Margery Eagan:

It’s been ridiculed since Monday. Even Jay Leno weighed in with a joke about his PC home state, Massachusetts, where Needham High, in case you missed it, will stop printing the honor roll in the paper lest, as Leno put it, “it might make the kids flunking out feel bad.”
“We protect our children too much. This sends the wrong message,” said one Needham mother, whose son graduated in June. Yet she understands the principal’s good intentions.
Her boy is among those still reeling from four student suicides in three years. One was her son’s friend. She understands too the paradoxes: How the pressure on high schoolers to achieve – from parents, peers, school – is greater than ever. But teenagers have less ability to cope.
That’s because a hallmark of middle-class parenting, 2006, starting in preschool, is to stamp out any situation that teaches children how to deal with, say, getting picked last, over and over, in a schoolyard pick-up game – assuming your kids’ school even allows pick-up games anymore.

Shavar Jeffries:

I believe it is time, once again, to consider a new approach to using the law to facilitate meaningful educational opportunities for minority children. I suggest that civil-rights lawyers initiate a new wave of litigation premised on reshaping the governance of public schools and, in so doing, empowering minority parents to assume meaningful decision-making roles concerning the kind of education available to children of color. Litigation efforts to this point have been focused fundamentally on widescale, largely uniform government decision-making about the educational needs of minority children; the voice and needs of individual children and parents have largely been unheeded. And it is usually the case that policymaking focused on across-the-board remedies inevitably ignores the particular needs of minority children. The approach I suggest does not imply, however, an atomistic preoccupation with individual needs in opposition to the civic and social purposes motivating public subsidy of educational services; rather, I suggest a public-private form of governance fundamentally different from the almost exclusively government-centered litigation model used today.

Milwaukee schools Superintendent William Andrekopoulos says the school system must come up with a way to deal with the heavy use of cell phones when trouble breaks out at a school, an innovation that has increased the severity of incidents such as a fight Monday morning at Bradley Tech High School.
Five people were arrested and two others were given citations by police as a result of the fight, which included attacks on several Milwaukee Public Schools safety aides.
The fight, coincidentally, occurred on the same day that officials announced that Bradley Tech, at S. 4th St. and W. National Ave., would be the first MPS school to have a pair of police officers on duty full time. A second pilot project for stationing police in schools – an innovation in MPS, though it is common in suburban schools – will involve a cluster of schools on the north side, focusing on Custer High School, 5075 N. Sherman Blvd.
Andrekopoulos made his remarks about cell phones at a meeting with Bradley Tech teachers Monday afternoon.
The cell phone phenomenon has shown up in other schools in MPS, in the suburbs and nationwide: When trouble breaks out, students reach for the phones, and within moments, other youths are on their way to the scene, sometimes literally from miles around.
Bradley Tech Principal Ed Kovochich said he has had teachers change tests every hour because students take cell phone photographs of the documents and sell copies to peers who haven’t taken the exam.
Although use of cell phones is generally banned in schools, both in Milwaukee and the suburbs, it is obvious to anyone around a high school or middle school – and sometimes even elementaries – that a vast majority of students carry them and use them frequently. Sometimes when schools have tried to crack down on the phones, parents have been the ones to object the most, saying they want their children to be able to reach them during school hours.
Cell phones are banned during MPS basketball games, largely because they have been used during incidents in prior years to summon “help” when trouble breaks out among kids.
Kovochich said he doesn’t know how to stop students from using cell phones in school, a problem he said has gotten out of control.
“We keep having problems with extended members of someone’s family coming up to intervene,” he said. “I’m telling you, this whole thing with the use of cell phones is coming to a head. If we have a simple fight, everyone text-messages or calls their friends, half the school knows about it and shows up.”
On Monday, Kovochich said a staff member came to him during a routine weapons check at the door as students arrived for school and said two girls were arguing over a boy. The staff member thought trouble was about to start.
Within moments, Kovochich said, “all I could see was a ton of cell phones coming out of pockets.” A crowd gathered quickly, and the fight began. Police officers arrested one 17-year-old girl on allegations of substantial battery and issued disorderly conduct citations to another two.
Kovochich said one student must have called her extended family because a short time later, four adult males arrived at the scene, pushed aside the metal detectors, jumped the tables and attacked safety aides and others. Police eventually arrested all four men. Kovochich said he saw the butt of a gun sticking out of the pocket of one of the four.
Andrekopoulos told the Tech teachers, “We’re going to have to come up with a strategy” to minimize the negative effects of having cell phones in the hands of the vast majority of students.
He said MPS security chief Peter Pochowski began calling other districts Monday to find out what they do to hold down cell phone use during crises.
Kovochich told a reporter it’s also possible the schools could petition the Federal Communications Commission to allow for special antennas that, with a flip of a button, could block a citywide swath from cell phone service.
The pilot projects to place two pairs of police officers full time in MPS schools comes after a series of violent episodes this fall, including attacks on a principal and several teachers. Mayor Tom Barrett, Police Chief Nannette Hegerty, Andrekopoulos and leaders of MPS labor organizations have been meeting to come up with a plan.
“We’ve heard you loud and clear,” Sid Hatch, assistant executive director of the Milwaukee Teachers’ Education Association, told the Bradley Tech teachers. “It is painfully clear that the schools’ safety and security is the foremost issue in the minds of teachers.”
The effort is to be funded by up to $250,000 from the police budget and $250,000 from MPS. The “school resource officers” will begin work with the start of the second semester in late January, Andrekopoulos said.
Andrekopoulos told the high school staff that Bradley Tech was not picked for the program because it was the worst school in the city. On the contrary, he said, grade-point averages, attendance and graduation rates have risen over the last several years. But he said factors including the launch of a schoolwide academic and behavior program this fall made it a good candidate.
He said a good climate for education could be created in Milwaukee schools, but it will take “a herculean effort of all of us working together.”
http://www.jsonline.com/story/index.aspx?id=540755

Adam Liptak:

But, as an extraordinary two-hour Supreme Court argument last week demonstrated, the meaning and legacy of Brown remain up for grabs. The court was considering whether school systems in Seattle and Louisville, Ky., could take account of students’ races to ensure racial balance.
During the argument, two sets of justices managed, with equal vehemence, to invoke Brown — while understanding it to require precisely opposite things.
One side relied on the logic of the case: Brown, these justices said, forbids racial classifications by the government, period, even when the goal has changed from segregation to integration.
The other side relied on its music, saying that the real point of Brown was to achieve and maintain integrated public schools, whether through social progress or through government action that takes account of race.

The Economist:

AMERICA’S public schools are unfair. Their quality varies widely and many are lousy, so some unlucky kids get a shoddy education. Rich children live in areas with more property taxes, more education spending and better schools. They also tend to be white. So is it fair to keep some white children out of good schools, and give black children their places?
That incendiary question is among those at the heart of two cases the Supreme Court heard on December 4th. In two districts that deliberately balance each school’s racial mix (Jefferson County, Kentucky and Seattle, Washington) some white children complain that, because of their skin colour, they cannot get a fair shot at admission into the public schools they want. Both sides claim to have on their side the constitution’s 14th amendment, which was ratified after slavery ended, and grants everyone equal protection under the law.

Shauna Grice:

In a process to ease over-crowding, facilitated by Dr. Jack Parish, Superintendent of Schools for Henry County, the proposed boundary lines for the new schools had been drawn to include a small portion of the Fairview community. Others in Fairview would remain at the older schools. Fairview is a modest neighborhood made up of children who are predominately African-American and whose parents are less affluent than those who reside in Union Grove, a fact which has sent Union Grove residents reeling.
As a resident of the Fairview community with a child in middle school, I had my concerns. Our streets aren’t made of gold, and the neighborhood certainly doesn’t boast lavishly decorated Home and Garden-type vacation cottages; but it’s not the ghetto either. Homes are modest and well-kept. Homeowners are comprised mostly of middle-aged baby-boomers, preparing for retirement and saving for their kids’ college funds all at the same time.
Most of the children I know from Fairview come from good homes with loving parents who teach them to be well-behaved. I couldn’t see much difference between families in our neighborhood and those in Union Grove. For days I had debated whether to attend a meeting where parents from both neighborhoods would come together to vent their concerns.

Alan Borsuk:

Milwaukee police officers will be assigned for the first time to full-time duty inside city public schools under an agreement between police and Milwaukee Public Schools leaders.
The effort to improve school safety will begin small – with two pairs of officers in the spring semester, which begins in late January – but all involved hope that it will grow by next fall, provided that money can be found to do that.
In releasing details of the police plan late Tuesday, MPS Superintendent William Andrekopoulos also said he expects to propose in December that MPS spend about $450,000 during the rest of this school year for increased services from a Milwaukee County mental crisis intervention team that deals with children. Andrekopoulos said “more anger and hostility” were showing up among MPS students and that mental problems have been a factor in some recent violence.

Donna Gordon Blankinship:

Gates said the experience of being a parent of three kids – ages 10, 7 and 4 – has led him to spend more time thinking about schools. Specifically, he said the U.S. education system needs higher standards, clear accountability, flexible personnel practices and innovation.
Gates, whose children are in private schools, said every state should require students to take three or four years of math and science to graduate from high school – 25 states currently have such requirements. He wants states to have the power to intervene at low-performing schools.
“Real accountability means more than having goals; it also means having clear consequences for not meeting the goals,” he said in a speech earlier Monday to Washington state educators who came to hear the results of an education task force.
Gates said schools should also be able to pay the best teachers better and offer incentives to attract people with rare abilities.
“It’s astonishing to me to have a system that doesn’t allow us to pay more for someone with scarce abilities, that doesn’t allow us to pay more to reward strong performance,” he said. “That is tantamount to saying teacher talent and performance don’t matter and that’s basically saying students don’t matter.”

By Superintendent Art Rainwater
The three tragic school shootings that occurred this fall made us aware of the unique place that school occupies in our minds. Each of us felt the trauma that accompanied the violation of that place that we hold special.
School is the one common experience we all have. School is a place for friendships to grow and to learn the skills needed for adulthood. It is a place where we should feel safe, both physically and emotionally.
As tragic and traumatic as school shootings are, they are rare. It is important that we prepare to prevent violence in any form, and react immediately and strongly when it does occur. However, the real safety issue in schools is much more common and insidious. The often unspoken and hidden safety issue that must be addressed is emotional safety.
Children are much more likely to be emotionally damaged than they are to be physically harmed. Bullying and harassment in all of its forms carry lasting affects.
It is easy to reminisce about the good old days and say “there has always been a bully on the playground”. Because there has always been harassment doesn’t make it right, then or now. We know more today about children and the effects that everyday interactions with peers and adults have on their adult persona, both positive and negative.
It is clear that we need to teach students how to respect differences and accept people for the value that each of them contributes. It is less obvious, but more important, that schools ensure that our adult interactions and institutional systems promote these same ideals.
Historically, school has been a place where rules and punishments were the norm for dealing with misbehavior. Most of us hold that as the expectation and the standard. It shouldn’t be. We have an obligation to our future adults to assure that we teach, using every skill that we have, what good behavior looks and feels like. Instruction in behavior should be an on-going part of our educational mission.
The one thing that is a given is that most children will test the limits of the boundaries we set. That is a necessary part of growing up. The key to creating a positive place for students to learn is how we react to those tests.
Rather than a punitive response only, we must help the student accomplish three things:

• Gain an understanding of what he/she did and who was affected and how he/she might have handled the situation differently,
• Provide restitution to those harmed by his/her actions,
• Return to good standing in his/her community with a new set of behavior skills.

If we, along with children’s families, can accomplish these three things, students will grow into adulthood
with the interpersonal and social skills to function effectively as productive and contributing citizens.
After all, that is one of the most important goals of public education, and where we fail in that mission we fail not just the student but all of us.

Deborah Schoch:

But while some black leaders and educators have condemned his criticisms, he was greeted with sustained applause Saturday when he took on the black educational system in front of hundreds of Los Angeles area parents, teachers and students at Maranatha Community Church in the Crenshaw district.
Cosby was the keynote speaker at a forum titled “Education Is a Civil Right,” organized by local black educators to help forge an African American education agenda.
No subject was sacred.
Cosby chastised those black parents who he said fail to involve themselves in their children’s education, know what subjects they’re studying, visit their schools or meet the teachers. Some fail to monitor their children’s habits, he said.
“We’ve got parents who won’t check the bedrooms of their children to see if there’s a gun,” he said.
He chided teachers for not explaining clearly to students who ask, “Why do I need to know this?” that their algebra and English classes can help them obtain higher-paying jobs.

William J. Mathis [16.1MB PDF]:

Adequate Yearly Progress (AYP) is the key element of the accountability system mandated by the federal No Child Left Behind Act (NCLB). This report reveals that AYP in its 2006 form as the prime indicator of academic achievement is not supported by reliable evidence. Expecting all children to reach mastery level on their state’s standardized tests by 2014, the fundamental requirement of AYP, is unrealistic. The growth model and other improvement proposals now on the table do not have sufficient power to resolve the underlying problems of the system. In addition, the program, whether conceived as implementation costs or remedial costs, is significantly underfunded in a way that will disproportionately penalize schools attended by the neediest children. Further, the curriculum is being narrowed to focus on tested areas at the cost of other vital educational purposes.

Susan Troller:

When publications like the New York Times want an expert to comment on the big issues facing public schools like testing or immigration, it’s a University of Wisconsin-Madison professor they’re likely to call.
Relatively unknown in his adopted hometown, history and educational policy studies professor William Reese is able offer a long view on these kinds of perennial hot-button issues that resonate across the country, and provoke local debate, too.
In one recent New York Times story about schools cutting back on other subjects to concentrate on math and reading so their students will perform better on nationally mandated testing, Reese explained that President Bush’s No Child Left Behind Act has leveraged one of the most abrupt instructional shifts in education history.
…….
But when asked to apply his knowledge to how our Madison schools work, and how the public responds to them, he shrugs off the questions, saying he is only an outside observer. He and his wife, Carol, do not have children; he says any knowledge he has about local school affairs comes only from living in the city and having friends who are teachers in the Madison Metropolitan School District.
“I suspect Madison can be seen as a microcosm of what is going on throughout the rest of the country,” Reese said in a recent interview in his book-lined Bascom Hill office. “There are many extraordinarily well educated people here, and they have very high expectations of what kind of education their children are receiving.”

Reese’s website.

Chester Finn, Jr:

Charter schools have taught us much. Since Minnesota enacted America’s first charter law in 1991, 39 states have followed suit and eager school reformers have created some 4,000 of these independent public schools. About 3,600 are still operating today, enrolling approximately a million kids, 2 percent of all U.S. elementary and secondary pupils. More than a dozen cities–including Detroit, Cleveland, and Milwaukee–now have charter sectors that serve at least one in every six children. These numbers rise annually–and would balloon if the market were able to operate freely, unconstrained by legislative compromises, funding and facilities shortfalls, and local pushback from the school establishment and its political allies.
The first lesson is that the demand for alternative school options for children is intense–and plenty of people and organizations are eager to meet it wherever policy and politics allow them to. In Dayton, Ohio, today, more than a quarter of all kids attend charter schools; in New Orleans (a special case, to be sure) it’s seven out of ten children. Many schools across the nation have waiting lists.
Lesson Two: Though critics warned that charters would “cream” the best-parented, ablest, and most fortunate youngsters, actual enrollments are dominated by poor and minority kids, ex-dropouts, and others with huge education deficits unmet by regular school systems–most often the urban school systems whose residents most urgently need decent alternatives.

Michael Grunwald:

To some extent, the controversy over Reading First reflects an older controversy over reading, pitting “phonics” advocates such as Doherty against “whole language” practitioners such as Johnson.
The administration believes in phonics, which emphasizes repetitive drills that teach children to sound out words. Johnson and other phonics skeptics try to teach the meaning and context of words as well. Reading First money has been steered toward states and local districts that go the phonics route, largely because the Reading First panels that oversaw state applications were stacked with department officials and other phonics fans. “Stack the panel?” Doherty joked in one e-mail. “I have never *heard* of such a thing . . . .” When Reid Lyon, who designed Reading First, complained that a whole-language proponent had received an invitation to participate on an evaluation panel, a top department official replied: “We can’t un-invite her. Just make sure she is on a panel with one of our barracuda types.”
Doherty bragged to Lyon about pressuring Maine, Mississippi and New Jersey to reverse decisions to allow whole-language programs in their schools: “This is for your FYI, as I think this program-bashing is best done off or under the major radar screens.” Massachusetts and North Dakota were also told to drop whole-language programs such as Rigby Literacy, and districts that didn’t do so lost funding. “Ha, ha–Rigby as a CORE program?” Doherty wrote in one internal e-mail. “When pigs fly!”
Said Bruce Hunter, a lobbyist for the American Association of School Administrators: “It’s been obvious all along that the administration knew exactly what it wanted.”
But it wasn’t just about phonics.
Success for All is the phonics program with the strongest record of scientifically proved results, backed by 31 studies rated “conclusive” by the American Institutes for Research. And it has been shut out of Reading First. The nonprofit Success for All Foundation has shed 60 percent of its staff since Reading First began; the program had been growing rapidly, but now 300 schools have dropped it. Betsy Ammons, a principal in North Carolina, watched Success for All improve reading scores at her school, but state officials made her switch to traditional textbooks to qualify for the new grants.

No Child Left Behind Votes: Congress 381 Ayes, 41 Noes 12 NV (Tammy Baldwin voted Aye) | Senate 87 Yea, 10 Nay, 3 Not voting (Feingold Nay, Kohl Yea)

Kathleen Carroll:

The growing number of children identified as autistic — and the steep cost of educating them — is fueling a boom in public school programs.
In Bergenfield, a dozen preschool students are attending the inaugural class of the TriValley Academy, a collaborative effort with New Milford and Dumont. Districts including Leonia and West Paterson also opened new autism classrooms this month.
Existing programs are growing quickly. Hawthorne, Paterson and Teaneck have added classes. A two-year-old program for teenagers run by the Bergen County Special Services School District grew 50 percent this fall.
Public awareness of the disorder is at an all-time high, and more children are being classified as autistic under special-education rules. Plus, the state’s stellar reputation for autism programs has attracted families from all over the country, creating demand for more services.

A small study and I confess I haven’t looked at the study itself, but a reminder that some important aspects of education aren’t measured by standardized tests.
TJM
Research: School diversity may ease racial prejudice
More bias seen in kids in mostly white setting
By Shankar Vedantam
The Washington Post
Published September 19, 2006
White children in 1st and 4th grades who live in areas and attend schools with little ethnic diversity are more likely to blame a black child than a white child when presented with ambiguous information involving potential misbehavior, according to a study released last week that explores the origins of bias.
Researchers showed 138 white children attending a rural Middle Atlantic school a number of pictures and then asked them what they thought was happening.
One set of pictures, for example, showed a child sitting on the ground with a pained expression, while another child stood behind a swing–suggesting that the child on the ground might have been pushed. Another interpretation would be that the child on the ground had fallen off.
In every case, the pictures showed children of different races. In some, a white child stood behind the swing and a black child was on the ground. In other pictures, a black child was the potential perpetrator, and the white child the potential victim.
While 71 percent of the 7- and 10-year-old children said the pictures showed evidence of wrongdoing when the child behind the swing was black, only 60 percent guessed that the white child had pushed the black child when the roles were reversed, University of Maryland researchers Heidi McGlothlin and Melanie Killen reported last week in the journal Child Development.
The paper noted that white children at a more diverse school had not shown such a bias in a previous experiment, suggesting that greater social contact among children of different ethnicities may prevent or reduce bias among youngsters.
Copyright © 2006, Chicago Tribune

Madison Schools Superintendent Art Rainwater:

Twenty-two year old Louisa Brayton stepped before her class of 12 students to begin the first day of school. It was not only her first day but also the first day for all of her students and more importantly the first day of school in Madison Wisconsin. It’s March, 1838 and school will be in session for only two months.
How times have changed! School now operates all year.
After school ended last June, over 4,000 children continued in school for the following six weeks. Some attended because they needed extended time to learn and to reach a level where they will be successful next year; others took courses to extend their knowledge in their area of interest. Many of the students who attended our morning summer program continued at school in the afternoon in recreation programs conducted by our own Madison School & Community Recreation (MSCR) department.

Maria Sacchetti:

One Needham teacher gushed about the time a student worried that Australia would fall off the planet — and how that led to a lesson on gravity. A Brookline teacher banned the word “stuff” from her fourth-graders’ vocabulary. A young teacher, also from Needham, got personal, thanking parents for their support after her husband died.
Meet the newest group of bloggers drawing audiences online: teachers.
Teacher-generated blogs have been increasingly popping up from Needham to Martha’s Vineyard, many in the past year. Teachers at all grade levels reveal glimpses of themselves as well as the magical moments — and at times, difficult ones — that can happen in a classroom. Parents, in turn, scour the blogs, post comments, or borrow snippets to use as dinner conversation with their children.
As students head back to school this week, teachers are again typing dispatches during breaks at school, or from home in their pajamas.

The Economist:

FEW children, in the developed world, spend their summer holidays bringing in the harvest. Yet the timing of the summer break dates from the days when child labour was too valuable to lose in the vital final weeks of the growing season. The roots of modern education, in Britain and elsewhere, lie in the half-hidden world of ancient schools.
Nicholas Orme’s previous book, a definitive history of English medieval childhood, disproved the notion that previous generations treated children as miniature adults. This one explodes some pervasive myths about their education. First, there was quite a lot of teaching available: it was not just confined to the rich and priestly. There were hundreds of schools in England, some in monasteries and cathedrals, others founded with individual charitable endowments, often with a large bunch of private pupils paying modest fees.

Medieval Schools: From Roman Britain to Renaissance England by Nicholas Orme.

(more…)

Yuki Noguchi:

Unlike their parents, today’s youth have grown up in the age of public disclosure. Keeping an Internet diary has become de rigueur; social lives and private thoughts are laid bare. For parents in high-profile positions, however, it means their children can exploit a generational disconnect to espouse their own points of view, or expose private details perhaps their parents wish they would not.
“All the things I’ve typed in my blog I’ve argued with my father about,” like whether mergers hurt customers, something Jared Watts said he thinks does inconvenience consumers. But publicly criticizing his company is not the same as a personal attack on the father who supports him “100 percent,” he said.

Alan Borsuk:

Wisconsin officials take pride in being at the top of at least one list nationally when it comes to putting “highly qualified” teachers in classrooms, but Wednesday they found themselves at the bottom of the list when it comes to meeting federal rules for doing exactly that.
U.S. Department of Education officials announced they had rejected as inadequate every one of the responses Wisconsin gave when asked how it was dealing with six general requirements for assuring that every child has a highly qualified teacher.
Wisconsin, Hawaii, Missouri and Utah were designated by the federal department as being at “high risk” of not meeting the teacher quality rules. The four states were ordered to redo their plans by Nov. 1, “including specific steps to ensure that poor and minority children are not taught disproportionately by less qualified teachers.”

Anne Marie Chaker has more:

It is a problem that increasingly bedevils school districts around the country. Nationally, the demand for teachers continues to rise in a number of fields, such as physics, math, chemistry and bilingual education. At the same time, a flood of experienced, baby-boomer teachers who entered the profession in the 1960s and 1970s are retiring, and relatively few new teachers are sticking with the profession. One analysis of Education Department data by Richard Ingersoll, an education professor at the University of Pennsylvania, showed that 46% of new teachers leave the profession after only five years.
To help fill vacant teaching slots, a number of states are taking action, passing legislation with incentives to attract, train and retain more teachers. So far this year, 18 states, including Illinois, Connecticut, Virginia and Kansas, have passed measures encouraging teaching, according to the Education Commission of the States, which tracks education policy for state governments. The initiatives ranged from luring teachers out of retirement to offering scholarships to programs that forgive education loans. Tricia Coulter, director of the commission’s Teaching Quality and Leadership Institute, says legislative efforts gained momentum in 2000, with 21 to 42 state measures each year targeting teacher recruitment and retention.

Diana Jean Schemo:

WHEN the federal Education Department recently reported that children in private schools generally did no better than comparable students at public schools on national tests of math and reading, the findings were embraced by teachers’ unions and liberals, and dismissed by supporters of school voucher programs.
But for many educators and policy makers, the findings raised a haunting question: What if the impediments to learning run so deep that they cannot be addressed by any particular kind of school or any set of in-school reforms? What if schools are not the answer?
The question has come up before. In 1966, Prof. James S. Coleman published a Congressionally mandated study on why schoolchildren in minority neighborhoods performed at far lower levels than children in white areas.
To the surprise of many, his landmark study concluded that although the quality of schools in minority neighborhoods mattered, the main cause of the achievement gap was in the backgrounds and resources of families.
For years, education researchers have argued over his findings. Conservatives used them to say that the quality of schools did not matter, so why bother offering more than the bare necessities? Others, including some educators, used them essentially to write off children who were harder to educate.

More on the Coleman Report from Clusty.
Kevin Carey has some comments:

Schemo frames No Child Left Behind as one side of an argument between people who believe that factors outside schools affect students, and believe who don’t believe that factors outside schools affect students. There is no such debate. No reasonable person believes that students’ economic, social, and family circumstances are irrelevant to educational progress.
To say that NCLB “holds a school alone responsible” for student progress is to ascribe far more power to the law than it, or any law, could possibly have. There are whole worlds of responsibility for the dire circumstances of disadvantaged students who aren’t learning well. All No Child Left Behind does is create a system that identifies which schools those students attend, and insists that we should try to make those schools better.

University of Florida:

However, the trend once known as “mainstreaming”— widely considered the best option for such students – appears to have stalled in some parts of the country, the study’s authors report. And a student’s geographic location, rather than the severity of his disability, often determines how he will spend his school days, the researchers say.
“We’ve known for a long time that students with MR (mental retardation) are better off educationally if they can spend at least part of the day in a typical classroom,” said James McLeskey, chair of special education in UF’s College of Education and an author of the study. “We’ve found that there are still lot of students who could be included in the general classroom but aren’t included.”
Before the mid-1970s, most children with mental retardation were completely segregated from other children in the school system, if they were formally educated at all. Society widely viewed these children as uneducable, and those who did attend school were sent to institutions solely for children with mental retardation.