Public education takes a hit

American public education is one of the most successful democratic systems that exist in our country today. In fact, American public schools have educated more people and to a higher degree than any other system in history. I believe this is a phenomenal endeavor and continues to be even more amazing, especially with all the challenges public schools and public school teachers face every day. One cannot fathom those challenges or struggles we encounter day after day in our classrooms unless you have been there.

It has been an honor and a privilege to be part of something larger than just my own existence. To be part of history, and even more so a successful history, has been a principled ideal in my life. This history began with Horace Mann and his conceptual idea of a nation providing free tax-supported public education. He worked effectively for more and better-equipped schools, more school years (until 16), higher pay for teachers and wider curricula. Mann is widely considered the father of American public education.

He was convinced there was an integral relationship between education, freedom and Republican government. Mann believed public school would be the “great equalizer” by ensuring education to be birth right of every American child, rich or poor. His idea encompassed the goal of social harmony. He believed poverty would disappear, along with crime and other moral vices. Mann was convinced that American public education would create social good, broadening popular intelligence and bringing natural and material wealth to all.

Now the question to ask is how would Horace Mann feel about the federal mandate No Child Left Behind? The latest research states that students in the middle make the most progress, while those at the top and bottom make little or none (University of Chicago). Schools have been focusing their efforts on students for whom more instruction might make the difference in passing or failing. The term used in the research for these students is “bubble kids.” The reality of NCLB is that it has created pressure to ignore those students who will pass or flunk the test to ensure making the grade of adequate yearly progress with getting the bump with bubble kids.

Mann would be rolling over in his grave concerned with schools losing the great equalizer model, with our most gifted and challenged being truly left behind because of an attempt to achieve a particular test score. This law puts some kids ahead of others for instruction, time and energy. I do not believe Mann ever had that in mind.

Yet, the law has created an even more disturbing outlook for American public education. Additional research accounts for 44 percent of school districts cutting science, social studies, art, lunch time, physical education and/or recess time due to the pressures of NCLB (Center on Educational Policy). Maybe that has something to do with our dropout rate and possibly part of our childhood obesity issue.

This coming year, Alaska has been granted a different measuring device rather than the pass or fail grade model. A new growth model will be used this year, along with 11 other states. This will allow school districts to evaluate students on their progress rather than a certain test score. Students will still have to demonstrate a certain amount of increased performance over a period of time; however, the key words here are “progress” and “over a period of time.”

I do not believe it goes far enough. There are participation rates that have to be met. How much control do teachers have over that? There are graduation rates that also have to be met. To put this into perspective, this would be like you and I leaving the Mat-Su Valley and driving to Anchorage, and you arriving it first; that means I flunk Anchorage. Then, the law has identified subgroups, high-stake, single-test results and a point system to evaluate all those variables mentioned above to determine adequate yearly progress. It is enough to choke a horse, much less be called No Child Left Behind.

Horace Mann’s great equalizer concept took a big hit with this federal mandate. I do not believe that was what he had intended to broaden popular intelligence and bring natural and material wealth to all.

Michael P. Carson is a teacher in the Mat-Su Borough School District.