Leaving No Child Behind

The writer, a member of D.C. Schools Chancellor Michelle A. Rhee's transition team and a former teacher in the D.C. school system, was the 2005 national teacher of the year.

Justin is a special education student at another school district in my state. At the beginning of 10th grade, he wrote and read at a fifth-grade level and was doing seventh-grade math. He took our state assessment in the spring. While an average student completes the assessment in 3 1/2 hours, it took Justin 24 hours to finish. Understanding that he must pass the assessment to graduate, Justin studied every night for the following day's tests.

When asked how laws such as No Child Left Behind have changed his work, Justin's teacher said, "I definitely expect more of my students. My standards are way higher." Apparently, Justin's standards have risen as well. Upon completion of the assessment, Justin was voted his school's student of the year based on his work ethic, focus and commitment to excellence.

This is the crowning achievement of No Child Left Behind. As teachers, we are putting our practices under the microscope. We are expecting more from our students, and many are delivering.

Yet, unfortunately, when the results came back, Justin and his teachers learned that he had failed. He passed in reading but was one point short in writing and 10 points short in math. If Justin wants to graduate, he will have to take the test again next year.

I fear that because Justin has never been successful in school, he may be so discouraged by this setback that he will give up. It is possible that in an effort to expect more of Justin, we have taught him that hard work and amazing increases in achievement are just not enough. Because, despite his great gains, Justin still sees himself as he always has: a failure.

Andrea Peterson

The writer, an elementary music specialist in the Granite Falls, Wash., school district, is the 2007 national teacher of the year.

As the principal of a Knowledge Is Power Program (KIPP) public charter school in Oklahoma City, I think the greatest impact of No Child Left Behind has been to serve as a catalyst for innovation and excellence in public education. Before founding KIPP Reach College Prep in 2002, I was principal of a chronically low-performing public school here. I felt stifled in the traditional public school system. Regulations prevented me from extending the school day, week and year, and, often, from hiring the most talented teachers.

Seeing my frustration, the Oklahoma City schools' superintendent encouraged me to enter KIPP's leadership training program. As a KIPP leader, I was able to select quality teachers, design curriculum and extend the school day. Through hard work, we are proving that demography is not destiny for underserved students. Our student body is 97 percent African American, and 90 percent of our students are from low-income families. In 2006, 97 percent of our eighth-graders passed the state reading test and 100 percent passed mathematics. Statewide, only 56 percent of African American eighth-graders passed reading and 53 percent passed mathematics.

We are proving that when principals are given the freedom to innovate and the necessary resources, we can meet the high expectations set by NCLB.

Tracy McDaniel

The writer is a member of the KIPP national board of directors.