Everyone in education is talking about progress.
From tests to funding to class size, it is all about making progress. The No Child Left Behind Act, the legislation that arose from President George W. Bush's education campaign promises, was passed in January 2002 and set requirements for progress in education.
The act states tests are to be given in reading, writing, mathematics and science for all fourth, sixth, ninth and 10th-graders in the country. There are 22 standards used to rate schools performance based on proficiency tests results, attendance and graduation rates.
In addition to setting performance standards, the act allocated an additional $75 million to increase Title I funding from $312 million to $387 million in 2001. Title I funds are given to schools with economically disadvantaged children, said Dottie Howe, Ohio Department of Education spokeswoman.
In the 2001-02 school year, several area school districts received Title I funding: Alexander Local received $404,620, Athens City received $680,093, Federal Hocking Local received $501,337, Nelsonville-York City received $438,712 and Trimble Local received $420,078.
But U.S. Rep. Ted Strickland, D-Lisbon, said the increase in funding is not as much as it should be.
"Our schools aren't being adequately funded," Strickland said. "Ohio is really in very sad circumstances right now."
The funding is $11 billion short of what it should be. Federal education funding in Ohio has increased $313 million since 2001 to a total of $1.6 billion, Strickland said.
The act also affects college students, as $386 million in federal funds have been allocated for Pell Grants — grants given to college students applying for federal financial aid.
Districts will receive rewards or punishments, which could include cuts to Title I funds, based on whether or not performance standards are met, Howe said.
Schools failing to meet standards for two consecutive years must provide students a chance to transfer to other area schools. After four consecutive years of not meeting the standards, schools could face closure, replacement of key staff members or extension of the school days or the year.
Districts face similar consequences. After four years of not meeting the standards requirements, the district might have to institute a new curriculum, dissolve or reorganize the district, face possible replacement of key personnel and must allow students to transfer. In addition, Title I funds could be deferred.
Because standardized tests making up 20 of the 22 standards, supporters and detractors of tests have had much to talk about.
"We supported the overall bill when it came out," said John See, an American Federation of Teachers spokesman. "The (federation) has always supported high standards. There has to be some sort of assessment to see if those standards are being met."
The curriculum is not designed around the tests, but supplemental help is available, said Mike Meek, Athens High School Principal.
"We want to see (students) are ahead of the game," he said. "The curriculum is designed around the state model, but that information helps them with the test." Strickland said he is against tests that label students, teachers and districts as failures or successes. He favors diagnostic tests that reveal problems, and the results of tests be used to help the student, not label him or her.
"I think every legislator that voted for (testing) and the governor that signed it into law should take that test and have the results published," he said. "If that (proficiency tests) is a legitimate standard, why aren't the legislators willing to submit themselves to the same standard?"
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Jeffrey Fitzwater
