and that one significant reason for perceived school failure in this country is political interference.

Zoundry