Punitive elements of NCLB need to be redirected into a more positive and helpful approach. Minnesota is more punishing of schools than most other states in the country. If we use a math grad test as a requirement for graduation we will see only about 75% of our students in Minnesota passing the test (even with a lot of remediation). If 25% of students attaining grade 12 do not pass the Math GRAD Test, this will mean 4000-5000 Minnesota students that will be denied graduation for this reason alone. These students will suffer from lost opportunities to enter colleges, the military and other types of vocational training.
If some type of a waiver, or appeals, process is allowed for students not passing the test, here will be the following effects:
a. An appeal/waiver process will place a significant burden on HS Principals and School Boards to determine which students can graduate, or not graduate, via the appeals/waiver process.
b. Students, and their parents, denied diplomas, may use litigation to change these decisions.
c. Some schools would grant waivers to all students, making a mockery of the whole process and negating the movement toward higher proficiency.
Let’s move away from the punitive approach. Instead, we should be providing a math endorsement for all students passing the Math GRAD test to be placed on transcripts and diplomas. We could even include an even higher endorsement level to indicate proficiency and ‘college’ readiness. Plus, we could consider additional ideas to encourage students to strive to show math proficiency. Even so, with all of this said, growth is still a more important indicator of a school's success than proficiency.
We know that math competency must be increased, but Minnesota needs three (3) elements to be present to increase math competency:
1. Students and parents must be willing to demand and attain high proficiency.
2. We must be prepared to deliver world class results in math.
3. Progressive state and district policies that will help attain success.
Duncan has said he supports the law's mission of accountability, though more flexibility may be required. Some have criticized Duncan for what they call a heavy-handed approach to accountability in Chicago.
Obama says that the status quo is not working for America's kids. “We cannot continue on like this,” Obama said. We need a new vision for a 21st century education system – one where we are spurring innovation; where we are demanding more reform; where parents take responsibility for their children’s success; where we’re recruiting, retaining, and rewarding an army of new teachers; where we hold our schools, teachers and government accountable for results; and where we expect all our children not only to graduate high school, but to graduate college and get a good paying job.”
