Debate over school tests: What's being left behind?

Focus on math, reading may hurt other subjects

Wednesday, July 25, 2007

BY JOHN MOONEY

Star-Ledger Staff

For Bruce Rothenberg, principal of Parsons Elementary School in North Brunswick, the tradeoffs of the federal No Child Left Behind Act couldn't be clearer.

This year, reading and math test scores rose at his school, but students who needed extra help in those subjects had to give up time in other classes. That meant things like social studies and science suddenly weren't quite as important.

"They certainly have less priority, no question about it," he said. "All the energy is focused on math and reading."

A sweeping new national study of the federal legislation -- perhaps the toughest education bill ever -- has found that many districts with low-performing schools radically shifted their emphasis to the basics of reading, writing and math at the expense of other subjects.

The wisdom of teaching to the test is being hotly debated in the education community. Some point out that reading, writing and math are essential skills; others say the gains don't justify the sacrifices.

But the study, released today by the Washington-based Center on Education Policy, provides clear evidence schools are literally changing schedules to avoid the law's most severe penalties.

Schools whose students fail to meet the benchmarks of the act six years running are ordered to "restructure," something that can mean sacking administrators, transferring teachers or even giving up and converting to a charter school.

In New Jersey, 50 schools with some 35,000 students were forced to restructure in September, and nearly 500 more found themselves facing some sanction.

Polling more than 350 districts nationwide, the center found that more than half of surveyed elementary schools had increased reading instruction by as much as two hours a week since the federal law was enacted. One-third had reduced time on social studies more than an hour a week, and a quarter had cut back on science.

The impact was most profound in schools listed by the law as under-performing, with more than three-quarters increasing time on reading and half reducing time on social studies. Even the cafeteria wasn't spared, with a fifth of the districts saying lunchtime was cut back.

"What gets tested gets taught," said John Jennings, president of the think-tank that conducted the study. "Under No Child Left Behind, there is reading and math, and then there is everything else."

Signed by President Bush in 2001, the law demands that schools annually test students in reading and math and show steady progress in their performance. The schools are judged not just on overall performance, but by how well subgroups of students, such as low-income or special education, fare.

The law's stated goal is 100 percent proficiency by 2013.

In the past, Jennings and his organization has praised the progress many schools have shown, pointing out significant gains in student achievement, especially in elementary schools.

But with the law up for reauthorization in Congress this year, the latest report makes several recommendations to ensure other subjects aren't left behind, including gradually adding state tests in social studies, the arts and science.

It also recommended that schools do a better job weaving other subjects into math and reading instruction.

"The tests scores are going up, but are they at some expense, and are there better ways to do it?" said Jennings, who last month made the case in testimony before Congress.

U.S. Education Secretary Margaret Spellings reacted coolly to the report, saying its recommendations could "roll back the clock on the great progress we've made for our poor, minority and special education students."

Among the districts highlighted in the report is Bayonne, where local officials acknowledged their focus on reading and math has led to schedule changes. For instance, the district moved programs for gifted artists and musicians to after school.

In addition, Bayonne was among those districts that adjusted how they teach reading and math, emphasizing specific skills covered in the state tests such as answering open-ended questions or using special grading "rubrics" to evaluate writing.

"These are things that really were never even part of our vocabulary prior to NCLB, and they are a major part of our instructional program now," said Bayonne assistant superintendent Ellen O'Connor.

Whether or not driven by the federal law, recent surveys in New Jersey have found subjects like world language and the arts are getting short shrift.

A study to be finalized this fall found virtually all New Jersey schools still include arts classes, as required, but a majority fall short in exposing students to mandated disciplines like music, theater and dance.

Still, local educators said it is a complex equation. One social studies supervisor worried that if his subject area is ever tested, it may lead to a dumbing down of the curriculum.

"Beware what you wish for," said Steve Missall, the social studies supervisor in Plainfield schools and a supporter of a statewide civics test.

Rothenberg stressed that while he fears some of the teaching creativity is lost with the focus on reading and math, his North Brunswick school is better for it. "Kids have to learn reading and math first, and that should be the focus," he said. "It's not a bad tradeoff."

John Mooney may be reached at jmooney@starledger.com, or (973) 392-1548.