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September 25, 2006 

NEA President Shares Educators' Views on NCLB with Aspen Commission

Weaver outlines key policy changes in NCLB to close the achievement gaps and improve teacher quality

NEA President Reg Weaver discusses No Child Left Behind with an Aspen Institute Commission. Weaver outlined three areas that require immediate attention —assessment and accountability, teacher quality and funding — in order to meet the law’s stated goals. To his left, Valerie Woodruff, Delaware Secretary of Education and President, Council of Chief State School Officers. View video of Weaver's comments (3:57) 56k, Broadband

(Photo by Sandy Schaeffer)

WASHINGTON—NEA President Reg Weaver today urged the Aspen Institute Commission on No Child Left Behind to recommend improvements in key provisions of the federal law in the next reauthorization of the Elementary and Secondary Education Act, NCLB’s predecessor. Weaver outlined three areas that require immediate attention— assessment and accountability, teacher quality and funding—in order to meet the law’s stated goals.

“These goals — to raise student achievement, close achievement gaps and provide every child with a qualified teacher — are perfectly in sync with our own belief that great public schools are a basic right for every child,” said Weaver. “But while we are working toward the same goals, we believe the law is fundamentally flawed and must be changed.”

Weaver’s testimony marks the sixth time that an NEA witness has testified before the commission as it gathers information to help improve the law. The commission, after a year of hearings, analysis and research, will report its recommendations to Congress and the Bush administration in early 2007.

Among the concerns, Weaver highlighted the need for assessments that are workable, accurate and fair, including testing policies that provide reasonable accommodations to students with disabilities and English-language learners. He also recommended that any assessment should provide educators and administrators with useful data to guide and inform instruction.

Recalling his own teaching experience, Weaver noted, “As a veteran classroom teacher, I would welcome the opportunity to use my students’ test results to guide my instructional practices.  But I seriously question the logic of any system that mandates tests, but does not also mandate that the results of those tests be given in time to make any instructional adjustments.”

Weaver reiterated the Association’s concerns with the one-size-fits-all accountability system of NCLB, which relies solely upon tests scores. He urged the commission to recommend the use of multiple measures and methods, including teacher-designed classroom assessments collected over time, portfolios, graduation and dropout rates, the percentage of students taking honors or advanced classes, and college enrollment rates.

“We believe that accountability and assessment systems should reward success and support educators to help students learn,” said Weaver. “Our members go into education because they want all students to succeed. It’s critical that they have the support, tools and resources they need to help children reach their full potential and prepare them for the next stage of their life.” 
 
In the area of teacher quality, Weaver raised practical concerns about the NCLB “highly qualified” teacher provision, explaining that the complex rules have left educators confused and frustrated.

“We absolutely support the requirement that every child be taught by a qualified, certified, caring teacher,” he said. “But the rigid nature of the highly qualified teacher requirement in NCLB is forcing too many teachers, such as special education teachers who teach multiple subjects, to jump through hoops to receive this designation.” 

Weaver also pointed out that NCLB is seriously underfunded, reminding the commissioners that when the law was enacted, Congress promised to provide the resources necessary to meet the many mandates contained in the law and to provide school improvement funds to schools that failed to make adequate yearly progress.

“Congress has failed to deliver on its promise,” he said. “Not only has NCLB never been funded at the authorized levels, but after an increase in funding in the first year, funding is on the decline. Most states and school districts are facing unfunded mandates, real cuts in resources and no federal funds to help turn around low-performing schools.”

In closing, Weaver stressed that it is critical for educators, policymakers and others to work together to provide schools with the resources they need to get the job done.  “As president of NEA, one of my priorities has been to marshal the resources of the Association to close the achievement gaps and improve student achievement, which are critical components to ensuring every child has access to a great public school.”

In recent years NEA has committed more than $6 million through The NEA Foundation grants in urban school districts, delivered instructional training and products to our state and local affiliates, and established partnerships with organizations such as the Tom Joyner Foundation to increase the number of fully-certified minority teachers in targeted high-needs communities.

For more information and resources about the achievement gaps, please visit NEA’s user-friendly interactive Web site at www.achievementgaps.org .

Reg Weaver's statement to the Aspen Institute's NCLB Commission (PDF, 67KB, 4 pages)

Reg Weaver's complete written testimony before the commission (PDF, 586KB, 81 pages)

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The National Education Association is the nation's largest professional employee organization, representing 3.2 million elementary and secondary teachers, higher education faculty, education support professionals, school administrators, retired educators and students preparing to become teachers.