Just as the new school year began, Iowa released its own report card required by the federal No Child Left Behind Act. The document measures how our local schools are doing to help children achieve academic standards set by Iowa's education leaders.
Not surprisingly, the annual review fueled negative reaction about our schools and the landmark federal education law. Some in the media lost sight of the essentially positive news reported in the annual review. Just consider. In the first year required to report on the progress of all schools, not only those receiving federal funding for low-income students, less than five percent of Iowa schools were "identified for improvement."
What's more, many schools defied the predictions of doom and gloom. Last year the state put 145 schools on notice that they may be identified as needing improvement. In the end, less than half of those schools this year are "identified for improvement."
That brings me to another point. Schools are understandably concerned that some might attach a stigma or label to being identified in the annual report cards. Let’s consider what it means when a school is "identified for improvement." It does not mean that the school is failing all of the children in the school. It does not mean it is a bad school.
Instead, the state report card identifies a specific area of weakness. Without identifying specific areas where students need help, how can our schools focus more attention and resources where kids are falling behind? The No Child Left Behind Act is intended to ensure that all students are learning.
In other good news, four of the 11 schools "identified for improvement" last year have successfully worked their way off the list. Three more met their goals for this year and could be removed from the list if they do the same next year. The law is not meant to punish. We need to avoid the tendency to unfairly stigmatize schools that are working to improve.
The landmark education law will help channel more resources to educate disadvantaged students. Too often, low-income students, minorities, disabled students, and those that don't speak English as their first language falter through the system.
Iowa's education leaders set a high bar of expectations for all students. The state’s plan requires all schools to work toward 100 percent proficiency from day one even if they have a high percentage of students already meeting the state proficiency standard.
I’m confident Iowans are up to the challenge. That includes parents, educators, principals, school boards, superintendents and the students themselves. We have a culture in Iowa in which we constantly work for improvement in education.
I agree the federal law may not be perfect. Changes may be necessary to make sure it is helping to improve public education. Right now, the Senate leaders in charge of education policy are reluctant to reopen the law this early in its implementation.
Nevertheless, I invite educators and all Iowans to continue sharing with me their views. I want to see this bipartisan law work as it was intended: to improve results in the classroom for all kids.
I will continue to work closely with state education leaders, school administrators, teachers and others to help ensure that Iowa's education system remains the envy of the nation. Together we can close the door on low expectations and join forces to help make great expectations and academic achievement a reality for all school children.