Washington, DC
August 31, 2007
No Child Left Behind Briefing: This week, the AACS Washington office co-sponsored a Capitol Hill briefing for Congressional staff and members of the education community to discuss the reauthorization of the No Child Left Behind Act. While this law is designed to improve the education of American public school children, serious implications exist for those students who are educated in religious and home schools.
AACS worked in conjunction with two groups to co-sponsor the briefing: the Association of Christian Schools International (ASCI) and the Home School Legal Defense Association (HSLDA).
When the No Child Left Behind Act was first passed in 2001, specific language was included which prohibited the establishment of a national curriculum, national testing, and mandated national teacher certification. AACS stressed at the briefing the need for including this language in NCLB reauthorization. ”It is critical that the reauthorization of this piece of legislation includes language that ensures the freedom and protection for Christian educators,” said AACS Legislative Director Maureen Wiebe.
Bad News in Iowa: Yesterday, Polk County Iowa Judge Robert Hanson ruled against the state prohibition on same-sex marriage. He struck down a state statute banning same-sex
marriage on the grounds that he believes the law to be unconstitutional. He also ordered the Polk County Recorder to issue marriage licenses to several homosexual couples, including the six who brought suit to have the ban overturned.
Roger J. Kuhle, an assistant Polk County attorney, believes that the judge exceeded his jurisdiction by issuing his ruling. The county is expected to appeal the ruling to the Iowa Supreme Court.
Changes to NCLB on the Horizon: This week, House Education and Labor Committee Chairman George Miller (D-CA) released a discussion draft of Title I of No Child Left Behind. The draft includes several substantive changes to the current language of the law. Many of the changes focus on testing and increased accountability measures for schools.
According to Sarah Sparks, staff writer for Education Daily, “the notion of tailoring sanctions and reforms for schools based on the number and groups of students struggling has gained broad popularity on the Hill and in the field.”
The new changes would divide schools into two categories: (1) high priority-schools that failed to meet NCLB established benchmarks, and (2) schools that had only a subset of their school populations fail to meet the benchmarks.
Specifically, the new language would require public schools to align their standards and curriculum with the state standards. It would also require local and state educational authorities to provide mentoring for teachers and to ensure that students do not spend two consecutive years being taught by novice teachers or by teachers who are not teaching in their main academic fields.
Nina Rees, an executive from the Knowledge Learning Corporation and former U.S. Education Department staffer, is concerned about the lack of choice in the new language of NCLB. She told Sparks that “What we won’t have is the element of choice and the options that parents get currently with SES (Supplemental Educational Services), in schools not designated high priority.”
Rees believes that the new language “would . . . make it easier for districts to pick and choose the providers they want to have a relationship with, rather than the providers that parents would choose.”
An Object Lesson for American Christians: A Mennonite community in Quebec is preparing to leave the Quebec province for Ontario due to provincial government demands that their school’s curriculum includes positive instruction about evolution and homosexuality.
The small Mennonite school currently offers lessons in traditional academic subjects such as science and geography, but it is not educating students on the topics of homosexuality and evolution. The two provincial requirements are that all teachers, public and private, must be certified and that schools must abide by the provincial curriculum.
Ronald Goosen, a spokesman for the Mennonite school, told LifeSiteNews.com that the school and the Mennonite community as a whole refuse to meet either demand. Goosen said, “We have pulled our students out of public schools and by asking us to have certified teachers they are asking us to send our teachers to public school. So basically they’re asking something of us that we don’t feel we can do.”
Goosen also objects to the mandatory implementation of the provincial curriculum, saying that “some of the things . . . would be problem.” He cites these problem issues as “the theory of evolution, . . . the attitudes portrayed, the lifestyles we don’t ascribe to, making it look that single motherhood is fine, that alternate lifestyles are fine—gay ‘marriage.’” He adds, “We’d be very much against that.”
Goosen also pointed out that the Mennonite curriculum used by the school is accepted in seven other provinces. The Ministry of Education has made some conciliatory overtures but has not officially relented.
The Mennonite families who patronize the school plan to move to Ontario where they will be permitted to teach their own curriculum. The mayor of Roxton, the town in which the school exists, is upset about the prospect of losing the families. He believes the loss of the families “hurts economically, but it also hurts here because everybody loves these people, and we’re saying, ‘Why? Why is this happening?’”
-The Washington Flyer Staff Writer: Jennifer Groover
-The Washington Flyer Editor: Maureen Wiebe