Schofield, a frequent critic of the law, made his request in a letter he recenty sent to Washington.
"While believing wholeheartedly in the concept of leaving no children behind, I have been a vocal critic of the current law of the land, the federal No Child Left Behind legislation that has driven the activities shaping our public schools since its inception nearly 8 years ago," Schofield wrote. "I do not question the integrity or motives of its architects. They are well intended parents, grandparents, aunts and uncles who only want what is best for children. However, I fear our boys and girls are paying a steep price for a blindly accepted simple solution to a set of deep, complex and institutionalized challenges."
He went on to say "A new Congress and President have a unique opportunity to rethink this policy issue, one that may have more long term effect on our current economic and social challenges than how we spend the billions of current bailout proceeds."
TEXT OF SCHOFIELD'S LETTER:
A Letter to President Obama, Secretary Duncan and the 111th Congress
January, 2009
Dear Mr. President, Secretary Duncan and members of Congress,
My family and I have been praying that you may be granted health, wisdom, and peace.
While believing wholeheartedly in the concept of leaving no children behind, I have been a vocal critic of the current law of the land, the federal No Child Left Behind legislation that has driven the activities shaping our public schools since its inception nearly 8 years ago. I do not question the integrity or motives of its architects. They are well intended parents, grandparents, aunts and uncles who only want what is best for children. However, I fear our boys and girls are paying a steep price for a blindly accepted simple solution to a set of deep, complex and institutionalized challenges. A new Congress and President have a unique opportunity to rethink this policy issue, one that may have more long term effect on our current economic and social challenges than how we spend the billions of current bailout proceeds.
A review of available facts provide an opportunity to ponder some important questions. Why are states, even those that have been touted as leaders in academic improvement, showing little or no gain when researchers look beyond parochial state metrics and crunch the numbers on national and international measures of proficiency? After spending billions on the creation of tests, computerized student information systems, and textbooks of every size and shape, why do almost no states have the ability to report to a parent how much academic growth their child has achieved over a prescribed period of time regardless of that childâ
Hall Co. Schools Supt. Will Schofield
http://accesswdun.com/article/2009/1/217001