ERIC Number: EJ700578
Record Type: Journal
Publication Date: 2004-Feb-1
Reference Count: N/A
Washington Commentary: Unwrapping Teaching
Lewis, Anne C.
Phi Delta Kappan, v85 n6 p419 Feb 2004
Heretical as it may seem in today's environment, the federal government should have a limited, though crucial, role in increasing the academic achievement of students. All the wrappings conceal the root issue in American public education. For example, the current criticism of the Bush Administration budgets for failing to match the funding expectations under NCLB is somewhat specious. Appropriation levels never match authorization levels for education -- or for most federal programs. The argument that NCLB places extra burdens on states is certainly true, but a large percentage of the additional costs are for initiatives and processes that states ought to be pursuing anyway, such as collecting data and investing in good assessment systems. The central issue is how the federal dollars are being spent, and this question trickles down as an important one for states, districts, and schools to ask -- and answer. If NCLB were to be redesigned to fund what ought to be federal priorities, the list would be reduced to two entries: (1) support the development of excellent teaching and the equitable placement of the best teachers and (2) support research on and dissemination of measures of how well teachers know and use effective teaching practices. Accountability systems at all levels, along with their incentives and penalties, ought to be based on how successfully teachers and their supervisors implement what is known about highly successful teaching. This article discusses the essentials for student success.
Descriptors: Federal Legislation, Educational Equity (Finance), Public Education, Teacher Effectiveness, Educational Quality, Accountability, Elementary Secondary Education
Phi Delta Kappa International, Inc., 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789. Web site: http://www.pdkintl.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001