Education: States should do more to reach students

By Christine Armario

Associated Press

Published: Monday, Jan. 30 2012 11:45 p.m. MST

MIAMI — In its initial review of No Child Left Behind waiver requests, the U.S. Education Department highlighted a similar weakness in nearly every application: States did not do enough to ensure schools would be held accountable for the performance of all students.

The Obama administration praised the states for their high academic standards. But nearly every application was criticized for being loose about setting high goals and, when necessary, interventions for all student groups — including minorities, the disabled and low-income — or for failing to create sufficient incentives to close the achievement gap.

Under No Child Left Behind, schools where even one group of students falls behind are considered out of compliance and subject to interventions. The law has been championed for helping shed light on education inequalities, but most now agree it is due for change.

Indiana's proposal to opt out of the federal law's strictest requirements was criticized by the Education Department for its "inattention" to certain groups, like students still learning the English language. New Mexico's plan, a panel of peer reviewers noted, did not include accountability and interventions for student subgroups based on factors like achievement and graduation rates. In Florida, the department expressed concern that the performance of some groups of students could go overlooked.

The concerns were outlined in letters sent last December by the administration to the 11 states that have applied for a waiver. Since then, state and federal officials have been talking about how to address the concerns; some states have already agreed to changes.

The letters were obtained by The Associated Press for all of the states except Tennessee and Kentucky, which declined to provide them until an announcement is made on whether a waiver is granted. The Education Department has previously said it expected to notify states by mid-January.

"Our priority is protecting children and maintaining a high bar even as we give states more flexibility to get more resources to the children most in need, even if that means the process takes a little longer than we anticipated," said Daren Briscoe, a department spokesman.

Jack Jennings, president of the Center on Education Policy, said federal officials are in a challenging spot.

"The current law means that each group of kids, whether they are children with a disability, or African-American, or poor kids, have attention paid to them, because the schools are accountable for each and every group," said Jennings. "But what the states are asking is that they all be lumped together."

The Bush-era law is aimed at making sure 100 percent of students reach proficiency in math and reading by 2014, a goal states are far from achieving. As that year draws closer, more and more schools are expected to fall out of compliance, subjecting them to penalties that range from after-school tutoring to closure.

While there is bipartisan agreement the 2002 law needs to be fixed, Congress has not passed a comprehensive reform. President Barack Obama announced in September that states could apply for waivers and scrap the proficiency requirement if they met conditions designed to better prepare and test students.

The 11 states that applied for the first round of waivers were Colorado, Florida, Georgia, Indiana, Kentucky, Oklahoma, Massachusetts, Minnesota, New Jersey, New Mexico and Tennessee. Many more states are expected to request waivers in the second round — meaning all eyes will be on the first approvals.

The Center on Education Policy analyzed all the waiver requests and found that in nine of the 11 states, almost all decisions on penalties and interventions would be based on the performance of two groups: all students and a "disadvantaged" group that would replace the current system of separate categories of students according to race, ethnicity, income, disability and English language proficiency.

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