In today's New York Times, bestselling education writer and fervent integration supporter Jonathan Kozol offers a suggestion for how to promote quality education for students in failing schools that has the added benefit of furthering integration. Encouraging Congress to beef up the transfer provisions for such students in the No Child Left Behind Act when NCLB is up for reauthorization later this year, Kozol writes of his proposed amendment:
"First, states should be required to ease transfers across district lines for children now in chronically low-performing schools.
Second, schools and districts must not be permitted to reject these students so long as they have space available in existing classrooms, which most suburban districts do.
Third, states must pay the added costs incurred by the receiving districts; they must not, however, compel hard-pressed urban schools to reimburse their wealthier suburban counterparts.
Fourth, states must pay for transportation.
Fifth, in order to ease the burden on states, Congress should create a federal fund to be used to underwrite some of the costs of complying with the law.
Sixth, Congress should enact specific fiscal penalties for states that drag their heels or defy the terms of this amendment altogether."
Wednesday, July 11, 2007
Transferring Up
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3 comments:
And where does this federal money come from? Ah, yes...people in the states.
I pose this question to the last poster: "Does it really come as a surprise that Federal money is generated from people who reside in states?" Such an astute observation!
We either believe that integration is an important social goal; and that all children are entitled to excellent education, and then take steps to ensure that these two things happen... or we don't. When we believe in these things, we then become willing to pay for them (gasp!) as we own up to our civic responsibility to the future.
I'm not sure that either of these things are truly felt and believed by enough Americans, otherwise there'd be more of a movement towards change.
Excellent education is still considered a privilege, largely reserved for the upper class-- something paid for either directly (through private education), or less directly (through investing in property near superior public schools).
What is being done to challenge this paradigm?
I appreciated the Kazol's idea to give benefits to students to encourage them about the studies.Its really helpful for the average and the below average students.
If the faculty and management follow these rules then average students will able to acheive their goals.
Thanks
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