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Teaching such is not precluded--it is the JOB of the teachers to work on
such along with the basics. The very fact that such cannot be evaluated
IS
part of why it is not strictly part of the uniform assessment, but again,
this IS part of the teacher's responsibility to their students.
12. Applies standards to discrete subjects rather than to larger goalsdemocracy.
such as insightful children, vibrant communities, and a healthy
When has it ever been different? Few schools AT ANY LEVEL have been able
to
achieve integrated curricula. It is a bit much to expect the public
school
system to do so. Besides, the goals stated above are so nebulus as to
defy
any kind of 'uniform' assessment.
13. Forces schools to adhere to a testing regime, with no provision
for innovating, adapting to social change, encouraging creativity, or
respecting student and community individuality, nuance, and difference.
Again, NCLB doesn't prevent any system doing any of the above with
exception
of the idiotic requirement that special-ed students (especially the
mentally
handicapped) be thrown in with the general student population. But that
is
a requirement that I'm not sure is strictly written into the NCLB. That
such students be included in the assessments IS, but I'm not clear that it
isn't the states that have failed to provide appropriate assessment tools
for these special groups that can be shown to be equivalent (at their
developmental level) to the tools used for the general population.
We bash tests because they aren't OUR tests, but I suspect the vast
majority
of us DO TEST. Until the lawyers and social 'do-gooders' got into the
act,
we seemed resigned to the use of the SAT and ACT as assessment tools for
College entrance. I still think few would be happy with open admission to
our schools of 'higher learning' having seen a lot of complaints from
those
states that have such. The quality of the tests used are a STATE matter,
something that teachers, teacher unions, voters in general should have
some
voice in. The testing is mandated--the exact nature of the testing is
not.
Don't necessarily trash the Feds for deficiencies at your state levels.
Rick [Who DOES want a way to be sure that HS graduates can read, write,
and
do basic math.]
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