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Monday, July 10, 2006

Motion reopens 35-year-old case over educating students with limited English skills



Motion reopens 35-year-old case over educating students with limited English skills

Hearing in Austin on July 24 over quality of education for students with limited English abilities.

By Francisco Vara-Orta
AMERICAN-STATESMAN STAFF
Saturday, July 08, 2006

The complaint is decades old: Texas does not do enough to educate children with limited English skills.

It's been 35 years since a federal judge agreed with that claim and ordered the state to fix the problem. But in a court hearing this month in Austin, civil rights groups will argue that Texas is still failing miserably and will demand that students with limited English skills be placed in well-designed and adequately funded, staffed and monitored programs.

State statistics show that students with limited English are more likely to fail state achievement tests, and although the consequences for failure are high — students must pass to graduate from high school and to be promoted in some grades — the Texas Education Agency doesn't hold districts accountable for the performance of these students in the same ways it holds districts accountable when other student groups fail.

Dismal academic results have prompted the Mexican American Legal Defense and Educational Fund, and other civil advocacy groups to file a motion in February in the U.S. Eastern District Court in Tyler.

It's the continuation of a 1971 lawsuit in which the court first ruled that Texas must offer programs to get limited-English students up to other students' levels. MALDEF's argument is that Texas is failing to meet that goal.

After months of legal wrangling, senior U.S. District Judge William Wayne Justice ruled in May that the case can be heard in his Austin court on July 24.

State officials declined to comment on the legal points of the case, but Georgina Gonzalez, director of the state's Bilingual Education and English as a Second Language unit, said Texas is committed to helping limited-English students, who she says have shown marked improvement on the Texas Assessment of Knowledge and Skills test, after a few years in the system.

"There are many challenges facing the students who are trying to learn a new language and culture on top of learning the curriculum," Gonzalez said. "We can't give (them) any easier form of the TAKS test. Instead, we have to push them up to the same standards that we hold for other students."

Texas enrolled 711,737 students in the 2005-06 school year under the designation "limited English proficient," about one in six of the state's 4.5 million students.

The limited-English category includes elementary students who are taught through bilingual education, in which students learn mostly in their native languages, and middle and high school students in the English as a Second Language program, in which students are immersed in English and get limited help with coursework in their own language.

Students with limited English skills typically score below state averages on the TAKS, but the problem is particularly apparent with English as a Second Language students.

Just 18 percent of seventh-grade English as a Second Language students passed all parts of the TAKS, a rate that's 46 percentage points lower than the 2006 average for all students. Only 15 percent of 11th-grade English as a Second Language students passed all of the high school exit exam, compared with 64 percent of all students. Those results show a decline from 24 percent passing in 2004.

"It seems that the Texas take on the 'No Child Left Behind' motto doesn't include (limited-English) students," said David Hinojosa, MALDEF's lead attorney on the case. "The numbers speak for themselves and speak volumes."

Texas' accountability system is intended to ensure that all students are receiving an adequate education. Various categories of students — such as a particular ethnic group or gender — starting in third grade all must pass state achievement tests at certain levels, or schools and their districts can face sanctions.

Poorly performing schools and districts could receive low ratings, and campuses that don't improve could be forced, as Johnston High School was about two years ago, to restructure, allow students to transfer to other schools or eventually be taken over by the state.

Though the state collects performance information on students with limited English skills, it doesn't force districts to address poor passing rates among limited-English students on the TAKS as aggressively as it does for ethnic groups, for example.

If successful, MALDEF's motion would require on-site, in-person monitoring for districts where the TAKS passing rates among limited-English students are the lowest.

In addition, the motion requests that the state:

•Ensure that the passing rates of elementary and secondary students are considered separately.

•Investigate districts that, based on U.S. Census Bureau data, appear to underreport the number of limited-Englishstudents enrolled.

•Intervene in school districts where significant gaps exist in the achievement, promotion and dropout rates of limited-English and English-speaking students.

"Districts only get reviewed if (limited-English) students fall more than 10 percentage points below the state standard for that exam," Hinojosa said.

In 2004-05, 180 districts were flagged for review, but just two turned in corrective action plans required in such situations, Hinojosa said.

The state uses a system that primarily relies on computer analysis of test scores and district self-assessments to determine compliance with bilingual education laws. Under the system, poor performance at specific schools can be masked by the district's overall performance.

"That means for a district that relatively higher performance at one school on the TAKS can cancel out failing performance at another school, and students that need help aren't going to get any," Hinojosa said.

Limited-English students are four times less likely than students overall to pass the high school exit exam, according to state data.

Such students were more than twice as likely to be held back a grade; 14 percent weren't promoted in 2003-04 compared with 6.3 percent of students overall, and limited-English students dropped out at twice the rate of Texas students overall.

But state education officials said limited-English students show rapid improvement on the TAKS once in Texas schools.

In 11th grade, for example, 44 percent of students with one full year of limited-English instruction passed, compared with 15 percent of their "newcomer" colleagues.

Hinojosa said no matter which way the numbers are presented, they show a problem that needs to be fixed.

"The TEA keeps telling us to look at this or that breakdown, but ultimately, students are held to the TAKS test scores, and that holds them back or leads them to dropping out," Hinojosa said.

MALDEF timed the filing of its motion to coincide with the State Board of Education's debate about encouraging state legislators to allow elementary schools to choose English as a Second Language courses instead of the bilingual curricula now required.

The board, which has no legal power to change the law, has not decided on a recommendation.

"I don't think there is solid evidence that bilingual education works," said Education Commissioner Dan Montgomery, whose district includes Austin. "But I'm not for English-only either. I'm not advocating a sink or swim policy. More research is needed."

Montgomery said he thinks state law should be changed so that schools may use English as a Second Language or other English-immersion programs approved by the Texas Education Agency to cut the costs of bilingual education. In the 2004-05 school year, the state gave districts $965.3 million for bilingual education and ESL programs.

The push for English-only immersion, Hinojosa said, "is entirely irrelevant because the State of Texas has adopted a bilingual education code and recognizes that the best way to ensure educational opportunities is through bilingual programs for primary and (English as a Second Language) classes for secondary students."

Martha Garcia, the Austin school district's bilingual education and English as a Second Language program director, said, "There's a common misperception by outsiders that we don't teach English or we want to keep (limited-English) students only speaking their native language, but that's absolutely false. We believe that using the native language is crucial in introducing and fully developing their English."

Jill Kerper Mora, an associate professor at San Diego State University and a former bilingual education consultant with the state, said studies she conducted indicate that limited-English students who receive more instruction in their native languages learn English faster and perform better academically.

Districts have options in structuring their programs, typically using more English to teach math and science and native languages to teach reading in the primary grades. Secondary students get a heavier dose of English in all areas.

"In middle school and high school, you get no native language support, only (English as a Second Language) instruction, and the teachers don't even have to know Spanish or other languages," Mora said. "That paints a strong picture of maybe what would be a more effective method at the secondary level."

fvara-orta@statesman.com; 445-3616

Find this article at:
http://www.statesman.com/news/content/news/stories/local/07/8bilingual.html

Sunday, July 09, 2006

The meaning of the immigrant rights marches...

I respond to my friend, George Schmidt (editor of SUBSTANCE MAGAZINE out of Chicago) who expresses concern over the under-reporting of labor's role in the recent mobilization in Chicago. My response to him is provided below. -Angela

6/19/06

Angela,

I was glad that you shared the materials I sent to you after Chicago's
massive March 10 march and hope you'll share some of the observations below as well.
This information needs to be in the general discussion of what's going on,
especially among progressive college and university people.

I read with interest the article (from Nation) that you forwarded about the
use of new media to organize the May Day marches. I wanted to add something to
the analysis of the May Day marches that you forwarded two weeks ago from The
Nation.

Since the beginning of the marches, one of the things that's puzzled me is
how consistently the media -- including the "progressive" media, like The Nation
and In These Times -- have either ignored or downplayed the role of the
unions in the organizing of the huge March 10 and May 1 marches in Chicago (and
elsewhere).

One of the reasons I spent so much time organizing the photo essay on
Chicago's May Day march in the May Substance (which will be available on line at
www.substancenews.com in PDF format this week) is that I had begun to notice a
bias in the media from both the bourgeois media (The New York Times, for example,
ignored the March 10 Chicago march entirely, despite the fact that they had
reporters at it) and from "progressives." I haven't figured out why and haven't
asked. We also put into print a great deal more about the March 10 Chicago
march than got out elsewhere.

More important, I think, is the role of the unions, both in focusing the
class aspects of the events and in providing the infrastructure for the actual
unfolding of the days' work both those days. In the Spanish materials going out
before March 10, it was very clear that the day was viewed as a "general
strike" and that unions were involved. That continued through May 1.

Without the organizing infrastructure of hundreds of union staff, members,
and volunteers from SEIU, Unite HERE, UFCW, Teamsters, UE (electrical workers),
Carpenters, and Laborers -- to name the seven I witnessed giving major support
in the run-up to May Day -- Chicago's May Day would not have happened, let
alone happened as it did as a rebirth of May Day as a workers' holiday in the
USA (explicit here in the march, as you can see by reading Substance). At the
street level, the unions were more important than the Catholic churches, and
easily equal to the immigrant rights groups in importance in making the events
happen.

As I've already reported, SEIU Local 73 executive board member Jose Artemio
Arreola (from Michoacan) was one of the key organizers for both marches.
Cynthia Rodriguez (vice president of Local 73, SEIU) was in the middle of all the
pre- May Day planning. Hundreds of other SEIU members were involved in various
parts of all that, from making badges for people to providing marshals to
supplement the police.

As the SEIU Local 73 Website reflects (with more than 400 photographs I took
on May 1, see seiu73.org), the union presence was massive, and crucial.

Another important reality, largely ignored in media reports, is that most of
the African Americans who marched both days in Chicago were union members,
marching with their unions. I could introduce anyone who came to Chicago to
dozens of them, from a half dozen unions. For the life of me, I'm having trouble
figuring out why the media reports on the marches now focus on African American
opposition to the marches (often, from rump fringe groups) while ignoring the
African American workers who actually helped organize the marches and marched.

Thus, while I like hearing about the importance of MySpace and other high
tech methods of mobilizing students (although we shouldn't downplay AM and FM
radio), whatever distinctions might have been between Chicago and other places, I
suspect that we need to take a second look at the importance of unions in the
struggles.

I'll leave it at that.

I expect The New York Times to downplay the revival of labor unions,
especially when that includes a revival of May Day as a workers' holiday in the USA,
rebirthed right here in Chicago, where May Day was born 120 years ago. What I'm
having more trouble understanding is why The Nation and In These Times are
truncating their reporting on these massive and important marches. Have they
become so soaked in identity politics that they can't see class politics any
more? I don't really know.

But anyone who wants to buy extra copies of my two reports on the Chicago
marches can send $2 per copy to Substance (5132 W. Berteau, Chicago 60641). And
if not, they can go to our website (www.substancenews.com) and see the marches
in the dozens of photographs I published.

George N. Schmidt
Editor, Substance
www.substancenews.com
_______________________________________

Thanks, George, for your analysis. Yes, your work and analysis on the influence of labor provides an important and necessary corrective to present reporting on the mobilizations. I especially appreciate your commentary on solidarity by African-American unionists. Technology only explains so much. The photos in SUBSTANCE are breathtaking, by the way. Great job with the photographs (some of which are on my blog). You truly capture just how monumental all of this is.

James K. Galbraith's recent piece in MOTHER JONES titled, "The Kids are all Right"
supports your class/labor view in a way that identifies shared underlying causes in both the French and U.S.-immigrant mobilizations. In both instances, the "kids" are the stakeholders in so-called reform and are consequently solidly represented in the protest movement. Galbraith in effect maintains that through their actions, young people have just launched the next labor movement. Despite this, the press (on top of identity politics, as you suggest) is responsible for the lack of either coverage of workers or for not providing a labor-based perspective to this mobilization. The press' bias against labor is historic. Other blinders, however, also seem to be present.

Another necessary corrective involves the organizing of undocumented workers as part of a rather long history that dates back to the 1960s Mexican American Civil Rights Movement. Civil rights' leadership and membership's connections to workers and involvement in labor union struggles are also part of this story.

Lovato, in THE NATION, provides a good analysis of this in his leading piece in the June 2006 issue titled, "Voices of a New Movimento." This article does the best job I’ve seen yet of outlining these organizational linkages over time. Indeed, LULAC was very instrumental in the Dallas half-million-person march--and I would imagine, most or all of the other mobilizations. More recently, on July 1, LULAC held an immigration rally at the Midwest Airlines Center in Milwaukee at the site of their national conference. They stressed the importance of registering 2 million new voters. NCLR is highlighting immigration at their national conference in L.A. beginning tomorrow (July 8).

Also, the story continues through the emergence of significant immigrant, grassroots, labor, local, statewide and national organizations that have formed a new coalition called the "We Are America Alliance" that is supporting immigrant rights:
Since SEIU is a member of the coalition, you must know about this already.

Finally, check out this piece, too, titled Leading "La Marcha" published in Thomas Paine. This piece asks us to probe a little deeper than most accounts into the role of race, and the changing complexion of our nation which many fear. It also provides good political analysis.

What also needs to be factored in at some point is the influence of Mexico through the existence of binational efforts and programs, as well as the increasing role that global human rights organizations and commissions play in present mobilizations.

Probably no single factor was sufficient in terms of the outcome, yet all were perhaps necessary--though some factors will certainly bear greater explanatory power.... Plus, variations in these factors across sites would exist. If you don't mind, I'll post this stuff on my blog so others can weigh in, too, if they wish. Thanks for sharing.

-Angela

The Immigration Equation

July 9, 2006
The Immigration Equation
By ROGER LOWENSTEIN/ New York Times

This is a really good piece that lays out well the economics versus the politics of immigration reform--based on what highly regarded economists opine. In particular, Lowenstein makes the case that economists make: "Market forces like supply and demand, not legal status, are what determine wages." So legalizing the immigrant labor pool (which labor supports) will not raise wages (which is labor's wager), but neither will it necessarily depress it. Immigrants are consumers; plus, their presence spurs myriad other business activity (housing, small businesses like restaurants, etc.) Also, immigrants pay into social security.

Lowenstein hangs his hat on UC Berkeley professor, David Card's analysis--as appeared in a recent paper, "Is the New Immigration Really So Bad?"

"Despite the recent onslaught of immigrants, he [Card] pointed out, U.S. cities still have fewer unskilled workers than they had in 1980. Immigrants may be depriving native dropouts of the scarcity value they might have enjoyed, but at least in a historical sense, unskilled labor is not in surplus. America has become so educated that immigrants merely mitigate some of the decline in the homegrown unskilled population. Thus, in 1980, 24 percent of the work force in metropolitan areas were dropouts; in 2000, only 18 percent were."

Giovanni Peri, at University of California, Davis, helps to settle the debate over wage depression by pointing out that most of the competition that immigrants face is with each other.

In any case, this is the best layman's piece I've read in awhile. -Angela

On the subject of undocumented immigration...

On the subject of undocumented immigration, Princeton Professor Douglas Massey offers the following in his piece titled, Backfire at the Border: Why Enforcement without Legalization Cannot Stop Illegal Immigration (pdf) , July 13, 2005. This brief, which you can download in its entirety, is a Cato Institute Publication.

Because of my own interest in the development of cross-border institutions that translate the goal of regional integration into cooperative policies and practices in other arenas like education, I'm contemplating these matters. It seems to me that while the issue of immigration and immigrants' rights and responsibilities will be a continuing one, it's also still time to consider in a parallel fashion possibilities across borders through binational programs. While this is not totally unchartered territory, it remains woefully under-developed especially in light of a much more developed discourse on free trade. -Angela


From Prof. Massey's executive summary:


"For the past two decades, the U.S.government has pursued a contradictory policy on North American integration. While the U.S. government has pursued more commercial integration through the North American Free Trade Agreement, it has sought to unilaterally curb the flow of labor across the U.S.-Mexican border. That policy has not only failed to reduce illegal immigration; it has actually made the problem worse.

Increased border enforcement has only succeeded in pushing immigration flows into more remote regions. That has resulted in a tripling of the death rate at the border and, at the same time, a dramatic fall in the rate of apprehension. As a result, the cost to U.S.taxpayers of making one arrest result is that illegal immigrants are less likely to return to their home country, causing an increase in the number of illegal immigrants remaining in the United States. Whatever one thinks about the goal of reducing migration from Mexico, U.S.policies toward that end have clearly failed, and at great cost to U.S.taxpayers. A border policy that relies solely on enforcement is bound to fail.

Congress should build on President Bush’s immigration initiative to enact a temporary visa program that would allow workers from Canada, Mexico, and other countries to work in the United States without restriction for a certain limited time. Undocumented workers already in the United States who do not have a criminal record should be given temporary legal status."

http://www.freetrade.org/pubs/pas/tpa-029.pdf

Saturday, July 08, 2006

Austin outshines averages in educating pupils with limited English skills

Herre are a couple of stories about the status of English language learners. MALDEF is taking the state to task on the egregiously low passing rates at all levels, but most especially at the exit level (vis-a-vis the TAKS test required for graduation). In light of this critique, the Statesman's usage of "outshines" seems a bit stretched. In any case, William Wayne Justice's court will again review the constitutional / statutory rights of English language learners in Texas. For more on the case, scroll down. -Angela

Austin outshines averages in educating pupils with limited English skills
District officials attribute improved performance of such students on state achievement tests to intense programs, teacher recruitment.

By Francisco Vara-Orta
AMERICAN-STATESMAN STAFF
Saturday, July 08, 2006

Honduran immigrant Elias Barahona, an incoming senior at Johnston High School, said learning English is the most intimidating obstacle for many newcomers, but it's the key to reaching his dreams.

"For the sake of me and my family, I want to learn English to get a good job and be a professional," Barahona said. "We immigrated here for the American dream."

Barahona was ranked in the top 10 percent of his 10th-grade class at International High School, a two-year-old program housed near Johnston that focuses on helping immigrant students. Now that he's improved academically, Barahona will take classes at Johnston in the fall to get more English-language instruction.

State statistics show that Austin schools do a slightly better than average job of bringing students with limited English skills up to par academically with their native English-speaking peers.

Overall, 76 percent of Austin students designated as "limited English proficient" in 2005 passed the reading portion of the Texas Assessment of Knowledge and Skills a year after leaving bilingual education and English as a Second Language programs. That's substantially above the state average of 50 percent.

Martha Garcia, director of the Austin school district's bilingual education and English as a Second Language programs, said a federal lawsuit challenging Texas' enforcement of its bilingual education laws brings needed attention to the limited-English population but that she's gotten all the support from the state that she's needed to keep her program in good shape.

Now in her second year as director, Garcia said the district's limited-English students fare better on the TAKS in part because the district invests about $450 more in each of those students than the state average of $224.

The extra money goes for hiring teachers and for awarding bilingual education teachers an annual $2,000 bonus.

Yet while the performance of Austin's limited-English students on TAKS tests has improved recently, from 30 percent passing in 2004 to 35 percent in 2005, a grade-by-grade breakdown shows that some passing rates hover just a few percentage points over state averages. For example, 20 percent of Austin's 11th-graders with limited English passed the TAKS in 2005, compared with 19 percent statewide.

"We have to remember that acquiring a second language takes time," Garcia said.

The pressure to prepare students for the tests, which determine whether third- and fifth-grade students are promoted to the next grade, puts stress on bilingual teachers such as Cook Elementary School's Andrea Yz.

"The emphasis on TAKS is challenging, and all educators know that not all children learn at the same pace," said Yz, a first-grade teacher now in her fourth year at Cook, where 77 percent of limited-English students overall passed the TAKS in 2005, a 16 percentage point improvement over the year before. "If we don't get the younger students up to par by the third grade, it's forever playing catch-up."

Districts aren't required to offer bilingual education past the fifth grade under state law and usually don't. School districts with an enrollment of 20 or more limited-English students in any language classification in the same grade are required to offer a bilingual education program in elementary school and English as a Second Language instruction from grades 7 to 12.

Yz said many such students struggle because they don't have an English-speaking support system at home. Parents can't help them with homework or communicate with teachers who speak only English.

Austin's 17,263 limited-English students represented about 22 percent of the 79,707 overall student population in the 2005-06 school year, an increase of about 8,500 students over 10 years. The district offers limited-English program instruction in at least 54 languages and dialects.

"People have to remember this is a language issue, not a racial one," Garcia said. "The majority of (limited-English) students are American-born citizens and aren't going to be sent out of the country anytime soon."

http://www.statesman.com/news/content/news/stories/local/07/8ausbilingual.html
----------------------------------------------------------------------------------
Motion reopens 35-year-old case over educating students with limited English skills

Hearing in Austin on July 24 over quality of education for students with limited English abilities.

By Francisco Vara-Orta
AMERICAN-STATESMAN STAFF
Saturday, July 08, 2006

The complaint is decades old: Texas does not do enough to educate children with limited English skills.

It's been 35 years since a federal judge agreed with that claim and ordered the state to fix the problem. But in a court hearing this month in Austin, civil rights groups will argue that Texas is still failing miserably and will demand that students with limited English skills be placed in well-designed and adequately funded, staffed and monitored programs.

State statistics show that students with limited English are more likely to fail state achievement tests, and although the consequences for failure are high — students must pass to graduate from high school and to be promoted in some grades — the Texas Education Agency doesn't hold districts accountable for the performance of these students in the same ways it holds districts accountable when other student groups fail.

Dismal academic results have prompted the Mexican American Legal Defense and Educational Fund, and other civil advocacy groups to file a motion in February in the U.S. Eastern District Court in Tyler.

It's the continuation of a 1971 lawsuit in which the court first ruled that Texas must offer programs to get limited-English students up to other students' levels. MALDEF's argument is that Texas is failing to meet that goal.

After months of legal wrangling, senior U.S. District Judge William Wayne Justice ruled in May that the case can be heard in his Austin court on July 24.

State officials declined to comment on the legal points of the case, but Georgina Gonzalez, director of the state's Bilingual Education and English as a Second Language unit, said Texas is committed to helping limited-English students, who she says have shown marked improvement on the Texas Assessment of Knowledge and Skills test, after a few years in the system.

"There are many challenges facing the students who are trying to learn a new language and culture on top of learning the curriculum," Gonzalez said. "We can't give (them) any easier form of the TAKS test. Instead, we have to push them up to the same standards that we hold for other students."

Texas enrolled 711,737 students in the 2005-06 school year under the designation "limited English proficient," about one in six of the state's 4.5 million students.

The limited-English category includes elementary students who are taught through bilingual education, in which students learn mostly in their native languages, and middle and high school students in the English as a Second Language program, in which students are immersed in English and get limited help with coursework in their own language.

Students with limited English skills typically score below state averages on the TAKS, but the problem is particularly apparent with English as a Second Language students.

Just 18 percent of seventh-grade English as a Second Language students passed all parts of the TAKS, a rate that's 46 percentage points lower than the 2006 average for all students. Only 15 percent of 11th-grade English as a Second Language students passed all of the high school exit exam, compared with 64 percent of all students. Those results show a decline from 24 percent passing in 2004.

"It seems that the Texas take on the 'No Child Left Behind' motto doesn't include (limited-English) students," said David Hinojosa, MALDEF's lead attorney on the case. "The numbers speak for themselves and speak volumes."

Texas' accountability system is intended to ensure that all students are receiving an adequate education. Various categories of students — such as a particular ethnic group or gender — starting in third grade all must pass state achievement tests at certain levels, or schools and their districts can face sanctions.

Poorly performing schools and districts could receive low ratings, and campuses that don't improve could be forced, as Johnston High School was about two years ago, to restructure, allow students to transfer to other schools or eventually be taken over by the state.

Though the state collects performance information on students with limited English skills, it doesn't force districts to address poor passing rates among limited-English students on the TAKS as aggressively as it does for ethnic groups, for example.

If successful, MALDEF's motion would require on-site, in-person monitoring for districts where the TAKS passing rates among limited-English students are the lowest.

In addition, the motion requests that the state:



  • -Ensure that the passing rates of elementary and secondary students are considered separately.

    -Investigate districts that, based on U.S. Census Bureau data, appear to underreport the number of limited-Englishstudents enrolled.

    -Intervene in school districts where significant gaps exist in the achievement, promotion and dropout rates of limited-English and English-speaking students.



  • "Districts only get reviewed if (limited-English) students fall more than 10 percentage points below the state standard for that exam," Hinojosa said.

    In 2004-05, 180 districts were flagged for review, but just two turned in corrective action plans required in such situations, Hinojosa said.

    The state uses a system that primarily relies on computer analysis of test scores and district self-assessments to determine compliance with bilingual education laws. Under the system, poor performance at specific schools can be masked by the district's overall performance.

    "That means for a district that relatively higher performance at one school on the TAKS can cancel out failing performance at another school, and students that need help aren't going to get any," Hinojosa said.

    Limited-English students are four times less likely than students overall to pass the high school exit exam, according to state data.

    Such students were more than twice as likely to be held back a grade; 14 percent weren't promoted in 2003-04 compared with 6.3 percent of students overall, and limited-English students dropped out at twice the rate of Texas students overall.

    But state education officials said limited-English students show rapid improvement on the TAKS once in Texas schools.

    In 11th grade, for example, 44 percent of students with one full year of limited-English instruction passed, compared with 15 percent of their "newcomer" colleagues.

    Hinojosa said no matter which way the numbers are presented, they show a problem that needs to be fixed.

    "The TEA keeps telling us to look at this or that breakdown, but ultimately, students are held to the TAKS test scores, and that holds them back or leads them to dropping out," Hinojosa said.

    MALDEF timed the filing of its motion to coincide with the State Board of Education's debate about encouraging state legislators to allow elementary schools to choose English as a Second Language courses instead of the bilingual curricula now required.

    The board, which has no legal power to change the law, has not decided on a recommendation.

    "I don't think there is solid evidence that bilingual education works," said Education Commissioner Dan Montgomery, whose district includes Austin. "But I'm not for English-only either. I'm not advocating a sink or swim policy. More research is needed."

    Montgomery said he thinks state law should be changed so that schools may use English as a Second Language or other English-immersion programs approved by the Texas Education Agency to cut the costs of bilingual education. In the 2004-05 school year, the state gave districts $965.3 million for bilingual education and ESL programs.

    The push for English-only immersion, Hinojosa said, "is entirely irrelevant because the State of Texas has adopted a bilingual education code and recognizes that the best way to ensure educational opportunities is through bilingual programs for primary and (English as a Second Language) classes for secondary students."

    Martha Garcia, the Austin school district's bilingual education and English as a Second Language program director, said, "There's a common misperception by outsiders that we don't teach English or we want to keep (limited-English) students only speaking their native language, but that's absolutely false. We believe that using the native language is crucial in introducing and fully developing their English."

    Jill Kerper Mora, an associate professor at San Diego State University and a former bilingual education consultant with the state, said studies she conducted indicate that limited-English students who receive more instruction in their native languages learn English faster and perform better academically.

    Districts have options in structuring their programs, typically using more English to teach math and science and native languages to teach reading in the primary grades. Secondary students get a heavier dose of English in all areas.

    "In middle school and high school, you get no native language support, only (English as a Second Language) instruction, and the teachers don't even have to know Spanish or other languages," Mora said. "That paints a strong picture of maybe what would be a more effective method at the secondary level."


    fvara-orta@statesman.com; 445-3616

    http://www.statesman.com/search/content/news/stories/local/07/8bilingual.html
     

    Good kids are counting on Dream Act

    This puts a human face on the immigration conundrum. It's a story that supports passage of the DREAM Act that is currently being considered in Congress' discussion on immigration. -Angela

    Good kids are counting on Dream Act
    But path to college is tied up in immigration reform

    08:34 AM CDT on Friday, July 7, 2006

    This week, House and Senate committees have embarked on a nationwide tour to listen to people who have a stake in immigration policy. Casting all cynicism aside, let's say these public hearings have nothing to do with midterm elections and everything to do with an honest desire to untangle our immigration mess.

    If that's the case, then I think these leaders need to hear from Carla, a bright, ambitious 17-year-old Dallas student who will be directly affected by whatever they decide. This is what she'd tell them:

    After watching her mother clean other people's bathrooms for 14 years, she wants something more for her life. She's worked hard, and she's now poised to graduate from high school in the top 10 percent of her class. She wants to go to a good college, but she can't – unless Congress acts.

    Because Carla (who asked that her last name not be used) is in this country illegally, she doesn't qualify for most financial aid. Even if she manages to work her way through school with a low-paying job – the only kind available to her – without legal status, she would be blocked from pursuing her profession.

    Her only hope is an amendment, known as the Dream Act, tacked onto the controversial immigration legislation now stalled out in Congress. The amendment would give the estimated 65,000 undocumented high school seniors who graduate annually the legal status to qualify for college financial aid and put them on a path to citizenship.

    If there is anyone to make a case for the Dream Act, it's Carla. Even as her mother tells her to give up her dream, Carla keeps studying. This summer, she's taking a year's worth of pre-calculus so that she'll be able to take Advanced Placement calculus this fall.

    In some ways, she says, being here illegally "made me want to be better, and to show them that I'm not here to waste my time."

    Carla, her mother and two older siblings left Chihuahua in 1992 after her father abandoned them. They came to Dallas on a visa to visit family and never left.

    "I know it's not my fault that I'm here, but I'm not blaming my single mother for trying to pursue a better life, either," she says. "I was only 3 when I came here. I can't go back to Mexico; I can barely speak Spanish."

    Federal law mandates equal access to education for elementary and secondary education, no matter the child's legal status. Denying the good students a route to higher education is not only cruel, but also wasteful. By some estimates, $200,000 in taxpayer money will be spent on Carla's education by the time she graduates in May 2007.

    "If we allow these roadblocks to higher education to persist," says Sen. Dick Durbin, D-Ill., a co-sponsor of the Dream Act, "we ultimately hurt our nation because we deprive ourselves of future leaders and the increased tax revenues and economic growth they would produce."

    Carla wants to enroll at the University of Texas at Austin. She loves math and wants to become an accountant. Someday, she says, she'd also like to open a center that helps single mothers, like her own, learn English, find resources and help kids like her find scholarships. She says she was counting on the Dream Act to pass this year. It's been making its way through Congress since 2004, and last year, the Senate Judiciary Committee passed it, 16-3, with overwhelming bipartisan support. With the best of intentions, though, the legislation was attached to the larger immigration package – and then it got swallowed up in the contentious debate.

    Some people may think the Dream Act sounds like a free pass, a reward to people who've broken the law. But the legislation is written to encourage the young people with the most promise, like Carla. At the time of application, they must have earned their high school diploma or GED, be accepted to a two- or four-year college, have no criminal record and exhibit good moral character.

    If the immigration reform legislation tanks, Carla fears her life won't be much better than her mother's. "I don't want to be cleaning other people's houses," she says. "That's not what I dream of. I want a piece of the American dream."


    Macarena Hernández is a Dallas Morning News editorial columnist. Her e-mail address is mhernandez@dallasnews.com.

    Online at: http://www.dallasnews.com/sharedcontent/dws/dn/opinion/columnists/all/stories/DN-hernandez_07edi.ART.State.Edition1.245f1a8.html

    Friday, July 07, 2006

    Put to the Test

    This article titled, Put to the Test, appearing in the latest issue of Stanford Magazine (July-Aug. 2006 issue) is worth reading.

    It lays out Terry Moe's pro-accountability, pro-choice (read: vouchers, but also charter schools) perspective against Gerald Bracey's argument that privatization ("choice") is the agenda that undergirds NCLB.

    Moe's view is expressed as follows:

    "If we want significant improvement, we need to target the incentives at the heart of the system. Fortunately, there are potent reforms capable of doing that: school accountability and school choice. Accountability shapes incentives from above through effective management. Under a well-designed system, the states develop rigorous academic standards, measure whether the standards are being met, and attach rewards and sanctions to the outcomes--thus putting a laser-like focus on achievement, and giving educators and students strong incentives to promote it.

    School choice, by contrast, shapes incentives from below through grassroots action. When parents are able to vote with their feet, and when they are given alternatives--charter schools or private schools--to the regular public schools, the latter are put on notice that they stand to lose kids and money if they don't perform. And their incentives are enhanced accordingly.

    Neither accountability nor choice can be an immediate fix, because institutional reform is a complex and imperfect process. Each of these reforms can be designed and implemented in countless ways, and some may prove much better than others. Success turns on well-intentioned efforts to move--over time, with experience--toward frameworks that adjust for the inevitable early problems and promote school improvement most effectively over the long run. There is nothing ideological about this and nothing conspiratorial. It simply calls for a practical, much-needed search for an appropriate mix of accountability, choice, and traditional schooling--a mix that gets the incentives right and really boosts student learning."


    In response, Bracey offers the following:

    "I have never believed that this law is the idealistic, well-intentioned but poorly executed program that many claim it to be. NCLB aims to shrink the public sector, transfer large sums of public money to the private sector, weaken or destroy two Democratic power bases--the teachers unions--and provide vouchers to let students attend private schools at public expense. The original proposal, and each subsequent presidential budget, provided for vouchers, but Congress has thus far removed these provisions."

    I appreciate, in particular, Bracey's analyses of international mathematics data (TIMMS) that show that at lower percentages of student poverty, our public school performance translates into higher test scores--higher even than Sweden, the leading nation. However, because we have greater poverty than other industrialized nations, our overall score is lower.

    As does Moe who alludes to the problematic of teacher union power, he provides other pertinent commentary on the vexed politics of school reform that includes the demonizing of teachers and the chronic and determining conditions of poverty.

    Good going, Jerry! -Angela

    Thursday, July 06, 2006

    What Kind of Card is Race?

    From Tim Wise's website:

    Tim Wise is the Director of the newly-formed Association for White Anti-Racist Education (AWARE) in Nashville, Tennessee. He lectures across the country about the need to combat institutional racism, gender bias, and the growing gap between rich and poor in the U.S. Wise has been called a "leftist extremist" by David Duke, "deceptively Aryan-looking" by a member of the Ku Klux Klan, and "the Uncle Tom of the white race," by right-wing author, Dinesh D' Souza. Whatever else can be said about him, his ability to make the right kind of enemies seems unquestioned.

    -Angela


    CounterPunch April 26, 2006

    What Kind of Card is Race?
    The Absurdity (and Consistency) of White Denial
    by Tim Wise

    Recently, I was asked by someone in the audience of one of my speeches, whether or not I believed that racism--though certainly a problem--might also be something conjured up by people of color in situations where the charge was inappropriate. In other words, did I believe that occasionally folks play the so-called race card, as a ploy to gain sympathy or detract from their own shortcomings? In the process of his query, the questioner made his own opinion all too clear (an unambiguous yes), and in that, he was not alone, as indicated by the reaction of others in the crowd, as well as survey data confirming that the belief in black malingering about racism is nothing if not ubiquitous.

    It's a question I'm asked often, especially when there are several high-profile news events transpiring, in which race informs part of the narrative. Now is one of those times, as a few recent incidents demonstrate: Is racism, for example, implicated in the alleged rape of a young black woman by white members of the Duke University lacrosse team? Was racism implicated in Congresswoman Cynthia McKinney's recent confrontation with a member of the Capitol police? Or is racism involved in the ongoing investigation into whether or not Barry Bonds--as he is poised to eclipse white slugger Babe Ruth on the all-time home run list--might have used steroids to enhance his performance?*

    Although the matter is open to debate in any or all of these cases, white folks have been quick to accuse blacks who answer in the affirmative of playing the race card, as if their conclusions have been reached not because of careful consideration of the facts as they see them, but rather, because of some irrational (even borderline paranoid) tendency to see racism everywhere. So too, discussions over immigration, "terrorist" profiling, and Katrina and its aftermath often turn on issues of race, and so give rise to the charge that as regards these subjects, people of color are "overreacting" when they allege racism in one or another circumstance.

    Asked about the tendency for people of color to play the "race card," I responded as I always do: First, by noting that the regularity with which whites respond to charges of racism by calling said charges a ploy, suggests that the race card is, at best, equivalent to the two of diamonds. In other words, it's not much of a card to play, calling into question why anyone would play it (as if it were really going to get them somewhere). Secondly, I pointed out that white reluctance to acknowledge racism isn't new, and it isn't something that manifests only in situations where the racial aspect of an incident is arguable. Fact is, whites have always doubted claims of racism at the time they were being made, no matter how strong the evidence, as will be seen below. Finally, I concluded by suggesting that whatever "card" claims of racism may prove to be for the black and brown, the denial card is far and away the trump, and whites play it regularly: a subject to which we will return.

    Turning Injustice into a Game of Chance: The Origins of Race as "Card"
    First, let us consider the history of this notion: namely, that the "race card" is something people of color play so as to distract the rest of us, or to gain sympathy. For most Americans, the phrase "playing the race card" entered the national lexicon during the O.J. Simpson trial. Robert Shapiro, one of Simpson's attorneys famously claimed, in the aftermath of his client's acquittal, that co-counsel Johnnie Cochran had "played the race card, and dealt it from the bottom of the deck." The allegation referred to Cochran's bringing up officer Mark Fuhrman's regular use of the 'n-word' as potentially indicative of his propensity to frame Simpson. To Shapiro, whose own views of his client's innocence apparently shifted over time, the issue of race had no place in the trial, and even if Fuhrman was a racist, this fact had no bearing on whether or not O.J. had killed his ex-wife and Ron Goldman. In other words, the idea that O.J. had been framed because of racism made no sense and to bring it up was to interject race into an arena where it was, or should have been, irrelevant.

    That a white man like Shapiro could make such an argument, however, speaks to the widely divergent way in which whites and blacks view our respective worlds. For people of color--especially African Americans--the idea that racist cops might frame members of their community is no abstract notion, let alone an exercise in irrational conspiracy theorizing. Rather, it speaks to a social reality about which blacks are acutely aware. Indeed, there has been a history of such misconduct on the part of law enforcement, and for black folks to think those bad old days have ended is, for many, to let down their guard to the possibility of real and persistent injury (1).

    So if a racist cop is the lead detective in a case, and the one who discovers blood evidence implicating a black man accused of killing two white people, there is a logical alarm bell that goes off in the head of most any black person, but which would remain every bit as silent in the mind of someone who was white. And this too is understandable: for most whites, police are the helpful folks who get your cat out of the tree, or take you around in their patrol car for fun. For us, the idea of brutality or misconduct on the part of such persons seems remote, to the point of being fanciful. It seems the stuff of bad TV dramas, or at the very least, the past--that always remote place to which we can consign our national sins and predations, content all the while that whatever demons may have lurked in those earlier times have long since been vanquished.

    To whites, blacks who alleged racism in the O.J. case were being absurd, or worse, seeking any excuse to let a black killer off the hook--ignoring that blacks on juries vote to convict black people of crimes every day in this country. And while allegations of black "racial bonding" with the defendant were made regularly after the acquittal in Simpson's criminal trial, no such bonding, this time with the victims, was alleged when a mostly white jury found O.J. civilly liable a few years later. Only blacks can play the race card, apparently; only they think in racial terms, at least to hear white America tell it.

    Anything but Racism: White Reluctance to Accept the Evidence
    Since the O.J. trial, it seems as though almost any allegation of racism has been met with the same dismissive reply from the bulk of whites in the U.S. According to national surveys, more than three out of four whites refuse to believe that discrimination is any real problem in America (2). That most whites remain unconvinced of racism's salience--with as few as six percent believing it to be a "very serious problem," according to one poll in the mid 90s (3)--suggests that racism-as-card makes up an awfully weak hand. While folks of color consistently articulate their belief that racism is a real and persistent presence in their own lives, these claims have had very little effect on white attitudes. As such, how could anyone believe that people of color would somehow pull the claim out of their hat, as if it were guaranteed to make white America sit up and take notice? If anything, it is likely to be ignored, or even attacked, and in a particularly vicious manner.

    That bringing up racism (even with copious documentation) is far from an effective "card" to play in order to garner sympathy, is evidenced by the way in which few people even become aware of the studies confirming its existence. How many Americans do you figure have even heard, for example, that black youth arrested for drug possession for the first time are incarcerated at a rate that is forty-eight times greater than the rate for white youth, even when all other factors surrounding the crime are identical (4)?

    How many have heard that persons with "white sounding names," according to a massive national study, are fifty percent more likely to be called back for a job interview than those with "black sounding" names, even when all other credentials are the same (5)?

    How many know that white men with a criminal record are slightly more likely to be called back for a job interview than black men without one, even when the men are equally qualified, and present themselves to potential employers in an identical fashion (6)?

    How many have heard that according to the Justice Department, Black and Latino males are three times more likely than white males to have their vehicles stopped and searched by police, even though white males are over four times more likely to have illegal contraband in our cars on the occasions when we are searched (7)?

    How many are aware that black and Latino students are about half as likely as whites to be placed in advanced or honors classes in school, and twice as likely to be placed in remedial classes? Or that even when test scores and prior performance would justify higher placement, students of color are far less likely to be placed in honors classes (8)? Or that students of color are 2-3 times more likely than whites to be suspended or expelled from school, even though rates of serious school rule infractions do not differ to any significant degree between racial groups (9)?

    Fact is, few folks have heard any of these things before, suggesting how little impact scholarly research on the subject of racism has had on the general public, and how difficult it is to make whites, in particular, give the subject a second thought.

    Perhaps this is why, contrary to popular belief, research indicates that people of color are actually reluctant to allege racism, be it on the job, or in schools, or anywhere else. Far from "playing the race card" at the drop of a hat, it is actually the case (again, according to scholarly investigation, as opposed to the conventional wisdom of the white public), that black and brown folks typically "stuff" their experiences with discrimination and racism, only making an allegation of such treatment after many, many incidents have transpired, about which they said nothing for fear of being ignored or attacked (10). Precisely because white denial has long trumped claims of racism, people of color tend to underreport their experiences with racial bias, rather than exaggerate them. Again, when it comes to playing a race card, it is more accurate to say that whites are the dealers with the loaded decks, shooting down any evidence of racism as little more than the fantasies of unhinged blacks, unwilling to take personal responsibility for their own problems in life.

    Blaming the Victims for White Indifference
    Occasionally, white denial gets creative, and this it does by pretending to come wrapped in sympathy for those who allege racism in the modern era. In other words, while steadfastly rejecting what people of color say they experience--in effect suggesting that they lack the intelligence and/or sanity to accurately interpret their own lives--such commentators seek to assure others that whites really do care about racism, but simply refuse to pin the label on incidents where it doesn't apply. In fact, they'll argue, one of the reasons that whites have developed compassion fatigue on this issue is precisely because of the overuse of the concept, combined with what we view as unfair reactions to racism (such as affirmative action efforts which have, ostensibly, turned us into the victims of racial bias). If blacks would just stop playing the card where it doesn't belong, and stop pushing for so-called preferential treatment, whites would revert back to our prior commitment to equal opportunity, and our heartfelt concern about the issue of racism.

    Don't laugh. This is actually the position put forward recently by James Taranto, of the Wall Street Journal, who in January suggested that white reluctance to embrace black claims of racism was really the fault of blacks themselves, and the larger civil rights establishment (11). As Taranto put it: "Why do blacks and whites have such divergent views on racial matters? We would argue that it is because of the course that racial policies have taken over the past forty years." He then argues that by trying to bring about racial equality--but failing to do so because of "aggregate differences in motivation, inclination and aptitude" between different racial groups--policies like affirmative action have bred "frustration and resentment" among blacks, and "indifference" among whites, who decide not to think about race at all, rather than engage an issue that seems so toxic to them. In other words, whites think blacks use racism as a crutch for their own inadequacies, and then demand programs and policies that fail to make things much better, all the while discriminating against them as whites. In such an atmosphere, is it any wonder that the two groups view the subject matter differently?

    But the fundamental flaw in Taranto's argument is its suggestion--implicit though it may be--that prior to the creation of affirmative action, white folks were mostly on board the racial justice and equal opportunity train, and were open to hearing about claims of racism from persons of color. Yet nothing could be further from the truth. White denial is not a form of backlash to the past forty years of civil rights legislation, and white indifference to claims of racism did not only recently emerge, as if from a previous place where whites and blacks had once seen the world similarly. Simply put: whites in every generation have thought there was no real problem with racism, irrespective of the evidence, and in every generation we have been wrong.

    Denial as an Intergenerational Phenomenon
    So, for example, what does it say about white rationality and white collective sanity, that in 1963--at a time when in retrospect all would agree racism was rampant in the United States, and before the passage of modern civil rights legislation--nearly two-thirds of whites, when polled, said they believed blacks were treated the same as whites in their communities--almost the same number as say this now, some forty-plus years later? What does it suggest about the extent of white folks' disconnection from the real world, that in 1962, eighty-five percent of whites said black children had just as good a chance as white children to get a good education in their communities (12)? Or that in May, 1968, seventy percent of whites said that blacks were treated the same as whites in their communities, while only seventeen percent said blacks were treated "not very well" and only 3.5 percent said blacks were treated badly? (13)?

    What does it say about white folks' historic commitment to equal opportunity--and which Taranto would have us believe has only been rendered inoperative because of affirmative action--that in 1963, three-fourths of white Americans told Newsweek, "The Negro is moving too fast" in his demands for equality (14)? Or that in October 1964, nearly two-thirds of whites said that the Civil Rights Act should be enforced gradually, with an emphasis on persuading employers not to discriminate, as opposed to forcing compliance with equal opportunity requirements (15)?

    What does it say about whites' tenuous grip on mental health that in mid-August 1969, forty-four percent of whites told a Newsweek/Gallup National Opinion Survey that blacks had a better chance than they did to get a good paying job--two times as many as said they would have a worse chance? Or that forty-two percent said blacks had a better chance for a good education than whites, while only seventeen percent said they would have a worse opportunity for a good education, and eighty percent saying blacks would have an equal or better chance? In that same survey, seventy percent said blacks could have improved conditions in the "slums" if they had wanted to, and were more than twice as likely to blame blacks themselves, as opposed to discrimination, for high unemployment in the black community (16).

    In other words, even when racism was, by virtually all accounts (looking backward in time), institutionalized, white folks were convinced there was no real problem. Indeed, even forty years ago, whites were more likely to think that blacks had better opportunities, than to believe the opposite (and obviously accurate) thing: namely, that whites were advantaged in every realm of American life.

    Truthfully, this tendency for whites to deny the extent of racism and racial injustice likely extends back far before the 1960s. Although public opinion polls in previous decades rarely if ever asked questions about the extent of racial bias or discrimination, anecdotal surveys of white opinion suggest that at no time have whites in the U.S. ever thought blacks or other people of color were getting a bad shake. White Southerners were all but convinced that their black slaves, for example, had it good, and had no reason to complain about their living conditions or lack of freedoms. After emancipation, but during the introduction of Jim Crow laws and strict Black Codes that limited where African Americans could live and work, white newspapers would regularly editorialize about the "warm relations" between whites and blacks, even as thousands of blacks were being lynched by their white compatriots.

    >From Drapetomania to Victim Syndrome -- Viewing Resistance as Mental Illness

    Indeed, what better evidence of white denial (even dementia) could one need than that provided by "Doctor" Samuel Cartwright, a well-respected physician of the 19th century, who was so convinced of slavery's benign nature, that he concocted and named a disease to explain the tendency for many slaves to run away from their loving masters. Drapetomania, he called it: a malady that could be cured by keeping the slave in a "child-like state," and taking care not to treat them as equals, while yet striving not to be too cruel. Mild whipping was, to Cartwright, the best cure of all. So there you have it: not only is racial oppression not a problem; even worse, those blacks who resist it, or refuse to bend to it, or complain about it in any fashion, are to be viewed not only as exaggerating their condition, but indeed, as mentally ill (17).

    And lest one believe that the tendency for whites to psychologically pathologize blacks who complain of racism is only a relic of ancient history, consider a much more recent example, which demonstrates the continuity of this tendency among members of the dominant racial group in America.

    A few years ago, I served as an expert witness and consultant in a discrimination lawsuit against a school district in Washington State. Therein, numerous examples of individual and institutional racism abounded: from death threats made against black students to which the school district's response was pitifully inadequate, to racially disparate "ability tracking" and disciplinary action. In preparation for trial (which ultimately never took place as the district finally agreed to settle the case for several million dollars and a commitment to policy change), the school system's "psychological experts" evaluated dozens of the plaintiffs (mostly students as well as some of their parents) so as to determine the extent of damage done to them as a result of the racist mistreatment. As one of the plaintiff's experts, I reviewed the reports of said psychologists, and while I was not surprised to see them downplay the damage done to the black folks in this case, I was somewhat startled by how quickly they went beyond the call of duty to actually suggest that several of the plaintiffs exhibited "paranoid" tendencies and symptoms of borderline personality disorder. That having one's life threatened might make one a bit paranoid apparently never entered the minds of the white doctors. That facing racism on a regular basis might lead one to act out, in a way these "experts" would then see as a personality disorder, also seems to have escaped them. In this way, whites have continued to see mental illness behind black claims of victimization, even when that victimization is blatant.

    In fact, we've even created a name for it: "victimization syndrome." Although not yet part of the DSM-IV (the diagnostic manual used by the American Psychiatric Association so as to evaluate patients), it is nonetheless a malady from which blacks suffer, to hear a lot of whites tell it. Whenever racism is brought up, such whites insist that blacks are being encouraged (usually by the civil rights establishment) to adopt a victim mentality, and to view themselves as perpetual targets of oppression. By couching their rejection of the claims of racism in these terms, conservatives are able to parade as friends to black folks, only concerned about them and hoping to free them from the debilitating mindset of victimization that liberals wish to see them adopt.

    Aside from the inherently paternalistic nature of this position, notice too how concern over adopting a victim mentality is very selectively trotted out by the right. So, for example, when crime victims band together--and even form what they call victim's rights groups--no one on the right tells them to get over it, or suggests that by continuing to incessantly bleat about their kidnapped child or murdered loved one, such folks are falling prey to a victim mentality that should be resisted. No indeed: crime victims are venerated, considered experts on proper crime policy (as evidenced by how often their opinions are sought out on the matter by the national press and politicians), and given nothing but sympathy.

    Likewise, when American Jews raise a cry over perceived anti-Jewish bigotry, or merely teach their children (as I was taught) about the European Holocaust, replete with a slogan of "Never again!" none of the folks who lament black "victimology" suggests that we too are wallowing in a victimization mentality, or somehow at risk for a syndrome of the same name.

    In other words, it is blacks and blacks alone (with the occasional American Indian or Latino thrown in for good measure when and if they get too uppity) that get branded with the victim mentality label. Not quite drapetomania, but also not far enough from the kind of thinking that gave rise to it: in both cases, rooted in the desire of white America to reject what all logic and evidence suggests is true. Further, the selective branding of blacks as perpetual victims, absent the application of the pejorative to Jews or crime victims (or the families of 9/11 victims or other acts of terrorism), suggests that at some level white folks simply don't believe black suffering matters. We refuse to view blacks as fully human and deserving of compassion as we do these other groups, for whom victimization has been a reality as well. It is not that whites care about blacks and simply wish them not to adopt a self-imposed mental straightjacket; rather, it is that at some level we either don't care, or at least don't equate the pain of racism even with the pain caused by being mugged, or having your art collection confiscated by the Nazis, let alone with the truly extreme versions of crime and anti-Semitic wrongdoing.

    Conclusion -- See No Evil, Hear No Evil, Wrong as Always
    White denial has become such a widespread phenomenon nowadays, that most whites are unwilling to entertain even the mildest of suggestions that racism and racial inequity might still be issues. To wit, a recent survey from the University of Chicago, in which whites and blacks were asked two questions about Hurricane Katrina and the governmental response to the tragedy. First, respondents were asked whether they believed the government response would have been speedier had the victims been white. Not surprisingly, only twenty percent of whites answered in the affirmative. But while that question is at least conceivably arguable, the next question seems so weakly worded that virtually anyone could have answered yes without committing too much in the way of recognition that racism was a problem. Yet the answers given reveal the depths of white intransigence to consider the problem a problem at all.

    So when asked if we believed the Katrina tragedy showed that there was a lesson to be learned about racial inequality in America--any lesson at all--while ninety percent of blacks said yes, only thirty-eight percent of whites agreed (18). To us, Katrina said nothing about race whatsoever, even as blacks were disproportionately affected; even as there was a clear racial difference in terms of who was stuck in New Orleans and who was able to escape; even as the media focused incessantly on reports of black violence in the Superdome and Convention Center that proved later to be false; even as blacks have been having a much harder time moving back to New Orleans, thanks to local and federal foot-dragging and the plans of economic elites in the city to destroy homes in the most damaged (black) neighborhoods and convert them to non-residential (or higher rent) uses.

    Nothing, absolutely nothing, has to do with race nowadays, in the eyes of white America writ large. But the obvious question is this: if we have never seen racism as a real problem, contemporary to the time in which the charges are being made, and if in all generations past we were obviously wrong to the point of mass delusion in thinking this way, what should lead us to conclude that now, at long last, we've become any more astute at discerning social reality than we were before? Why should we trust our own perceptions or instincts on the matter, when we have run up such an amazingly bad track record as observers of the world in which we live? In every era, black folks said they were the victims of racism and they were right. In every era, whites have said the problem was exaggerated, and we have been wrong.

    Unless we wish to conclude that black insight on the matter--which has never to this point failed them--has suddenly converted to irrationality, and that white irrationality has become insight (and are prepared to prove this transformation by way of some analytical framework to explain the process), then the best advice seems to be that which could have been offered in past decades and centuries: namely, if you want to know about whether or not racism is a problem, it would probably do you best to ask the folks who are its targets. They, after all, are the ones who must, as a matter of survival, learn what it is, and how and when it's operating. We whites on the other hand, are the persons who have never had to know a thing about it, and who--for reasons psychological, philosophical and material--have always had a keen interest in covering it up.

    In short, and let us be clear on it: race is not a card. It determines whom the dealer is, and who gets dealt.



    * Personally, I have no idea whether or not Barry Bonds has used anabolic steroids during the course of his career, nor do I think the evidence marshaled thus far on the matter is conclusive, either way. But I do find it interesting that many are calling for the placement of an asterisk next to Bonds' name in the record books, especially should he eclipse Ruth, or later, Hank Aaron, in terms of career home runs. The asterisk, we are told, would differentiate Bonds from other athletes, the latter of which, presumably accomplished their feats without performance enhancers. Yet, while it is certainly true that Aaron's 755 home runs came without any form of performance enhancement (indeed, he, like other black ball-players had to face overt hostility in the early years of their careers, and even as he approached Ruth's record of 714, he was receiving death threats), for Ruth, such a claim would be laughable. Ruth, as with any white baseball player from the early 1890s to 1947, benefited from the "performance enhancement" of not having to compete against black athletes, whose abilities often far surpassed their own. Ruth didn't have to face black pitchers, nor vie for batting titles against black home run sluggers. Until white fans demand an asterisk next to the names of every one of their white baseball heroes -- Ruth, Cobb, DiMaggio, and Williams, for starters -- who played under apartheid rules, the demand for such a blemish next to the name of Bonds can only be seen as highly selective, hypocritical, and ultimately racist. White privilege and protection from black competition certainly did more for those men's game than creotine or other substances could ever do for the likes of Barry Bonds.

    NOTES
    (1) There is plenty of information about police racism, misconduct and brutality, both in historical and contemporary terms, available from any number of sources. Among them, see Kristian Williams, Our Enemies in Blue. Soft Skull Press, 2004; and online at the Stolen Lives Project: http://stolenlives.org.

    (2) Washington Post. October 9, 1995: A22

    (3) Ibid.

    (4) "Young White Offenders get lighter treatment," 2000. The Tennessean. April 26: 8A.

    (5) Bertrand, Marianne and Sendhil Mullainathan, 2004. "Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment in Labor Market Discrimination." June 20. http://post.economics.harvard.edu/faculty/mullainathan/papers/emilygreg.pdf.

    (6) Pager, Devah. 2003. "The Mark of a Criminal Record." American Journal of Sociology. Volume 108: 5, March: 937-75.

    (7) Matthew R. Durose, Erica L. Schmitt and Patrick A. Langan, Contacts Between Police and the Public: Findings from the 2002 National Survey. U.S. Department of Justice, (Bureau of Justice Statistics), April 2005.

    (8) Gordon, Rebecca. 1998. Education and Race. Oakland: Applied Research Center: 48-9; Fischer, Claude S. et al., 1996. Inequality by Design: Cracking the Bell Curve Myth. Princeton, NJ: Princeton University Press: 163; Steinhorn, Leonard and Barabara Diggs-Brown, 1999. By the Color of Our Skin: The Illusion of Integration and the Reality of Race. NY: Dutton: 95-6.

    (9) Skiba, Russell J. et al., The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment. Indiana Education Policy Center, Policy Research Report SRS1, June 2000; U.S. Centers for Disease Control and Prevention, Youth Risk Behavior Surveillance System: Youth 2003, Online Comprehensive Results, 2004.

    (10) Terrell, Francis and Sandra L. Terrell, 1999. "Cultural Identification and Cultural Mistrust: Some Findings and Implications," in Advances in African American Psychology, Reginald Jones, ed., Hampton VA: Cobb & Henry; Fuegen, Kathleen, 2000. "Defining Discrimination in the Personal/Group Discrimination Discrepancy," Sex Roles: A Journal of Research. September; Miller, Carol T. 2001. "A Theoretical Perspective on Coping With Stigma," Journal of Social Issues. Spring; Feagin, Joe, Hernan Vera and Nikitah Imani, 1996. The Agony of Education: Black Students in White Colleges and Universities. NY: Routledge.

    (11) Taranto, James. 2006. "The Truth About Race in America--IV," Online Journal (Wall Street Journal), January 6.

    (12) The Gallup Organization, Gallup Poll Social Audit, 2001. Black-White Relations in the United States, 2001 Update, July 10: 7-9.

    (13) The Gallup Organization, Gallup Poll, #761, May, 1968

    (14) "How Whites Feel About Negroes: A Painful American Dilemma," Newsweek, October 21, 1963: 56

    (15) The Gallup Organization, Gallup Poll #699, October, 1964

    (16) Newsweek/Gallup Organization, National Opinion Survey, August 19, 1969

    (17) Cartwright, Samuel. 1851. "Diseases and Peculiarities of the Negro Race," DeBow's Review. (Southern and Western States: New Orleans), Volume XI.

    (18) Ford, Glen and Peter Campbell, 2006. "Katrina: A Study-Black Consensus, White Dispute," The Black Commentator, Issue 165, January 5.

    States distort school test scores, researchers say


    States distort school test scores, researchers say
    Critics say California among those that lower standards for No Child Left Behind
    - Carrie Sturrock, Chronicle Staff Writer
    Friday, June 30, 2006

    California and some other states have inflated test outcomes by lowering the achievement standard students need to meet to be proficient in reading and math under the federal No Child Left Behind Act, university researchers say.

    It amounts to a dumbing down of how the states calculate student progress, the researchers concluded.

    Under No Child Left Behind, individual schools and school districts can be punished for repeatedly failing to meet the federal standards, including restructuring schools and possibly closing them in extreme cases.

    Researchers with Policy Analysis for California Education (PACE) studied 12 states and found nearly all reported results significantly higher than those gathered through the federal government's own testing.

    Their study confirms long-held suspicions that many states have set a low bar on what it means to be proficient, distorting the true extent to which kids are learning, said Bruce Fuller, a UC Berkeley professor of education and public policy and co-director of PACE.

    In the process, he said, parents have no clear idea of how their children are progressing.

    "Parents and citizens can't rely on the state test scores to know whether No Child Left Behind is working -- they can't rely on state test scores to find out whether students are learning more or less over the last 10 years," Fuller said. "We think the states are inflating the percentage of kids who are proficient."

    In California, for example, state officials in 2005 estimated 50 percent of fourth-graders were proficient or better in math on the California Standards Tests, compared with 29 percent on the federal National Assessment of Educational Progress or NAEP.

    California education officials questioned the validity of comparing an individual state's test scores to a national test that's intended to gauge the relative progress among states. And just because California's test scores outperform the NAEP scores doesn't make them invalid -- it might be instead that NAEP scores underestimate kids' proficiency, said Rick Miller, a spokesman for Jack O'Connell, state superintendent of public instruction.

    "The NAEP tests are not aligned to our standards, so (California students are being tested) on information they're not learning in class," he said. "The NAEP scores are less valid -- they're a less-sensitive gauge of the progress of our schools. ... It makes sense to put your stock in the test of what your kids learned."

    But U.S. Rep. George Miller, D-Martinez, who helped champion the bipartisan No Child Left Behind legislation, considers the PACE study comparison valid and likened the discrepancies to law school graduates boasting they passed all their tests even though they failed the state bar examination. No Child Left Behind (NCLB) aims to force states to honestly describe the quality of education provided to all students, he said, adding that he had not yet read the PACE study.

    "There are a lot of people who can't break the habit of gaming the system," he said of states in general. "They want to appear they are doing right by the children, and the fact is, they're not. NCLB shines the light, and that's why there's so much resistance. It shines the light on a lot of practices where districts and states were conning the parents about the quality of education the children were getting."

    PACE, an independent research center at UC Berkeley, UC Davis and Stanford University, compared federal and state fourth-grade test score data between 1992 and 2005 from 12 states: Arkansas, California, Illinois, Iowa, Kentucky, Massachusetts, Nebraska, New Jersey, North Carolina, Oklahoma, Texas and Washington.

    The final report, titled "Is the No Child Left Behind Act Working? The Reliability of How States Track Achievement," comes as the House of Representatives' Committee on Education and the Workforce begins hearings on reauthorizing No Child Left Behind in 2007.

    No Child Left Behind mandated in 2002 that all 50 states -- many of which already had their own testing programs -- participate in a federal testing plan to improve education for all children. Every state had to create a blueprint for ensuring that every student scores proficient in math and English by 2013. To reach that goal, the federal government requires that school test scores increase by set amounts each year -- called adequate yearly progress -- and threatens sanctions against schools and districts if they don't.

    Fuller said states have found it challenging to make adequate yearly progress and face political pressure to permit the numbers to float upward artificially by, for example, allowing teachers to closely tailor their lessons to the test. The study found large gaps between various states' estimations of students' progress and the federal government's.

    In Oklahoma, for example, the discrepancy between state and federal findings since 1994 averaged 48 percentage points in reading and 60 percentage points in math since 1996. In Texas, that gap averaged 55 points in reading and 51 points in math.

    In California, the gap averaged 19 percentage points in reading and 24 points in math over several years. Massachusetts scores most closely aligned with NAEP -- there was a 10 percentage-point average annual gap in reading scores and a 1 percentage-point gap in math.

    The study outlines several reasons for these large differences. One is that states sometimes lower their standards for what they deem proficient.

    Another is that once states establish a test, similar test questions may be used each year. Some teachers circulate the tests, making it easier for students to answer the questions, thereby inflating scores. An additional problem in determining student progress, the study notes, is that states commonly change testing companies and/or the actual tests. As a result, scores often drop when a new test is used. States could equate the new and old tests to bring scores into alignment, but many don't, Fuller said. In 2002, Texas reported that 91 percent of fourth-graders were proficient in reading, a number that fell to 76 percent the following year after the state used a new test. According to NAEP, 29 percent of Texas fourth-graders were proficient.

    "Parents and citizens, if they look at a graph like this, it's bewildering," Fuller said. "It doesn't help them determine whether students are learning more or less over time."

    The study found that overall, federal reading scores have stayed flat, and federal math scores have improved a little since No Child Left Behind. At the same time, states boast significant gains. California has reported a 3.7 percent average annual gain in reading scores while NAEP has showed no improvement. The Golden State did a little better in math, boasting a 4.3 percent average annual gain while NAEP reported a 2.3 percent gain.

    "Does NCLB further raise achievement?" Fuller asked. "So far, the evidence is pretty thin."

    The study recommends several ways of addressing the disparity between federal and state test scores, including:

    -- State policymakers could enact more challenging standards that involve more analytic and writing skills and higher order thinking.

    -- The federal government could provide financial resources to help states link old and new tests and compare the scores.

    -- The federal government could call for state tests to be released simultaneously with NAEP scores so the public can better gauge how students are doing.

    -- Federal officials could encourage states to reach a consensus on where their respective proficiency bars are set.

    California education officials insist the state has tougher standards than many states and notes that California students are making real progress.

    "Where this report does a disservice is that it implies that real reforms and real improvements made in student achievement over the last five years are not real, when in fact we know that kids are doing better and achievement is up," said Rick Miller, the spokesman for California's superintendent.

    On the Web
    To read the report, go to pace.berkeley.edu/testscoretrends.html

    A big difference

    California boasts much greater progress in fourth-grade reading and math scores on its California Standards Tests than the federal government does with its National Assessment of Educational Progress tests. A new study by Policy Analysis for California Education concludes that many states, including California, exaggerate the extent of students' educational achievement.


    Fourth grade results, percent proficient or above:


    Reading

    CST

    2002: 36%

    2005: 47%

    NAEP tests

    1992: 19%

    2005: 21%


    Math

    CST

    2002: 37%

    2005: 50%

    NAEP tests

    1992: 12%

    2005: 29%


    Source: Policy Analysis for California Education


    E-mail Carrie Sturrock at csturrock@sfchronicle.com.

    Page A - 4
    URL: http://sfgate.com/cgi-bin/article.cgi?file=/c/a/2006/06/30/MNG28JN9RC1.DTL

    ©2006 San Francisco Chronicle

    Bell, Strayhorn, Friedman take on Perry over testing, teacher pay

    Teachers in Texas are conveying their concerns over testing. See other post below regarding the same stuff taking shape nationally. Whether tackling testing is a decisive election strategy for Strayhorn, Belll, and Friedman is open to question. While I do think that there is great discontent, i also think that the general public is generally unaware of teachers' experiences and sentiments. I may be wrong.... -Angela

    Bell, Strayhorn, Friedman take on Perry over testing, teacher pay
    By KELLEY SHANNON
    June 30, 2006

    AP Political Writer
    AUSTIN — Challengers to Republican Gov. Rick Perry took turns Friday trying to woo a statewide teachers group by saying they want higher teacher pay and less classroom time devoted to standardized testing.

    Comptroller Carole Keeton Strayhorn tried to separate herself from the other four gubernatorial hopefuls, declaring she's the only one facing Perry with enough broad support and campaign money "to take him out."

    "Let me tell you, this is a two-person race. You can have four more years of Rick Perry or you can have Carole Keeton 'Grandma' Strayhorn, a teacher in the governor's office," Strayhorn, a former educator, told the Texas Classroom Teachers Association.

    She noted the last major campaign disclosure reports showed Perry with $9.4 million in campaign cash to spend, while she had $8.1 million. The other candidates each had far less than $1 million.

    "It costs a million dollars a week for TV in Texas," she said, referring to campaign advertising that has become a staple in Texas governor races.

    Perry spoke to the teacher group Thursday, when he praised the work teachers do and talked up the Legislature's school finance plan he recently signed into law that included a $2,000 teacher pay raise.

    Perry called Democrat Chris Bell as his "principle opponent" in the Nov. 7 election and criticized him for wanting to use the Texas Assessment of Knowledge and Skills test only for diagnostic purposes, not for promotion to the next grade level or graduation, as it is used now in some grades.

    Bell said Perry doesn't have a clue about what's going on in classrooms. He said he believes teachers agree that it's time to move away from "high-stakes testing."

    The state's high dropout rate and poor SAT scores show that the emphasis on standardized testing isn't helping and isn't holding schools accountable, Bell said.

    "My sense in talking to teachers all across the state is that they've had it. I think parents have had enough, students have had enough and principals and teachers have had enough when it comes to high-stakes standardized testing," he said.

    Strayhorn proposed moving TAKS testing from the spring to the fall each school year. She said that would make it a truly diagnostic test and allow teachers and students to spend the rest of the year working on subjects that need the most attention.

    Independent candidate Kinky Friedman said he wants to end the TAKS test. He also proposed legalizing casino gambling in Texas, a move he contends would provide $6 billion to $8 billion annually to help fund education.

    "Right now we are fueling the economies of five separate states, none of them Texas. It needs to come back to us. We invented Texas Hold 'Em. We can't even play it here," said Friedman. A number of teachers approached him after his speech to wish him well and take photographs with him.

    Perry's spokesman, Robert Black, said that while the other candidates have been occupied with criticisms, promises and pandering, Perry has been taking action.

    "Texans know that real leadership is backing up words with positive actions and real results, and the fact is Gov. Perry has successfully addressed the school finance challenge, signed the largest tax cut in Texas history and given teachers a $2,000 pay raise," Black said in a prepared statement.

    All the challengers said they want to increase teacher pay beyond the $2,000 increase approved in the recent school funding special legislative session. They said they want Texas teachers' salaries to move closer to the national average, not remain below it.

    Though Perry talked favorably about a new merit play plan he signed into law that could give some teachers extra pay for improved academic performance by their students, his challengers weren't high on that program.

    "That puts the whole teaching to the test on steroids. It will just make it more high stakes in nature," Bell said, adding that merit pay shouldn't be addressed before the across-the-board pay for teachers is improved.

    Strayhorn said the school funding plan passed in the special legislative session as the state faced a court deadline will keep schools open for now, but she said education funding is likely to land in court again.

    She has repeatedly criticized it as a plan that won't live up to its financial promises. She called the plan "a smoke and mirrors patch that won't fool the people of Texas."
    --
    Kelley Shannon has covered politics and government in Austin since 2000.
    http://www.statesman.com/news/content/gen/ap/TX_Texas_Governor.html

    Changing NCLB Is Top Topic at NEA Convention

    NEA delegates discuss issues on the floor of the representative assembly during the union's annual convention this week in Orlando, Fla.
    -Photo courtesy of Brenda Alvarez/NEA

    Check this out: "Instead, the union recommends designing a system based on multiple benchmarks, including teacher-designed classroom assessments, student portfolios, graduation/dropout statistics, and college-enrollment rates, among other measures." This is what a coalition in Texas has been calling for at the state level for a very long time (since before NCLB even became law).

    The survey seems worth checking out as well: "nearly 70 percent dislike the No Child Left Behind Act and believe it has failed to improve education. Only 29 percent of those surveyed said they approve of the law." Here is a report (but no actual survey results) that I found from the NEA website.


    -Angela


    July 5, 2006

    Changing NCLB Is Top Topic at NEA Convention
    By Vaishali Honawar

    Orlando, Fla.
    A majority of the 8,200 delegates gathered here for the National Education Association's annual convention overwhelmingly approved a plan that would push for aggressive changes to the federal No Child Left Behind law, which is up for reauthorization next year.

    The nation's largest union, whose leaders have often complained they were not allowed to participate in the crafting of the country's chief education law, approved a plan during the July 2-5 meeting that calls on NEA members to lobby Congress for reforms to bring the law more in line with the views of the 2.8 million-member union.

    The changes proposed include establishing an accountability system that no longer relies only on testing as the measure of success or failure. Instead, the union recommends designing a system based on multiple benchmarks, including teacher-designed classroom assessments, student portfolios, graduation/dropout statistics, and college-enrollment rates, among other measures.

    The plan also calls for smaller class sizes, more funding for schools, and revisions to the definition of "highly qualified" teacher.

    The plan passed with just three delegates speaking publicly against it, because they argued that the union should take even more extreme measures and try to repeal the NCLB law in its entirety.

    At the Representative Assembly, the union also released a survey of 1,000 NEA members that showed nearly 70 percent dislike the No Child Left Behind Act and believe it has failed to improve education. Only 29 percent of those surveyed said they approve of the law.

    NEA Executive Committee member Rebecca Pringle, who chaired the committee set up last year by union President Reg Weaver to craft the strategy, said that this plan "authorizes the NEA to go boldly where it has never gone before."

    "We knew from the start that a flawed law would prevent educators from providing a rich, supportive environment for students," Ms. Pringle said, adding that bipartisan support for the law had, at the beginning, made the NEA voice "lonely." Support for the NEA point of view has since grown, she added, with some states—such as Connecticut—taking a stand against the law.

    Abby Beytin, a teacher at Timber Grove Elementary School in Owings Mills, Md., and a member of the committee that drew up the plan, said it was unfair that teachers who deal every day with children in the classroom, were left out of the crafting of the NCLB law. "We are given a curriculum and step-by-step instructions as if every child will fit in a box," she said. "But they are not giving me, the expert, the opportunity to do what I think is the best way to teach a child."

    'Experience and Expertise'
    The NEA has long opposed the law, particularly some of its accountability and teacher-qualification mandates. In his keynote address July 2, Mr. Weaver exhorted members to aggressively lobby state and federal lawmakers to press for changes to the No Child Left Behind Act.

    "You should be--must be--among the leaders in the education reform debate.... We have the experience and the expertise, and we should be the vanguard innovators of education reform," Mr. Weaver said.

    Mr. Weaver also called for a $40,000 annual minimum wage for all teachers, and a living wage for education support professionals, as well as adequate and equitable funding for schools.

    "If we are going to close the gaps in student achievement, have the ethnic minority community believe that we care, increase salaries, attract more teachers to the classroom,... we must have a funding structure that does not discriminate," he said.

    The national debate over immigration this year found its voice at the NEA convention as well, with delegates pushing for and passing--a resolution that would protect teachers and school employees from the role of policing undocumented immigrants and reporting such students to immigration authorities.

    Pushed by several states and led by the California Teachers Association, the largest delegation at the convention, with more than a 1,000 delegates, the resolution states that the "NEA will work with state affiliates to assure that any immigration process will protect the rights of all students, support a safe environment, and provide an opportunity to learn."

    Barbara E. Kerr, the president of the CTA, said the resolution reflects the "horror and frustration caused when Congress started looking at making teachers felons and immigration officers. "This is about a quality education for all children, about guaranteeing human rights," she said.

    NCLB 'Horror Stories'
    In this city of amusement parks, delegates dressed as if for a picnic cheered wildly and kept up an atmosphere of light-heartedness even as they plodded through numerous business items over the four-day Representative Assembly. Despite the numerous topics they tackled, the NCLB acronym was heard most in the conference hall, with many delegates expressing personal frustration with the law.

    Nearly 100 teachers told their own NCLB "horror stories" to a video camera in a room in the convention center. As the NEA campaign on the law gets under way, one of those teachers will win a trip to Washington to meet with his or her congressional representative to recount the story in person.

    Sharon Stacy, a teacher from Van Buren County, Mich., who teaches children with severe disabilities at the Bert Goens Learning Center, spoke to the video camera of increased paperwork, no time for planning, and the almost impossible mandates set for her children, some who are so disabled, she said, that the most basic accomplishments, such as learning to talk and walk, are milestones.

    "It sounds great to say 'no child left behind,' but to expect every child in my school to meet standards is ridiculous," she said later in an interview.

    Tanya Earle, a social studies teacher at Molalla High School in Molalla River, Ore., said the NCLB law "has undermined a lot of what we do. … It has taken the emphasis away from the core principles we wanted to teach," she said, contending that her subject area has suffered tremendously because of the federal law’s intense focus on math and reading.

    "With limited resources and unfunded mandates, schools are not making good choices," Ms. Earle maintained. "Some schools are saying social studies is not even part of the core curriculum."

    Still, while Ms. Stacy said she would be happy if Congress does away with the law, some NEA stalwarts appeared to believe that a compromise was more in order.

    Most teachers agree on some of the basic principles in the law, including the need for accountability and skilled teachers, said Patricia A. Foerster, the outgoing president of the Maryland State Teachers Association. "There are ways to deal with the negativity of NCLB short of destroying it," she said, "that will put us on a better track."

    Vol. 25

    © 2006 Editorial Projects in Education