Writing Center: No Child Left Behind

Hello Readers,

Students are still recovering from Spring Break coma and as a result the Writing Center isn't getting much traffic so Colleague N and I started discussing the No Child Left Behind ( NCLB ) policy in relation to the the Writing Center and its services.  I didn't pay much attention to NCLB then because I attended semi-private schools since the 3rd grade.  Colleague N, on the other hand, went to well off public schools. 

The buzz word that I kept hearing from the Media concerning NCLB was "accountability."  My childish notion of "accountabilty" was tantamount to being responsible in general.  But later I learned that accountability in NCLB was used in the context of business marketing techniques.  According to Diane Ravitch this strategy is devoid of any substantial curriculum, standards, and educational vision.  NCLB is a federal law that mandated States to reach a number that is considered proficient testing scores.

A flaw in this policy is that States are responsible for creating and administering the test making it easy for abusers to disregard test content ( knowledge ) so they can manipulate the data to get the right numbers ( considered as proficient testing scores ).  This dishonest manipulation of the numbers was better than facing consequences from the federal government ( such as funds withheld etc. )

Colleague N's friend was a teacher in a low performing school.  Her friend left her position when the principal asked her to pass students, who weren't proficient.  The principal wanted to make sure that his school met its quota in order to secure funding and other benefits from the federal government.  Who knows how many schools in the U.S. are doing this? They neglect that their actions have consequences.

It's becoming more evident that these consequences have reached the college level.  Our Writing Center's Director told us a story of a recent heated discussion about the depleting oral and written language skills of students and how the English Department may not be addressing this issue efficiently.  It's unfair and unrealistic for College English classes ( which are mostly made up of composition and literature classes working under the assumption that College students have the basic understanding of mechanics ) to solely address this problem in ONE semester. 

How can Colleges and Universities help students unlearn/relearn 576 weeks ( 12 years from 1st grade to 12th grade ) worth of early education/miseducation in 15 weeks ( 1/4th of 1 year )? Maybe instead of having 1-3 General English classes, Colleges and Universities could provide more English classes to those who need it, and continue to support various resources, such as Academic Success Centers and Writing Centers!

Random? Buddhism and Ballet

Namaste Readers,

Sometimes my mind is a clutter, so to free it and add variety to my daily on-goings, I'm learning about the 14th Dalai Lama ( current ) while taking ballet classes once a week.  A common theme in my readings is "interdependence" so it was easy for me to see the connection between meditation and suffering with ballet lessons.

There's something meditative about doing floor exercises over and over again employing one's body and mind using arms and legs.  Arm positions: Prepare; circular arms with finger tips slightly below the belly button; arms raise keeping the roundness; arms open to 2nd position like wings unfolding in 3 tiers ( shoulder, elbow, and wrist ).  Leg positions: legs turn out; tendu and point; demi plie ( half bend ); close in front of foot ( 3rd or 5th position ).  Fold.  Repeat to the right and left sides, and front and back.  Now add the language of music and its sense of time.  Etc.

Suffering in intro ballet is not as dramatic as death ( rude awakening of one's mortality ).  Holding up one's arms and posture takes work.  With head straight, stomach/torso in, one's feathery arms can become  heavy lead.  Upper body suffering is easier for me to bear compared to leg/thigh suffering.  Forget about "developpe" or raising my turned out pointed toe up to my knee extending 90 degrees or higher ( the better ) like a blooming flower ( my "developpe" looks more like a flower that went straight into a wilt ).  The straddle stretch position is another horrible image ( use your own imagination ).

I may not become a primo ballerino in 8 weeks, but I'm putting effort now.  Maybe in eons I'll be and my "developpe" will reach its full extension and soar to the sky.  My practice is not harming others; in fact it may be helping them smile ( and laugh assauging their suffering ).  Ballet exercises are adding positive meaning to my day.  In the law of interdependence, one positive act can develop into another.

Dissertation: notes 2.1

from Diane Ravitch's "The Death and Life of the Great American School System"

ideas outline

2011- "What once was the standards movement was replaced by the accountability movement... The strategy produced FEAR and obedience among educators" (16).

2002- The Texas plan aka Bush's "No Child Left Behind" (NCLB) made States accountable for increasing test scores.

mid 1990s- District 2 closing the achievement gap? using "Balanced Literacy"/ Constructivism:
Lauren Resnick and Richard F. Elmore among the most respected scholars in education say that... "what made District 2 successful was its relentless focus on instruction and professional development... Improvement relied on professionals who were willing 'to take the initiative, to take risks, and to take responsibility for themselves, for students, and for each other'" (38-39). Critics arose especially when this method was applied in mathematics and failed (when they became too rigid).

1994- Lynne V. Cheney attacked the not-yet-released history standards for their warped portrayal of the American story full of oppression and failure.

1983- "A Nation at Risk" (ANAR) report suggested to improve overall education in the US by focusing on curriculum et al.

1970s- "down with the canon"

1960s- "any sort of adult authority was strictly forbidden"