Re: NCLB is flawed in many ways

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The research as I heard it many years ago ( well before NCLB) stated
that a child needed hear 3000 stories to be ready to read. The earlier
the literacy experiences happen, the earlier a child will read. For
some, it will be the end of first grade... for others later. YES, when
those stories begin at home, students come to school with a stonger
foundation on which to begin reading instruction.

However, if they don't hear them at home, I think we need to provide
those stories at school. Let's catch them up on experiences (Why can't
that be the first intervention if its clear language experiences are
missing?). Then, if putting them at a level playing field is not
enough, intervene with specific skills reinforcement.

One of my biggest gripes with NCLB is that is doesn't recognize the
importance of time as a factor in learning. ALL 3rd graders have to be
at the same level. Maybe all Sophia needs is some time to catch up, not
a million interventions that try to squeeze into her head 3 years of
learning in 6 months. Students come to learning experiences at varying
degrees of readiness (another pre NCLB) idea, but our present guidelines
say that doesn't matter. Those students have to be at the same place at
the same time as the students who came to student ahead of where we
expected them to be. I believe our goals should be high for all
students, but we should recognize that some will need more support and
more time to achieve.

Of course, following this idea, some students will be ready for
graduation at 17 and some at 19, but that's happening anyway. The
educational leaders just don't want to admit that it has to happen.

Also, the student given the time and support to learn at a pace that
makes learning feel attainable and seem pleasurable has a much greater
chance of staying in school and achieving than his classmate that
continues to move forward but is not prepared and really doesn't
understand what being taught.

On 12/19/08, Tessa- FL wrote:
> I once went to a training that showed research I actually believe:
> that in order to be a succesful reader by the end of 1st grade, a
> student has to have 3,000+ hours of literacy activities. That is
> concrete evidence that shows when students fail to read it is NOT the
> school's/teacher's/prinicpal's/district's fault. It is the PARENT's
> fault. Period. It's a shame that the public and the politicians
> continue to place blame and sanctions where they don't belong.

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