Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools

by Deborah Meier and George Wood

Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public... This description may be from another edition of this product.

• Format: Paperback
• Language: English
• ISBN: 0807004596
• ISBN13: 9780807004593
• Release Date: September 2004
• Publisher: Beacon Press
• Length: 132 Pages
• Weight: 0.40 lbs.
• Dimensions: 0.5" x 5.5" x 8.0"

Customer Reviews

Important Read for ALL Americans

This book should be required reading for every administrator and teacher in the public school system -- possibly for every parent as well, particularly those who give any sort of credence to standardized test scores. Undoubtedly a polemic, this book still provides too much important information to discount. The authors of this collection of essays generally agree that public schools should be accountable; but they very carefully and thoroughly outline why NCLB is not the appropriate or accurate way to do so.

Everyone should read this book!!

I am a teacher at a small rural school. The horrors of the way this law is implemented is far-reaching, even to our area of strong local control. The NCLB law is going to do the opposite of what it's well-intentioned (hopefully) authors wanted - destroy public education and create a wider chasm between the haves and have-nots. All good teachers know that this law leaves very little time or energy to teach the way we know REALLY attends to the development of children and is forcing the best teachers to consider leaving the profession. Many of us won't because we care about the kids so much. This book, written by true experts in the field of educational research, explains so beautifully the reasons why the law is no good for our schools, and like the child in the EMPEROR'S NEW CLOTHES it tells the truth and screams to be heard. Somebody...PLEASE...send a copy to Mr. Bush.

Strong indictment of seemingly good policy

This book changed my understanding of the No Child Left Behind Act. With a name like that, anyone who denounces it sounds like a horrible person; in fact, it's a corrupt and faulty system that's destroying our school system. The passage of the No Child Left Behind (NCLB) legislation in 2002 was the result of bipartisan effort. In the wake of the September 11th attacks, the members of Congress came together to produce something positive for the American people, and especially for those most vulnerable to the fear and negativity of reality: our children. The motive for many of the people involved in the creation and passage of this legislation was to do something good for our public school system. The bill promised a great many things, including increasing funding for schools that serve the poor; ensuring that educators are highly qualified; and holding federally funded schools accountable for raising achievement of every student by breaking down the achievement data. Few people would object to such aspirations. So why is it that in the two years since NCLB went into affect, educators, legislators, parents, and states are up in arms about NCLB? The authors of this book make a case that NCLB, rather than intending to improve public education, actually undermines the public school system, and does more damage than good to the students it claims to help. The authors claim that, alongside the technical issues with NCLB (including under funding), the very premises upon with the legislation is founded are faulty. Already, we see the results of the law, including · School quality declining. · The children of the poor receiving even more limited instruction because their schools will be the first to be reported as failing. · NCLB making the public schools even less accountable to the public.

Excellent book on NCLB

The nationwide No Child Left Behind (NCLB) Act is the latest attempt to reform American education. It is supposed to do this through enforcing a system of standards and accountability through standardized testing. According to the authors in this book, NCLB actually hurts, instead of helps, children, especially urban children. The biggest problem is that NCLB has been underfunded, by anywhere up to $12 billion. The states have all sorts of new federal mandates, but not enough money to pay for them. Standardized tests are valuable as a measure of a student's progress, but they should not be the only measure, which is the case with NCLB. Portions of the school curriculum that don't directly deal with testing, like art, phys ed and field trips, will be dropped, as schools become little more than test-prep factories. A school can be classified as Failing if even one subgroup in the school, like Asains or disabled students, don't do well enough on the test. The school must then pay to bus its students who want to transfer to a non-failing school. If it is an inner-city school, their resources are already thin enough. There probably aren't any non-failing schools nearby, and besides, they have no incentive to accept students who might bring down their test scores. Urban schools, and urban communities in general, need a lot more help than to be told, "Raise your test scores, or else." Many schools have gotten in the habit of making students repeat a grade, raising the chance that they will eventually drop out, only because they might negatively affect the test score for the upper grade. The most well-known non-education provision in NCLB forces schools to give student contact information to military recruiters, or face a cutoff of federal aid. Any policy that prevents participation in prayer in public schools, as well as any policy that prohibits the Boy Scouts or any other "patriotic society" access to school facilities. For these and many other reasons, the list of states refusing to follow NCLB is growing. This is an excellent book. It shows that the public pronouncements about NCLB are much brighter than the reality. It's short, easy to read and highly recommended

NCLB is a "test and punish" mandate from the government.

What is a well-educated child? Is it one that can bubble in correct answers on a skills based test? Is life "multiple choice?" Don't read this book if you don't want to become incredibly angry about what the NCLB is doing to our children. In an attempt to further the agenda that public schools are failing children, NCLB mandates (without adequate funding) are making teachers focus on basic skills to the detriment of higher level thinking. Teachers are being forced to focus so much on "drill and kill," students are hating school at an early age. Then, if schools don't perform adequately, they are punished and lose funding. If schools perform too well, they are scrutinized and suspected of cheating. As all of the powers that be argue over test results, children are the losers. School districts are giving up such "fringe benefits" as recess, P.E., music, art, and performing arts, to make more time for worksheets. There is nothing for the soul anymore. Take a moment and reflect on one of your most positive memories as a child in school. Are YOU thinking of a worksheet? A test? If your child is hating school, you have great cause to worry. Children that do poorly on standardized tests are considered for retention, after school programs, and other "interventions" that will make them hate it more. The testing only gets worse as they get older. Threatened with the possibility that they won't pass the tests for high school, many children give up and drop out. Then, your child really will have been left behind. If you are wondering why your child doesn't love learning, and how come they feel like they are never working hard enough, you need to find out more about NCLB. This book is a great start! While it is obvious that Melissa J. Chapman (apparently after reading my response to her review she deleted her comments) has an opinion that doesn't agree with the premise of this book, it is apparent in her review that she has not read this book, and therefore cannot give a valid opinion about its contents. I would say that if she actually did read this book, she should take the time to make a better argument for her statements. She obviously supports the ideology of NCLB because she is educated about testing, statistics, and measurement. I don't know if that qualifies her to say how NCLB is impacting classrooms. She qualifies anyone against standardized testing as engaging in "impassionate ranting." I have been an elementary teacher for 16 years, hold a Master's Degree in Education, and hardly consider myself an uneducated and impassionate ranter. Statistics and measurement courses were a required part of my college degree. I am educated first hand by the detriment to classrooms that is the NCLB law. I have watched the curriculum in my classroom change students from energetic and enthusiastic learners to frustrated and defeated failures. I feel pressure from administration every day to eliminate the "fluff" of art, performing arts, P.E