Archives for the month of: July, 2015
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House Narrowly Approves Renewal of ESEA

By dianeravitch
July 8, 2015 //
38

The Senate committee has passed its version of the new federal aid to education bill, originally named the Elementary and Secondary Education Act of 1965. Now the House of Representatives has passed its version of the new rules for federal funding.

Passage fell narrowly along party lines on a vote of 218-213, with 27 Republicans joining all Democrats in opposition to nearly derail it on the floor.

For most of the roll call, the bill had more votes against it than in favor. Many Republicans either held out their votes until the last minute or changed their votes under pressure from GOP leaders.

Conservative lawmakers had pushed for the adoption of several amendments allowing schools to opt out of No Child Left Behind requirements. Only one of those amendments, from Rep. Matt Salmon (R-Ariz.), was adopted, with lawmakers voting 251-178 to allow parents to exempt their children from testing….

The Senate is currently considering a more bipartisan version of legislation to renew No Child Left Behind. If it passes, it will have to be reconciled with the more conservative House bill, which gives states more authority over education policy.

But even if Congress manages to negotiate a compromise, there’s no guarantee that President Obama will sign it, as the administration has expressed opposition to both the House and Senate bills.

The 2002 No Child Left Behind law, which included a reauthorization of the Elementary and Secondary Education Act (ESEA), expired in 2007. Congress has not passed legislation to extend it since then.

Since 2011, the Obama administration has been issuing waivers from No Child Left Behind in response to demands from governors and school districts.

Both the House and Senate bills prohibit the Department of Education from exerting control over state academic standards. The provisions would apply to Common Core, which establishes English and math standards for all grade levels through high school.

“Parents are becoming increasingly fed up with such constant and onerous testing requirements, as well as the teachers,” Salmon said during floor debate.

When Congress passed federal aid to education in 1965, the law was simply called the Elementary and Secondary Education Act. Period. Now, whenever the law is reauthorized, it is given an ambitious and absurd title, that claims impossible results. In 2001, it was No Child Left Behind. Almost 15 years later, can anyone claim that “no child was left behind?” Now the Senate bill is titled Every Child Achieves Act, as though something in the bill will miraculously insure that every child will achieve. Sorry, Virginia, there is no tooth fairy. And the House bill is as rhetorically nonsensical, called the Student Success Act. Please, someone, call it the Elementary and Secondary Education Act. Its original purpose was to send money to schools and districts enrolling impoverished students, where materials were obsolete and class sizes bulged. Nothing in the act of 1965 said that it was guaranteed to raise test scores, to leave no child behind, to make students achieve or succeed.

Rhetorical candor would be refreshing.

Categories Education Reform

Teacher to Cuomo: You Are Ruining Education

By dianeravitch
July 8, 2015 //
40

This was posted recently as a comment on the blog by Mamie Krupsczak Allegretti:

 

 

Both my husband and I are teachers in New York. He teaches high school English, and I teach French. We are both concerned about the state of education now, and I am actively taking steps to change my career after 23 years in teaching.

 

Let’s make no mistake about the situation. The move toward privatization of public education, the destruction of unions, and the loss of our democracy is well underway. I personally feel that the only way teachers, administrators, and parents can counter this is by refusing to participate in Common core tests and any tests that are used to evaluate a teacher’s performance. Teachers are now giving pretests in the beginning of the year knowing that students will fail because they have not yet learned the material! This is absurd, not to mention immoral and unethical. We are losing our common sense. Teachers are being evaluated by student performance on tests and those tests are in NO WAY reflective of what students have done in class.

 

For example, some teachers’ evaluations are based on how students do on a 15 minute computerized test–a test that does not count for the students! It’s not a test grade; it’s not a graduation requirement; it’s not a Regents exam. It’s an exercise that serves as a referendum on an individual teacher’s ability. Furthermore, the subject matter of the test is peripheral to the subject matter of the classroom. Many kids know this; therefore, instead of taking it seriously, they tap the keys and answer carelessly. Is this logical? Does this make sense? Would any businessman accept this evaluation system? In addition, I think parents and the public would be shocked to know how much time has been wasted on policies and plans that pop up and then are changed months later. I have worked countless hours on preparing items and then watched as the school discarded my work. Wouldn’t my time have been used better to create great lessons for students or helping them? There is no plan, no vision.

 

The two pillars of this “reform” movement are corporate greed and misogyny. I say misogyny because in NY over 70% of teachers are women, and the teaching profession is dominated by women. Our NYS union NYSUT is headed by a woman, and recent NYSUT pictures show a child saying, “Gov. Cuomo you’re breaking our hearts.” This kind of appeal will not work to influence men. Men are influenced by ACTION, not by appeals from children. Example: In basketball, Coach Dean Smith installed the four corners offense. Instead of shooting the ball, he would have his players dribble for minutes on end. He did this because he knew the game needed a shot clock, and this was the action he took within the rules of the game to bring it about. This is why I say that we need to refuse the tests. It is ACTION we need in the actual academic arena to bring about change! And teachers, if you’re concerned about losing your job for speaking out, it may happen anyway if the Governor gets his new teacher evaluation plan through the legislature! If you happen to be a teacher who has been around for a while and earn “too much” money, you’d better worry.

 

In the beginning of this post, I said I was actively seeking a new career after 23 years in teaching. Why? First, the stress of day-to-day teaching. People think teaching is easy. Try being with children all day -some of whom are disruptive, disrespectful, and not motivated. Try helping students who haven’t eaten, slept or been loved by their families. Try listening to their stories of abuse, poverty, and helplessness. It takes a toll on you. Second, I’m tired of the loss of respect and professionalism that teachers have suffered. We are losing control of our classrooms, our creativity, and our independence. We are now at the mercy of administrators, politicians and billionaires who are creating curricula, assessments, and evaluation plans for financial gain. Mostly, I am saddened at the diminishment of intellectual curiosity and joy in learning that is pervasive in our culture today. None of the “reforms” currently suggested will positively influence this. Thank you for this forum, and thank you Diane Ravitch for your cogent arguments and your advocacy.

Categories Accountability, Education Reform, Privatization, Students, Teacher Evaluations, Teachers and Teaching, Testing

Carol Burris Explains Why She Supports Every Child Achieves Act

By dianeravitch
July 8, 2015 //
29

Carol Burris, who recently retired as principal of South Side High School in Rockville Center, Néw York, here explains why she supports the Every Child Achieves Act.

She writes:

“It forbids the Federal Government from:

–requiring or promoting teacher evaluation systems.

–setting, mandating or encouraging standards such as the Common Core.

–imposing school improvement strategies.

–taking federal money from states that allow parents to opt their kids out from testing.

“In short, ECAA would require Mr. Duncan to stop imposing his reform strategies on the states and our schools. And that allows all of us to have more influence at the state and local level to help set a better course. No State Education Department can hide behind federal mandates to justify the Common Core or evaluating teachers by test scores.”

The act has too much federal funding for unaccountable charter schools and for school choice.

But Burris believes it is a step forward nonetheless.

Categories NCLB (No Child Left Behind), Race to the Top

Arne Asks for Parent Engagement and He gets More Than He Expected

By dianeravitch
July 8, 2015 //
18

Arne Duncan asked for parent engagement. He got more than he bargained for.

Read the tweets. Arne should really stay far, far away from parents. They don’t like what he has done to their children.

Categories Duncan, Arne, Parents

Mercedes Schneider Quotes Laura Chapman on Future of ESEA/NCLB

By dianeravitch
July 8, 2015 //
5

Mercedes has been closely following the evolution of the Congressional debate about the future of federal aid to education. She became one of the few people in the world to read every line of the Senate proposal, which she gave a “close reading.” In this post, she leans on a comment by Laura Chapman.

 

She know the final product won’t please everyone. Everyone has a different idea about how it should be revised.

 

The least desirable path is to leave the NCLB-‘Race to the Top as is. It is a harmful, toxic brew that kills education and crushes the joy of learning.

 

Our goal must be to fight off the intrusion of uninformed politicians who know nothing about schooling but assume it is their duty to tell teachers what and how to teach, and how to evaluate teachers. It would be useful to have a good summary of the research about charters and vouchers to demonstrate that their record of success is slender and that they damage more schools (and children) than they save.

 

In a perfect world, Congress would limit its education program to things that it can do–and do well:

 

1) distributing money to the neediest schools

2) protecting the civil rights of teachers and students

3) making sure that federal funds go to students who need them most.

 

How did we get into this mess of believing that the U.S. Department of Education has the knowledge, wisdom, experience, and foresight to create a single template of standards, curriculum, standards, professional development, teacher evaluation, and assessment to guide the nation’ s millions of children and teachers? It does not. That is a fantasy. Here is a fresh idea: evidence-based policy-making. Field trials. Or how about the simple recognition that teachers are not the sole cause of students test scores. Or how about the startling idea that every child does not progress at the same time and in the same way?

 

There is a simple axiom that our parents taught us: Stick to what you know.

 

 

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Education Reform, U.S. Department of Education

Steven Singer: Why Is Marvel Studios Plugging Charter Schools?

By dianeravitch
July 8, 2015 //
26

Blogger Steven Singer has noticed some worrisome product placement for charter schools on two Marvel Studios television programs.

 

Both are sci-fi fantasy shows.

 

Singer writes:

 

Marvel Studios is often concerned with escapism. But this season, two of its television shows – Marvel’s Agents of Shield and Daredevil – offered brief propaganda amid the comic book action.

 

Agents of Shield is a superhero/spy drama that connects the production company’s big budget blockbuster films – Iron Man, Thor, The Avengers, etc. It follows the escapades of a well-meaning intelligence agency made up of folks without super powers trying to deal with a world where super heroes are becoming more common.

 

This season on the ABC drama, one of the major arcs focused on Skye, a young woman just getting used to her super powers, and her quest to find her mother and father both of whom had abandoned her as a baby.

 

When she finally meets her dad, Cal, he is a mentally unbalanced enemy of Shield . However, as time goes on, Skye begins to see a nicer side to him.

 

In episode 2X18 “Frenemy of my Enemy,” the two spend the day together walking around Milwaukie and have a conversation about why she had been deserted as an infant. It was all rather interesting until they walked through a puddle of stinking corporate school reform.

 

The father tells the daughter that he had wanted to send her to a charter school (even before there was such a thing as a charter school!). Instead, she had to grow up in a foster home, an orphanage, and go to public school, poor thing!

 

In “Daredevil,” the characters speak of the teachers’ union as equivalent to the mob, an evil cartel. Not surprisingly, “Daredevil” is live streaming on Netflix, which is owned by Reed Hastings, the man who hates public schools and school boards and looks forward to the day when all schools are charter schools. In one of his tweets, Singer recites a few of the things that labor unions have done for working people: the eight-hour day, vacations,

 

Peter Greene read Singer’s blog and wrote a post about it called “Privatizer Product Placement.” He was outraged that the privatizers snuck their propaganda into an entertainment program.

 

He writes:

 

This sort of thing troubles me more than the umpty-gazillionth essay by a reformster that will be read by a small sampling of other reformsters. One of things we easily forget in these debates is that while we struggle and holler and dialogue and argue, most of the US population goes on about their business unaware that there’s any problem.

 

Product placement in mainstream media reaches those folks, and it reaches them in an uncritical, visceral way. It’s a basic rule of politics and marketing– repeat something over and over and over and over and over again, and people will start to assume that it’s just one of those things that everybody knows….

 

It is possible to push back, but it takes the same dogged repetition. Reformsters stopped saying that teachers wrote the Common Core because every single time they said it, someone was there to contradict them, to hold up the truth, to challenge them for the proof they didn’t have. And so they stopped saying it.

 

Pushing back and calling out– that’s how these battles are fought.

 

As Singer surmises, someone at Marvel may have been paid for a little product placement, may have been told these issues are on the corporate synergy list, or may simply be repeating something they heard. In any case, and in all cases where we find this sort of thing, the answer is to send letters, tweet, emails, whatever fits your resources.

 

Here’s the contact information for Marvel. Let them know. Pass the word. Speak up. Every repetition counts.

Categories Charter Schools, Media

A Charter Teacher, Fired for Trying to Organize a Union

By dianeravitch
July 8, 2015 //
19

I received the following letter from a teacher at a charter school, who was recently fired for her efforts to start a union.

 

Kate Connors writes:

 

I was excited when I accepted the teaching position at New Dawn Charter High School, in Brooklyn, NY. It was the 2012-2013 school year, the school’s opening year. The teachers reported to work in mid August for orientation. I immediately liked my colleagues and was happy to be working with them. During the orientation, we attended workshops led by the principal that addressed the school’s expectations, lesson planning, and preparing for the school year. At the end of one of these days, the principal told us to dress comfortably for the next day, that we had to get the school ready for the students. Because the school was brand new, the four-story building was still not furnished. On the first floor, in the cafeteria were all the school’s furnishings. The teachers were given the task of moving the items from the cafeteria to the room to which they belonged. The school has four floors and many, many rooms. The cafeteria was filled with desks, tables, file cabinets, bookshelves and more. The teachers worked together moving these large and heavy items. A hand truck was provided for the heavier items. It took a few days, and when we were finally done, the teachers’ desks arrived in flat boxes and in pieces. We were given tools and told to build them ourselves. We were also asked to help clean the building. We were given Windex and paper towels, we were told to clean the windows and lunchroom kitchen. The faculty began discussing amongst themselves how inappropriate this was to ask of the teachers. It was the school’s first year, and we did want to help it get off to a successful start, but this certainly was the start of a steep decline of morale and disappointment with our administration.

 

The students arrived in September, and I was happy to focus on teaching. I knew that our student population would be challenging, since we were a transfer school that enrolled under-credited and over-aged students. However, I did not anticipate the lack of disciplinary action taken by administration to address student behavior. The students were essentially running the school. There were thefts (phones and computers; all personal property of teachers), cursing and homophobic slurs launched from students to teachers, fights, marijuana use in the building, etc. The worst part is that the teachers began to have safety concerns about coming to work each day. Drug deals were happening outside of the building, a student was chased down the street by someone with a gun and non-students were entering the building. The faculty begged for security. We were told that the janitor would also be acting as a security guard. That wasn’t satisfactory, and we were insistent. They finally hired two security guards, and it was another fight to get the security guard to use metal detector wands.

 

Despite the unacceptable behavior of the students, the administration justified their inaction by standing by their philosophy that nothing was more important than keeping the students in the classroom and giving them the opportunity to learn. None of the teachers felt supported in or outside of the classroom. It became crystal clear that the administration did not have concern for our safety. During the week of Hurricane Sandy, the Mayor closed down New York City schools for the entire week. Traveling or even being outdoors was dangerous in such weather conditions — even the subways were not running. I was shocked when I received an email from the executive director, Sara Asmussen, telling us to report to school on Thursday and Friday of that week. No students were in attendance, but the faculty was expected to come in and stay in school during the normal 9-5 workday. The administration wanted to open the school for the two days rather than lose two days from our February break.

 

The faculty’s morale continued to plummet. We spoke about forming a union. We called a meeting of the teachers and had a serious discussion. We all agreed it was essential. However, we didn’t reach out to the UFT until the following year. The school year was coming to a close. I was interviewing elsewhere and had hopes of leaving; however, I could not find a position so I returned to New Dawn. Our math teacher, science teacher, social studies teacher and social worker had found positions elsewhere and resigned.

 

New Dawn is a year round school, so again, the teachers reported to work in the summer. We met with the new teachers who replaced those who resigned, in addition to the new staff members that were hired because we were enrolling more students. The summer was a repeat of the previous year. We were asked to take trash from the back of the school to the curb. There were month’s worth of boxes and bags just left there because the custodial staff left in June and were not replaced. We were given gloves and plastic aprons to use while doing these duties. I continued to search for open positions in other schools hoping that I could find something before September, but as I mentioned, it did not work out.

 

Come September, the students arrived, and similar behavioral issues ensued. Despite the horrible climate set by the administration, I was able to feel good about building a positive rapport with some of the students. I also feel that I made a difference in some of the students’ lives, no matter how small it may have been. I did my best to give to our students while I was employed at New Dawn.

 

Again came the discussion of unionizing. We had to act. I reached out to the UFT and was assigned a union representative. A teacher and I met with her after school. We outlined our grievances with her, and she advised us on starting a union. The senior teachers were on board right away. The new teachers were reluctant because they feared repercussions. In the end, all teachers signed a union card and we announced to the administration that we formed a union. After this announcement, the teachers’ fears became a reality. The administration responded harshly. Walking into the building, the executive director would not even make eye contact or interact with you. The principal canceled the majority of our after school professional development programs, and I received several emails accusing me of grievances that I did not commit, including not showing up to class and breaking a student’s confidentiality. A colleague had to speak with the executive director about his vacation plans to see his family, and he was told that the time might “not be available” to him. When asked why, the executive director pointed to the UFT keychain sticking out of his pocket.

 

We worked hard to motivate the faculty to keep their heads up. We attended board meetings monthly and requested that the school acknowledge that we were a union and to begin negotiating with us. Again and again, we were shut down. The simplest requests, such as changing the time of the board meeting to after-school hours so we could attend the entire meeting, rather than the last portion of the meeting, were turned down.

 

I wasn’t completely surprised when, at the end of the school year, four of the most vocal union supporters were terminated. It was no coincidence. The employee handbook discusses a progressive disciplinary plan, which begins with a verbal warning and proceeds to written warnings before a termination can take place. None of the four teachers ever received a warning that their employment was in jeopardy. We immediately filed a charge with the National Labor Relations Board (NLRB). The NLRB found our complaint valid and notified the school of the charges against them. It wasn’t long before the school settled the charge and provided backpay to the teachers and expunged all records of our termination. In addition to losing us, five staff members resigned. Unfortunately, the remaining teachers continue to work in this turbulent environment. On the first school day that the remaining teachers reported to work in early July, the executive director made a speech that was coercive and punitive. She reprimanded the staff for union activity and threatened them with legal action if they used the students’ contact information to speak with them about supporting the teacher’s union. This speech was recorded by a teacher and was presented to the NLRB, who filed another charge against the school. I hope that the conditions change for the sake of the teachers and the students, but I am doubtful that any change will occur.

 

Despite this negative experience, I have decided to continue my career in education. I am proud to say that I am now a teacher in a New York City Public School. The four terminated teachers, as well as the five teachers who resigned, all found jobs in public schools. Working in my current school is such a different experience. I am so happy to get up for work in the morning. I feel appreciated and supported by my administration. I am able to focus on growing as a teacher rather than protecting myself. I hope to continue in the public school system for many years to come.

 

Kate Connors

Categories Charter Schools, Teachers, Unions

Report: More than $200 Million in Charter School Waste, Fraud, and Mismanagement is “Tip of the Iceberg”

By dianeravitch
July 8, 2015 //
20

The Center for Popular Democracy and the Alliance to Reclaim Our Schools reviewed reports of financial abuses by charter schools and concluded that more than $200 million in state and federal funds have been squandered. They examined records in only 15 states and estimate that what they discovered is only “the tip of the iceberg.” Most financial scandals and frauds come to light only after a whistle-blower speaks out or a state agency audits charter schools or an enterprising journalist digs into charter records. Many state laws governing charter schools confuse “flexibility” with a lack of oversight. Charter schools receive public money yet have gone to court to prevent public audits by state officials.

 

The report says that “According to standard forensic auditing methodologies, the deficiencies in charter oversight throughout the country suggest that federal, state, and local governments stand to lose more than $1.4 billion in 2015. The vast majority of the fraud perpetrated by charter officials will go undetected because the federal government, the states, and local charter authorizers lack the oversight necessary to detect the fraud.”

 

The report is alarming. Even more alarming is that the Obama administration intends to increase charter school funding by nearly 50% despite the absence of adequate supervision and oversight to prevent fraud.

 

Legitimate charter schools, serving students with high needs, should be first to expose the hucksters.

 

Regulations exist for a reason: to protect children and the public from fraudulent, unqualified, and incompetent operators who will prey upon them and profit because of the absence of oversight. How long will the public continue to tolerate this laissez faire approach to an industry that siphons money away from public schools without any accountability?

 

 

Categories Accountability, Charter Schools, Education Industry, For-Profit, Scandals Fraud and Hoaxes

Mercedes Schneider Sums Up Federal Interventions

By dianeravitch
July 7, 2015 //
16

Mercedes Schneider reviews the D.C. Merry-go-round, where legislators who are not educators are deciding what to do to the nation’s schools.

The Senate’s bipartisan Every Child Achieves Act has the singular distinction of telling the Secretary of Education that he is prohibited from meddling in state standards and tests and teacher evaluations. Until now, Arne Duncan claimed to be very satisfied with the bill. Maybe he actually got a briefing, as the Obama administration now says it is not happy with the bill.

Civil rights groups continue to clamor for federally mandated annual testing, even though Black and Hispanic students have seen their schools turned into test-prep centers, with loss of non-tested subjects.

Higher education groups are lobbying for the Common Core, which has sinking support. Apparently they look forward to shrinking enrollments, since most students fail the “rigorous” CC tests. They will see an especially large decline of Black and Hispanic students, whose failure rates in PARCC and SBAC are scandalous. Do they care?

Expect more federal funding for charters and more charter scandals.

Categories NCLB (No Child Left Behind), Race to the Top, Standardized Testing, U.S. Department of Education

Leonie Haimson: Setting the Record Straight about the Every Child Achieves Act

By dianeravitch
July 7, 2015 //
79

Leonie Haimson, leader of Class Size Matters and Student Privacy Matters, writes here about the Every Child Achieves Act and the distortions that are filling her email box these days. Haimson is also a member of the board of the Network for Public Education and a fearless supporter of public education.

She writes:

Over the last few days, I have been flooded with blog posts, Facebook comments, memes and tweets, claiming that the bi-partisan bill to be debated this week in the Senate, called ECAA, or Every Child Achieves Act, must be opposed, because it “locks in” Common Core and many of the worst, test-based accountability policies of Arne Duncan and the US Department of Education.

Yet this is far from the truth. For nearly 13 years, students have suffered under the high-stakes testing regime of No Child Left Behind (NCLB), the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA). NCLB was likely the dumbest law ever passed by Congress, because it required that all public school children in the United States reach “proficiency” by 2014 as measured by test scores, or else their schools would be deemed failing.

The inanity of NCLB was exacerbated by Race to the Top and other policies pursued by Arne Duncan that put testing on steroids. These policies treated our children as data points, reduced our schools to test prep factories, and attempted to convince parents that their education must be handed over to testing companies, charter operators, and ed tech corporations. This disastrous trend resulted in huge parent protests and hundreds of thousands of students opting out of state exams last spring.

The current Senate bill is admittedly far from perfect. It still requires annual standardized tests in grades 3-8, as did NCLB. It would allot far too many federal dollars and too little accountability to charter schools, while encouraging merit pay for teachers – all policies likely to lead to wasted taxpayer funds that would be better spent on programs proven to work, such as class size reduction. It would do nothing to protect student data privacy, while allowing the continued disclosure of sensitive personal information to vendors and other third parties without parental knowledge or consent. Hopefully this critical issue will be addressed separately by Congress, by improving one or more of the many student privacy bills introduced during the past few months.

Yet ECAA still represents a critical step forward, because it places an absolute ban on the federal government intervening in the decision-making of states and districts as to how to judge schools, evaluate teachers or implement standards. In particular, it expressly bars the feds from requiring or even incentivizing states to adopt any particular set of standards, as Duncan has done with the Common Core, through his Race to the Top grants and NCLB waivers.

It would also bar the feds from requiring that teachers be judged by student test scores, which is not only statistically unreliable according to most experts, but also damaging to the quality of education kids receive, by narrowing the curriculum and encouraging test prep to the exclusion of all else. The bill would prevent the feds from imposing any particular school improvement strategy or mandating which schools need improvement – now based simplistically on test scores, no matter what the challenges faced by these schools or the inappropriateness of the measure. Finally, the bill would prevent the feds from withholding funds from states that allow parents to opt out of testing, as Duncan most recently threatened to do to the state of Oregon.

It is true that many states have already drunk the Common Core/testing Koolaid, led by Governors and legislators influenced by the deep pockets of corporate reformers or tempted by RTTT funds. ECAA also still requires annual testing, which the Tester amendment would replace with grade-span testing, as many organizations including FairTest and Network for Public Education have strongly urged. (Full disclosure: I’m on NPE’s board.) The bill has a provision aimed at alleviating over-testing, by requiring that states audit the number of standardized exams and eliminate duplication, though it’s not clear how effective this requirement will be.

But with or without the Tester amendment, ECAA would release the stranglehold that the federal government currently has on our schools, and would allow each of us to work for more sane and positive policies in our respective states and districts. For this reason alone, it deserves the support of every parent and teacher who cares about finally moving towards a more humane, and evidence-based set of practices in our public schools.  

Categories Common Core, NCLB (No Child Left Behind), Standardized Testing, U.S. Department of Education
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