That's Outrageous! Caught Cheating

continued from next 3 comments: for every student no matter what level they start out at, salaries for teachers commensurate with their education level and responsibilities, and adequate funding for teacher training and special education programs to achieve these goals. Thank you, Kelle L. Gibbs M.A. CCC-SLP Rineyville, KY

This and the next two comments are all from one letter: Strangely, opposition to NCLB seems to have stalled and teachers and school systems are now focusing on how the impossible can be done. If any cheating has occurred, be assured that it is not because of a sudden increase in unscrupulous teachers. The absurdity of NCLB and the relentless pressure have consequences. How much more reasonable it would be to expect proficiency at achievable levels and without state variances, academic gains for every student no matter what level they start out at, salaries for teachers commensurate with their education level and responsibilities, and adequate funding for teacher training and special education programs to achieve these goals. Thank you, Kelle L. Gibbs M.A. CCC-SLP Rineyville, KY

The root of the problem is the No Child Left Behind (NLCB) act. Though briefly mentioned in the article, it is quickly dismissed and not thoroughly explained. The intent of NLCB legislation was that all children be proficient at their grade level. Unfortunately, little provision was made for students with disabilities and levels of proficiency vary from state to state. All except those students with severe delays are factored into the equation determining if a school has attained annual yearly progress (AYP). Schools that fail to meet AYP will be subject to loss of funding. Administrators, faced with the prospect of less revenue (which would further cut already sparse programs) place incredible pressure on teachers to ensure that students score well on these tests. The result is that learning is no longer focused on developing a child’s skills required for analysis and future learning, but rather on taking the test.

January 2007 To The Editor: I feel compelled to comment about the article No Cheater Left Behind in the “Outrageous” section of your January issue regarding cheating on standardized tests in schools. As a Speech-Language Pathologist who has worked in public schools for ten years, I can say with certainty, that the majority of the teachers I have been privileged to work with (in four states) are extremely dedicated, hard-working and honest in spite of being underpaid, and underappreciated. The root of the problem is the No Child Left Behind (NLCB) act. Though briefly mentioned in the article, it is quickly dismissed and not thoroughly explained. The intent of NLCB legislation was that all children be proficient at their grade level. Unfortunately, little provision was made for students with disabilities and levels of proficiency vary from state to state. All except those students with severe delays are factored into the equation determining if a school has attained annual yearly progress (AYP). Schools that fail to meet AYP will be subject to loss of funding. Administrators, faced with the prospect of less revenue (which would further cut already sparse programs) place incredible pressure on teachers to ensure that students score well on these tests. The result is that learning is no longer focused on developing a child’s skills required for analysis and future learning, but rather on taking the test. Strangely, opposition to NCLB seems to have stalled and teachers and school systems are now focusing on how the impossible can be done. If any cheating has occurred, be assured that it is not because of a sudden increase in unscrupulous teachers. The absurdity of NCLB and the relentless pressure have consequences. How much more reasonable it would be to expect proficiency at achievable levels and without state variances, academic gains for every student no matter what level they start out at, salaries for teachers commensurate with their education level and responsibilities, and adequate funding for teacher training and special education programs to achieve these goals. Thank you, Kelle L. Gibbs M.A. CCC-SLP Rineyville, KY