Public Education
Last Updated on Wednesday, 09 September 2009 02:40 Written by Jeremiah Heaton Monday, 31 August 2009 00:00
No Test Left Behind
Public education has transformed greatly over the past 25 years. Long gone are the days of small classrooms and empowered teachers. Today the education of children has an eerie resemblance to production methods in a factory setting. It would seem the United States Department of Education has taken the principles of production—one-size-fits-all homogeneity and mass production—and applied them to public education.
While well-intentioned, the No Child Left Behind (NCLB) approach is highly flawed. It causes school systems to pour significant resources and time into at-risk students who have not made adequate yearly progress (AYP), as defined by the State and measured by a variety of diagnostic criteria and tests.
Our educational system’s emphasis on AYP goals, and the federal funding that is tied to meeting these goals, shifts our schools’ instructional focus to at-risk students—leaving competent and high-achieving students with less instruction and, unfortunately, fewer opportunities to challenge themselves and grow academically.
In reality, NCLB creates underfunded schools in which students are crammed into overfilled classrooms with a teacher who is stuck with a cookie-cutter curriculum. Virginia’s Standards of Learning (SOLs) and NCLB ensure teachers focus on “teaching to the test” rather than developing innovative curricula that meet the needs and interests of individual students and draw on educators’ strengths and abilities.
I fully support ending No Child Left Behind. I will also encourage the Commonwealth of Virginia to restructure the SOL program in favor of a program that is less test-intensive and more focused on age-appropriate and authentic learning experiences.
Students do not learn much by cramming thousands of facts into their minds for regurgitation on a standardized test. Except, perhaps, how to take a standardized test.
We should teach our children how to learn, and we should give our teachers the freedom to educate. After all, it is our classroom teachers, not Washington bureaucrats, who best understand the individual needs and motivations of their students.




