Students in countries such as Finland, South Korea, and Singapore continue to outperform their peers in America. But that hasn't stopped the United States government from spending more money on education as achievement plummets. Dr. Vicky Wells, a former school principal, explores what's going on at the federal, state, and local levels so that members of the public can hold bureaucrats accountable. In a series of reality checks, she explains how to; meet the growing crisis head on; equip students with the necessary skills upon graduation; make decisions based upon the input of real-life educators; and; ignore politics in order to best serve students. Teachers and parents trust leaders to make decisions based on what's best for the students. Even so, all too often, decision making seems to be more about politics and quid pro quo-and this does not best serve students, educators, or the community. The educational system continues to decline, and students keep dropping out or graduating without the knowledge they need to succeed. It's time to stop constantly changing curriculum and start focusing on the real problems confronting teachers and students.
YES, WE ARE STUPID IN AMERICA!
A Former Principal's Reality Check on Why Our Public Schools Are FailingBy Vicky WellsiUniverse, Inc.
Copyright © 2013 Dr. Vicky Wells
All right reserved.ISBN: 978-1-4759-7187-3Contents
Preface..........................................................................................................................xiAcknowledgments..................................................................................................................xvIntroduction.....................................................................................................................xvii1. A History of Federal education reform initiatives.............................................................................12. Georgia Department of Education (GaDOE).......................................................................................314. Local School Districts in the State of Georgia—Superintendent, Central Office, and School Principals.....................995. Local Cooperative Efforts of Teachers, Parents, and Students—In Georgia and Everywhere...................................122Conclusion.......................................................................................................................137Endnotes.........................................................................................................................145Resources........................................................................................................................157About the Author.................................................................................................................167
Chapter One
A History of Federal Education Reform Initiatives
Overview
In order to briefly review the federal government's role in education, a concise summary of the history and background thereof follows, as described on the US Department of Education's website, www.ed.org. A federal department of Education was created in 1867. Originally named the Office of education, it was later renamed the Department of Health, education, and Welfare. The Department of Education Organization Act became law in 1979. In 1980, congress established the United States Department of Education (ED). Although the US Constitution leaves responsibility for the legislative process to the individual states, the federal government provides assistance in order to supplement, not supplant, state support. The official mission of the ED, as described on its website, is "to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access."
[Author's note: The material in part I is intended to offer a summary overview of the US education system and the US Department of Education (ED), particularly for readers unfamiliar with either or both. This material is essential for informed reading of the subsequent chapters. Because the workings and history of the ED are so familiar to me as a result of all my years as an educator and principal, the majority of the text in this chapter is based on experiential knowledge. However, I have used the ED website as my primary source for information. All aspects of the ED are beyond the scope of this book. To learn more, please visit the website directly: www.ed.gov.]
Key Federal Education Legislation
this chapter will outline and describe key federal legislation (from 1965 to the present) related to education in the United States:
• Elementary and Secondary Education Act (ESEA)
• Individuals with Disabilities Education Act (IDEA)
• No Child Left Behind Act (NCLB)
• American Recovery and Reinvestment Act (ARRA, a.k.a., Race to the Top [RT 3])
Elementary and Secondary Education Act (ESEA)
the primary source of federal K-12 support began in 1965 with the enactment of the elementary and secondary Education Act (ESEA), which authorizes the following: grants to elementary and secondary school programs for children of low-income families; school library resources, textbooks, and other instructional materials; supplemental education centers and services; strengthening state education agencies; education research; and professional development for teachers.
In 1975, the Education for All Handicapped Children became law. Renamed the individuals with Disabilities Education Act (IDEA) in 1990, it has continued to be amended to add provisions or expand services throughout the years. (IDEA will be discussed separately later on in this chapter.)
Since 1980, the Department of Education has continued to expand its duties by taking an active role in education reform. In 1983, the ED published A Nation at Risk, a report that described the deficiencies of us schools, stating that mediocrity, not excellence, was the norm in public education. This led to the development (in 1990) of a long-range plan to reform US education by the year 2000. Called America 2000: An Educational Strategy, the plan had eight goals:
• All children will start school ready to learn by participating in preschool programs.
• The high school graduation rate will increase to at least 90 percent.
• All students will leave grades four, eight, and twelve having demonstrated competency in the following subjects: English, mathematics, science, foreign languages, civics and government, economics, art, history, and geography.
• Teachers will have opportunities to acquire the knowledge and skills needed for preparing students for the twenty-first century.
• Students will be first in the world in math and science achievement.
• Every adult will be literate and will possess the knowledge and skills necessary to compete in a global economy.
• Every school will be free of drugs, violence, and the unauthorized presence of firearms and alcohol.
• Every school will promote partnerships to increase parental involvement in the social, emotional, and academic growth of children.
Between 1990 and 1994, a number of new laws were enacted that attempted to change the American education system, including: the National Literacy Act, the educational council Act, the Education of the Deaf Act Amendments, the Rehabilitation Act Amendments, the student Loan reform Act, the Rehabilitation Act and Education of the Deaf Act Technical Amendments, the Migrant Student Record Transfer System Act, the Higher Education Technical Amendments Act, the National Service Trust Act, the Goals 2000: educate America Act, the School-to-Work Opportunities Act, and the National Education Statistics Act.
Most noteworthy was the 1994 improving America's Schools Act (IASA), which included provisions or reforms for
• Title I Program (providing extra help to disadvantaged students and holding schools accountable for their results at the same level as other students);
• charter schools (public schools operating under the "charter" of an outside group, but still responsible for meeting state and national standards);
• safe and drug-free schools;
• Eisenhower Professional Development (program supporting local, state, and federal efforts to achieve and maintain excellence in the core academic subjects necessary to meet national educational goals);
• major increases in bilingual and immigrant education funding;
• Impact Aid (financial reimbursement to school districts affected by the needs and mandates of the federal government, such as the installation of a...
