"The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves." -- John Adams

"No money shall be drawn from the treasury, for the benefit of any religious or theological institution." -- Indiana Constitution Article 1, Section 6.

"...no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall be enforced, restrained, molested, or burthened in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion, and that the same shall in no wise diminish enlarge, or affect their civil capacities." – Thomas Jefferson

Thursday, November 22, 2007

Thanksgiving '07

I give thanks for:

the kindergarten and first grade kids who learn about Thanksgiving for the first time and really get into being Pilgrims and Indians.

the parents who come to school to help with the Thanksgiving feasts and all the crafts associated with the holiday.

the kitchen staff who prepare several great Thanksgiving meals each year - one at school and one at their own homes.

the music teachers who teach the students the same songs year after year and never get tired of hearing the same songs over and over again, because they know that each voice is different.

the art teachers who have the students draw the same pictures and make the same crafts year after year and never get tired of seeing the same things over and over again, because they know that each view is different.

the librarians who read the same books year after year and never get tired of reading and hearing the same words over and over again because they know that each listener is different.

the children who hear the same things year after year, who make the same crafts year after year, and who sing the same songs year after year, and who are learning that thanksgiving is more than words, pictures, crafts and songs.

the teachers who are devoted to their students and provide the experiences needed for a well rounded education even though the world seems to want only test-takers.

teachers, parents, paras, librarians, custodians, secretaries, nurses, principals, cooks, bus drivers and everyone else who has given their life to serving the most important resource in our country - our children.

Read the Declaration of Independence From High Stakes Testing

No Child Left Behind is leaving thousands of children behind!
Dismantle NCLB!
Sign the petition by clicking HERE.
More than 31,000 signatures so far...

Friday, November 9, 2007

Joint Organizational Statement on NCLB

Take a look at the list of signers to this statement. Too bad we can't get the House and Senate to sign on...

Joint Organizational Statement on No Child Left Behind (NCLB) Act
October 21, 2004 (list of 140 signers updated September 14, 2007)

The undersigned education, civil rights, religious, children's, disability, civic, and labor organizations are committed to the No Child Left Behind Act's objectives of strong academic achievement for all children and closing the achievement gap. We believe that the federal government has a critical role to play in attaining these goals. We endorse the use of an accountability system that helps ensure all children, including children of color, from low-income families, with disabilities, and of limited English proficiency, are prepared to be successful, participating members of our democracy.

While we all have different positions on various aspects of the law, based on concerns raised during the implementation of NCLB, we believe the following significant, constructive corrections are among those necessary to make the Act fair and effective. Among these concerns are: over-emphasizing standardized testing, narrowing curriculum and instruction to focus on test preparation rather than richer academic learning; over-identifying schools in need of improvement; using sanctions that do not help improve schools; inappropriately excluding low-scoring children in order to boost test results; and inadequate funding. Overall, the law's emphasis needs to shift from applying sanctions for failing to raise test scores to holding states and localities accountable for making the systemic changes that improve student achievement.

Recommended Changes in NCLB

Progress Measurement

1. Replace the law's arbitrary proficiency targets with ambitious achievement targets based on rates of success actually achieved by the most effective public schools.

2. Allow states to measure progress by using students' growth in achievement as well as their performance in relation to pre-determined levels of academic proficiency.

3. Ensure that states and school districts regularly report to the government and the public their progress in implementing systemic changes to enhance educator, family, and community capacity to improve student learning.

4. Provide a comprehensive picture of students' and schools' performance by moving from an overwhelming reliance on standardized tests to using multiple indicators of student achievement in addition to these tests.

5. Fund research and development of more effective accountability systems that better meet the goal of high academic achievement for all children.


6. Help states develop assessment systems that include district and school-based measures in order to provide better, more timely information about student learning.

7. Strengthen enforcement of NCLB provisions requiring that assessments must:

  • Be aligned with state content and achievement standards;
  • Be used for purposes for which they are valid and reliable;
  • Be consistent with nationally recognized professional and technical standards;
  • Be of adequate technical quality for each purpose required under the Act;
  • Provide multiple, up-to-date measures of student performance including measures that assess higher order thinking skills and understanding; and
  • Provide useful diagnostic information to improve teaching and learning.

8. Decrease the testing burden on states, schools and districts by allowing states to assess students annually in selected grades in elementary, middle schools, and high schools.

Building Capacity

9. Ensure changes in teacher and administrator preparation and continuing professional development that research evidence and experience indicate improve educational quality and student achievement.

10. Enhance state and local capacity to effectively implement the comprehensive changes required to increase the knowledge and skills of administrators, teachers, families, and communities to support high student achievement.


11. Ensure that improvement plans are allowed sufficient time to take hold before applying sanctions; sanctions should not be applied if they undermine existing effective reform efforts.

12. Replace sanctions that do not have a consistent record of success with interventions that enable schools to make changes that result in improved student achievement.


13. Raise authorized levels of NCLB funding to cover a substantial percentage of the costs that states and districts will incur to carry out these recommendations, and fully fund the law at those levels without reducing expenditures for other education programs.

14. Fully fund Title I to ensure that 100 percent of eligible children are served.


We, the undersigned, will work for the adoption of these recommendations as central structural changes needed to NCLB at the same time that we advance our individual organization's proposals.

Advancement Project
The American Association of Colleges for Teacher Education (AACTE)
American Association of School Administrators

American Association of School Personnel Administrators
American Association of School Librarians (AASL), a division of the American Library Association (ALA)
American Association of University Women
American Baptist Women's Ministries
American Civil Liberties Union
American Counseling Association
American Dance Therapy Association
American Federation of Labor – Congress of Industrial Organizations (AFL-CIO)
American Federation of School Administrators (AFSA)
American Federation of State, County and Municipal Employees (AFSCME)
American Federation of Teachers
American Friends Service Committee
American Humanist Association
American Music Therapy Association
American Occupational Therapy Association
American School Counselor Association
American Speech-Language-Hearing Association
Americans for the Arts
Annenberg Institute for School Reform
Asian American Legal Defense and Education Fund
Asian Pacific American Labor Alliance (APALA)
Association for Supervision and Curriculum Development
Association of Community Organizations for Reform Now (ACORN)
Association of Education Publishers
Association of School Business Officials International (ASBO)
Assocation of Teacher Educators
Big Picture Company
Business and Professional Women/USA
Center for Community Change
Center for Expansion of Language and Thinking
Center for Parent Leadership
The Center for Policy Alternatives
Change to Win
Children's Aid Society
Children's Defense Fund
Church Women United
Citizens for Effective Schools
Coalition for Community Schools
Coalition of Essential Schools
Commission on Social Action of Reform Judaism
Communities for Quality Education
COSN (Consortium for School Networking)
Council of Administrators of Special Education, Inc.
Council for Children with Behavioral Disorders
Council for Exceptional Children
Council for Hispanic Ministries of the United Church of Christ
Council for Learning Disabilities
Cross City Campaign for Urban School Reform
Disciples Home Missions of the Christian Church (Disciples of Christ)
Disciples Justice Action Network (Disciples of Christ)
Division for Learning Disabilities of the Council for Exceptional Children (DLD/CEC)
Education Action!
Eduation Not Incarcertation
Episcopal Church
Evangelical Lutheran Church in America
Every Child Matters
FairTest: The National Center for Fair & Open Testing
Forum for Education and Democracy
Gay, Lesbian, Straight Education Network (GLSEN)
Gender Public Advocacy Coalition (GPAC)
The Holmes Partnership
Hmong National Development
Indigenous Women's Network
Institute for Language and Education Policy
International Reading Association
ISTE (International Society for Technology in Education)
International Technology Education Association
Japanese American Citizens League
Jobs with Justice
Learning Disabilities Association of America
League of United Latin American Citizens (LULAC)
Mental Health America
Ministers for Racial, Social and Economic justice of the United Church or Christ
National Association for the Advancement of Colored People (NAACP)
NAACP Legal Defense and Education Fund (LDF)
National Alliance of Black School Educators
National Association for Asian and Pacific American Education (NAAPAE)
National Association for Bilingual Education (NABE)
National Association for the Education and Advancement of Cambodian, Laotian and Vietnamese Americans (NAFEA)
National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)
National Association of Federally Impacted Schools
National Association of Pupil Service Administrators
National Association of School Nurses
National Association of School Psychologists
National Association of Secondary School Principals (NASSP)
National Association of Social Workers
National Baptist Convention, USA (NBCUSA)
National Coalition for Asian Pacific American Community Development
National Coalition of ESEA Title I Parents
National Coalition for Parent Involvement in Education (NCPIE)
National Conference of Black Mayors
National Council for the Social Studies
National Council for Community and Education Partnerships (NCCEP)
National Council of Churches
National Council of Jewish Women
National Council of Teachers of English
National Education Association
National Education Taskforce
National Federation of Filipino American Associations
National Indian Education Association
National Indian School Board Association
National Korean American Service & Education Consortium (NAKASEC)
National Ministries, American Baptist Churches USA
National Pacific Islander Educator Network
National Parent Teacher Association (PTA)
National Reading Conference
National Rural Education Association
National School Boards Association
National School Supply and Equipment Association
National Science Teachers Association
National Superintendents Roundtable
National Urban League
Native Hawaiian Education Association
The Network of Spiritual Progressives
Organization of Chinese Americans
Parents, Families and Friends of Lesbians and Gays (PFLAG National)
Public Education Network (PEN)
People for the American Way
Presbyterian Church (USA)
Progressive National Baptist Convention
Protestants for the Common Good
Rural School and Community Trust
Service Employees International Union
School Social Work Association of America
Social Action Committee of the Congress of Secular Jewish Organizations
Sikh American Legal Defense and Education Fund
Southeast Asia Resource Action Center (SEARAC)
Stand for Children
Teachers of English to Speakers of Other Languages, Inc. (TESOL)
United Black Christians of the United Church of Christ
United Church of Christ Coalition for Lesbian, Gay, Bisexual & Transgender Concerns, The
United Church of Christ Justice and Witness Ministries
United Methodist Church, General Board of Church and Society
Women's Division of the General Board of Global Ministries, The United Methodist Church
Women of Reform Judaism