Three hours of English classes, two hours of math, and a P.E. class. How motivated would you be to do your best if you were 11 years old and this was your life five days a week, 10 months a year? Welcome to the world of public education as designed by No Child Left Behind (NCLB), and the designation of a Program Improvement School in California.
At the beginning of NCLB, each school was told what test score their students had to reach. After a few short years, that number began to go up each year. Every year the number is raised.
I'll bet you're wondering what's wrong with expecting students to become more competent. But, let me ask you if you (or anyone else you know) continue to improve at everything you do on an annual basis. And, are you expected to finally reach 100% competence in all areas of your life? The designation is based on one test given in arguably less-than-ideal conditions over a period of 2-4 days?
Do our law makers in Sacramento hold themselves to such a high standard? If so, how do you explain the financial disaster that is the states economic situation? But I digress.
Are you beginning to feel the concern so many California teachers struggle with on behalf of their students, your children? In competing for Federal Education dollars, we are doing our children a grave disservice.
To be fair, students who speak a language other than English have a third English class, ELD, if they don't score high enough on their entry CELDT test. Students who speak only English at home are not required to take the CELDT, nor are they required to take the ELD class. They end up with two English classes, the non-native English speakers have three.
My ELD students feel that they are being discriminated against because they have classes based only on their nationality. (Their take on the situation, not mine.)
It creates an unequal situation for the many students who have lived in the United States all their lives. Being a foreign language speaker is not their problem. Many of these students are poor readers, or have other learning difficulties. Most students see this as punishment, not extra assistance.
We were required to follow this plan last year and our scores went down. It does not create children ready and willing to sit for hours at a time taking a test the Principal and their teachers say is important. It isn't to them.
At the beginning of NCLB, each school was told what test score their students had to reach. After a few short years, that number began to go up each year. Every year the number is raised.
I'll bet you're wondering what's wrong with expecting students to become more competent. But, let me ask you if you (or anyone else you know) continue to improve at everything you do on an annual basis. And, are you expected to finally reach 100% competence in all areas of your life? The designation is based on one test given in arguably less-than-ideal conditions over a period of 2-4 days?
Do our law makers in Sacramento hold themselves to such a high standard? If so, how do you explain the financial disaster that is the states economic situation? But I digress.
Are you beginning to feel the concern so many California teachers struggle with on behalf of their students, your children? In competing for Federal Education dollars, we are doing our children a grave disservice.
To be fair, students who speak a language other than English have a third English class, ELD, if they don't score high enough on their entry CELDT test. Students who speak only English at home are not required to take the CELDT, nor are they required to take the ELD class. They end up with two English classes, the non-native English speakers have three.
My ELD students feel that they are being discriminated against because they have classes based only on their nationality. (Their take on the situation, not mine.)
It creates an unequal situation for the many students who have lived in the United States all their lives. Being a foreign language speaker is not their problem. Many of these students are poor readers, or have other learning difficulties. Most students see this as punishment, not extra assistance.
We were required to follow this plan last year and our scores went down. It does not create children ready and willing to sit for hours at a time taking a test the Principal and their teachers say is important. It isn't to them.
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