The war in Iraq and the debate over economic policy have generated most of the headlines in recent weeks. That's as it should be. The decisions we make will affect the lives of many and shape our nation for many years.
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| | | Harold McGraw III is chairman, president and CEO of The McGraw-Hill Companies. | |
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Another important decision awaits federal, state and local officials responsible for the education of our children. How will they respond to the requirements of the landmark No Child Left Behind Act, which seeks greater accountability from schools and improved performance from all students, regardless of background? Is the commitment to excellence we witnessed last year in the broadly bipartisan NCLB sustainable? Or will we lose our focus when events or economic circumstances challenge its primacy?
As the leader of a global education company that is the largest pre-kindergarten through 12th-grade provider of learning materials in the country, I would like to suggest a positive approach to help guide efforts to make No Child Left Behind a reality:
Listen to voters. Elected officials should never lose sight of the American public's deep support for education. According to a recent poll by the Public Education Network and Education Week, education remains a top priority for voters, even at a time of threats to national security and budget crises. The specific reforms contained in No Child Left Behind, which itself grew out of a bipartisan consensus, also have broad backing: More than 70 percent of voters favor the law, and numerous polls show solid support for the specific measures the law requires, including a highly qualified teacher in every classroom and regular assessment of student progress.
The voters have got it right: The United States needs to have a first-rate public school system in order to raise standards of living and compete in the global economy.
Listen to requests for help by states. The National Governors Association recently showed support for the goal of improving student achievement. In light of budgetary pressures, however, the governors, by consensus, asked the federal government to revisit whether certain federally mandated programs are receiving adequate funds. The governors identified No Child Left Behind, as well as Homeland Security and the Individuals with Disabilities Education Act, as needing special attention.
The question of whether there is adequate funding in place for No Child Left Behind deserves reconsideration in light of the difficult economic environment in which states are now operating.
Listen to those who emphasize that money alone is not the answer. Standard & Poor's School Evaluation Services, which is part of McGraw-Hill, has worked in Pennsylvania and Michigan. Its analyses reveal that some school districts demonstrate higher levels of student achievement for the same amount of money than other school districts in the same state. So while it is true that improved academic performance has been accompanied by increased spending, it is also true that strategies to improve academic achievement go beyond budget issues alone.
For example, in Pennsylvania, 61 percent of districts with above-average state test scores had below-average spending -- as did 66 percent of districts in Michigan. The research demonstrates that improving student performance means more than simply increasing spending; it also means improving the rate of return on resources. The assessment provisions of No Child Left Behind are an important step in directing teacher resources toward specific student needs.
Work collaboratively. In addition to the tremendous opportunities, there are distinct challenges arising from the new education law. These issues include: producing and retaining qualified teachers; measuring the "adequate yearly progress" that No Child Left Behind requires in a way that achieves consistency across states but, at the same time, affords states and districts flexibility in setting standards and measuring progress; putting in place the technology needed to meet the law's many reporting requirements; and adopting best practices regarding the use of assessment data. Individual districts should not have to face these challenges on their own.
Last month marked the 20th anniversary of the publication of "A Nation at Risk," which warned of the dire consequences of failing to implement education reform. It would be tragic if another 20 years passed without the improvement necessary to give all children the skills they need to succeed in our global economy and meaningfully participate in our democracy.
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