Chilren In Poverty Are Already Behinde When Start School Fundamental Rethinking Of Federal Education Policy

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Fundamental Rethinking Of Federal Education Policy

Now is the time for us to start a serious discussion about the change in education throughout the country and for this discussion to be based on appreciation and understanding of the positive change between countries. Washington, in other words, can learn a lot from what has happened to studies between countries and should look to countries to find ideas and solutions. It would be a major shift in policies and programs that would show that ideas – and laws – come from Washington.

This is the time to rethink public education policy and support the national reform of public education that has begun to take place at the state and local levels. The central idea behind this important change is student success. The results of student success must be emphasized and explained in a clear way by parents and taxpayers, making the point of graduation. Everyone in public education – district, state and local, elected officials and professional teachers – must look at this fact and respond.

Public education is slowly changing. Waves of accountability, innovation and flexibility are sweeping the education sector in all sectors – except one. Federal policy has not kept up with the pace of change taking place at the state and local levels. It must change now to meet and support this new reality. Power and ideas should not be thought of as flowing from Washington to the outside world. It is time for the federal government to step up to the plate. Americans are more informed than ever about how schools work and what our future holds, and they feel the need to take action to improve their children’s education.

This urgency is to move their ideas on every level of government. There are many examples of communities that prioritize the educational needs of children and the wishes of parents in the context of institutionalized practices. Teachers are focused on improving student achievement rather than strictly following policies and procedures. Leaders and school boards are adopting policies that unleash the talents, strengths and skills of communities, passionate school leaders and dedicated teachers. In response to the needs of students, parents, teachers and communities, states have adopted higher education standards and rigorous assessments to measure student performance. Student success is emphasized and defined in a way that is clear to parents and taxpayers, resulting in a high graduation rate. Those responsible for policy development are accountable for results, not just goals or efforts.

Educational choice has increased through initiatives such as strong and independent schools. Efforts are being made to improve quality education and reduce regulations that make it difficult for the best and brightest to enter and stay in the profession.

Despite this change, the government’s existing programs have been pushed in the wrong direction: controlling the management of the system from Washington through thousands of pages of laws and regulations. An increase in the flow of traffic management management management management management management management management k of the administration of the administration of the administration of the administration The management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the management of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of the administration of administration We understand that education, policies and practices are strongest when developed by those closest to the children being served, and weakest when addressed at the local level through federal law. The federal government has a statutory responsibility to support the state’s educational needs. It does not follow, however, that every issue affecting someone in Washington must have a similar program or that all national legal requirements are met through legislation enacted in Washington.

This approach makes sense to many citizens, but doing so will require overcoming years of entrenched ideas about the proper roles of federal, state and local governments in providing quality education to American children.

Education became part of the ESEA (Elementary and Secondary Education Act) of 1965 and remains an important part of public education. Its mission has always been laudable: to improve the education of poor and disadvantaged children and to reduce the gap between rich and poor students. Despite this clear and specific commitment, Chapter One has failed to deliver the results it promised. The academic achievement of disadvantaged students has not changed significantly, and the gap between rich and poor has not narrowed significantly.

Perhaps the most striking example of a critical area where Chapter One’s efforts have failed to produce results is reading. Despite the emphasis on reading and language skills, reading preparation in our schools is sorely lacking. Much has been learned about how and when to focus on reading and preparing to read. This research shows that the quality of early childhood education programs predicts success in reading and language development, and provides opportunities for success in all subjects.

This legacy of failure is largely due to poor prioritization and poor design. Chief among these shortcomings is a focus on events rather than outcomes, targeting funding for schools rather than children, and a structure that leaves parents outside of the loop on how decisions affect their children’s education and future.

In most states, about 39 percent of state education department employees are responsible for overseeing and managing state education funds, even though they only account for about 8 percent of the total. The goal of improving the education of underprivileged children has taken a back seat to the need for funds to be used in the selected groups and for the approved procedures to be properly followed and accounted for. Although federal grants to education are small, they have a significant impact on state and local policies. Today, more and more, the results are moving from positive to political to harmful.

A piecemeal administration of arbitrary and burdensome laws will not improve the education of a single child. Washington must recognize the appropriate role of state, local and school leaders to set priorities and decide how to achieve educational goals. It should also recognize the importance of parents as the first and most important teachers of children.

In exchange for this freedom and flexibility, state and local authorities must be held accountable for delivering outcomes for all children. Meaningful accountability requires clear and measurable data, as well as annual assessments of student learning at the state level. On this basis, there should be a reward for success and a real consequence for failure. This principle is important to ensure that all children, regardless of income or location, receive appropriate education.

If our democracy is to endure and prosper, we cannot continue to tolerate two systems of education – one of high expectations for privileged children and one of low standards for children of poverty and race. The important thing is that it doesn’t have to be that way.

It is a matter of belief among all educators that parental involvement is a critical component of educational success, especially among disadvantaged students. However, as currently drafted, the system deprives parents of the opportunity to intervene when their children fail in school. Federal policy has a lot to do with that resistance.

It is a matter of justice that parents should have greater control over the type of education their children will receive and that federal funds – like state and local dollars – should follow the parents’ direction.

We are well aware that “school choice” is a hot topic in America today and states have made different decisions about what to encourage and allow. We are well aware that state laws and regulations regarding school choice are very different and opinions on this issue are sometimes strong. In this difficult environment, we are convinced that the only policy that makes sense in Washington is neutrality. The federal government should not force education elections in states that do not want them or obstruct elections in states that do want them. Today, however, government programs restrict choice even where state law allows.

In this region, as in others, Washington needs to leave the world. State dollars must be “portable,” i.e., matched to eligible children, but states and localities must set limits. Federal dollars must “go” with children to the extent that states allow their education funds to go. It is a policy of “neutrality” and we are convinced that it is the only law that the federal government can accept in this area. States must decide which options children can choose, and federal dollars must follow.

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