Policy Brief:
Education policy
developments in North Carolina and Its Impact on African American Students
Howard Menand
University of North
Carolina at Charlotte
Abstract:
The
2012-13 school year presents North Carolina with a multitude of policy changes
that will transform the educational opportunities for the stateÕs public school
students. These reforms include the adoption of the Common Core State
Standards, modifications to the state testing model, alterations to the
requirements of No Child Left Behind (NCLB), and the implementation of the
federal grant known as Race to the Top initiative (RttT). From an initial
review of these reforms, it is clear that the recently implemented policies are
designed to prepare students for the demands of the knowledge economy, which necessitates
a combination of soft
skills (i.e. critical thinking and problem solving) and hard skills (i.e.
science and technology). However, within the reform
context of NCLB, a reform initially supported by African American leaders even
though it eventually equated to a significant emphasis on accountability and a
narrowed curriculum for African American students, educators must critically
analyze the recent policy changes in order to ensure that they effectively meet
the academic needs of all students, including African American students. Therefore,
this policy brief utilizes a post-NCLB framework to both critically analyze the
recent reform measures in North Carolina in relation to African American
students and to provide recommendations for an inclusive approach to education
reform.
Author Information:
Howard
Menand is currently a doctoral student in Curriculum and Instruction Urban
Education Strand at the University of North Carolina at Charlotte.
Additionally, Menand works as an assistant principal in the public school
setting of Charlotte, NC. His research interests address the impact of
globalization on education within the urban setting, which includes
understanding the connection between globalization and the immigrant education
experience in public schools. Finally, Menand is in the process completing his
dissertation—an examination of globalizationÕs influence on the 21st
century instructional practices of urban teachers.
Currently,
public schools in North Carolina must respond to the confluence of a multitude
of altered or recently developed state and federal education policies. For
example, North Carolina adopted the Common Core State Standards (CCSS); the
state redesigned its high stakes assessment model; the state received a waiver
to alter its obligations to the federal education act known as No Child Left
Behind (NCLB); and the state now receives federal funds as a recipient of the Race
to the Top (RttT) education grant, which also serves as the catalyst for many
of the above mentioned policy changes (http://www.dpi.state.nc.us/). With the
implementation of these policies, which directly impact the classroom, a
critical analysis of their potential impact on African American students is
warranted, especially given the historical role of African American students
within the context of education reform. Finally, due to the particular
implications of education reform for African American students, this policy
brief utilizes a post-NCLB framework to examine North CarolinaÕs current
transformative reform endeavors.
Snapshot of Educational
Policy Reforms
To
begin, an historical perspective is needed to illustrate the significance of
the recent reform measures in North Carolina. In 2002 the authorization of NCLB
mandated profound changes to federal education policy, including emphasis on a
strict accountability model (Rebell & Wolff, 2008). Because NCLB dictates the
disaggregation of test results into sub-groups defined by such categories as
race, gender, or economic status, and because overall school proficiency hinges
on the adequate yearly performance (AYP) of students within each sub-group, schools
must now address the academic needs of all students in all sub-groups to ensure
that no student is left behind (Rebell & Wolff, 2008). Additionally, schools
that fail to meet AYP goals receive progressive penalties designed to mandate
improvement (Duncombe, Lukemeyer, & Yinger, 2008). It should be noted that the
civil rights community initially supported this education law because NCLB
forced schools to seriously engage in educating all students or risk severe
sanctions for failing to meet the AYP goals (Rebell & Wolff, 2008). Yet, as
many education critics noted, Linda Darling-Hammond included, NCLB possessed
inherent flaws that resulted in many unintended consequences. In response to
the heavy emphasis on testing and sanctions, schools stopped teaching
non-tested subjects, which essentially narrowed the curriculum. Students
lacking basic skills were often placed in classes emphasizing rote learning and
test preparation in lieu of instruction infused with higher order thinking.
Finally, this back to basics approach and narrowed curriculum typically comprised
the primary means of instruction in high poverty schools—schools with
demographic compositions consisting mostly of African American and Latino
students (Darling-Hammond, 2010).
Racial Disparities in
Assessment & Achievement
In
contrast, the emergence of the
knowledge economy now dictates that students possess a combination of soft
skills (i.e. critical thinking and problem solving) in conjunction with hard
skills (i.e. science and technology), which means schools must now provide
students with higher order thinking and problem solving experiences (Grubb,
2006). Whereas the global-economic conditions dictate that individuals possess
more than rote skills, key data points reveal the complications of a demographic
divide. For example, recent National Assessment of Educational Progress (NAEP)
results in 8th grade reading illustrate a disparity between White
students and African American students. While 83% of White students achieved
the basic level in reading, only 58% of African American students scored at the
basic level (National Center for Education Statistics, 2011). Additionally,
national unemployment statistics point to the existence of an unemployment gap.
The current national unemployment rate for Whites is 6.8% in comparison to
13.2% for African Americans (http://www.bls.gov/news.release/empsit.t02.htm).
With the existence of a disparity in achievement scores and unemployment, it underscores
the importance of these incipient education policies, policies which will
effectively prepare students for a 21st century education. There also
exists an imperative to ensure that all students have access to this
curriculum. As Darling-Hammond (2010) explains, ÒThe kind of curriculum that
supports these qualities has typically been rationed to the most advantaged
students in the United States—a strategy that is increasingly problematic
as demand for these skills becomes universal,Ó (p. 54). Because of this
scenario, the current education policy developments in North Carolina deserve
further analysis. Also, an important question must be answered: For African
American students, how will schools bridge the transition between the previous
basic demands of NCLB and the current education policy changes that place
greater emphasis on critical thinking?
Consider
for example the Common Core State Standards, which represent a set of
nationally recognized standards developed by the National Governors Association
Center for Best Practices (NGA Center) in conjunction with the Council of Chief
State School Officers (CCSSO). The standards apply specifically to English
Language Arts and Mathematics and emphasize college and work expectations along
with rigor and higher order thinking skills (National Governors Association
Center for Best Practices, Council of Chief State School Officers, 2010). As of 2012, forty-five states have
adopted the Common Core Standards, which includes the adoption of the standards
in June of 2010 by North Carolina (National Governors Association Center for
Best Practices, Council of Chief State School Officers, 2010). Within the same
framework as the Common Core Standards, North Carolina also developed Essential
Standards designed to include other content areas, such as science, social
studies, world languages, art, healthful living, and English as a second
language. According to the North Carolina Department of Public Instruction
timeline, the 2012-13 school year marks the first year of full implementation
of both CCSS and the new Essential Standards (http://www.ncpublic schools.org/docs/acre/timeline/timeline.pdf).
With these standards, North CarolinaÕs focus becomes one of preparing students
to succeed as 21st century learners, particularly since the
standards that students must master emphasize critical thinking and college
readiness. Yet, the question remains: how will our students, especially
students who lack basic skills, respond to these academic changes? Educators
and policy makers understand that teachers can bridge the gap between deficient
skills and critical thinking as long as the teachers are sufficiently trained
for this task. Yet, it should be noted that these changes to the North Carolina
curriculum directly contrast with previous years in which high stakes testing
promoted a focus on a narrowed curriculum.
Similar
questions arise with the redesign of the statewide high stakes assessment
model. Just as the CCSS has replaced the previous standard course of study with
standards based on higher order thinking, the state must now adjust its
assessment model to adequately measure higher order thinking. Essentially, the
test drives instruction at schools, and if the test does not require higher
order thinking, then schools, in spite of the new standards, will not pressure
teachers to incorporate higher order thinking into instruction. However, in
this case, the state Òwill develop new tests that will include open-ended,
constructed-response test items to better demonstrate what students know and
can do,Ó (http://www.ncpublicschools.org/ acre/assessment/). While traditional
complaints about high stakes education included concerns over the lack of
higher order thinking in multiple choice assessments, the proposed adjustments
clearly address these concerns; end of year tests will now include open ended
response questions designed to assess higher order thinking. Schools must now
confront the challenge of transitioning from the traditional test of basic
skills to the new model of assessing higher order thinking.
Recent Reform Initiatives
Recent
federal policy changes in North Carolina include waivers to the strict
obligations of NCLB and the implementation of new federal guidelines stemming
from the stateÕs successful bid to receive federal grant money from the RttT
initiative. To begin, in May of 2012, North Carolina received approval from the
federal government to make significant changes to the federal requirements
under portions of NCLB, including adjustments to the measure of Adequate Yearly
Progress, parent notifications, public school choice, and Supplemental
Education Services (http://www.ncpublicschools.org/nclb/). A primary component
of this particular waiver allows the state to abandon the all or nothing
rigidity of the adequately yearly progress model and replace it with annual
measurable objectives (AMO), which will allow the state to retain its emphasis
on growth while still measuring the yearly academic performance of the students.
North CarolinaÕs Race to the Top initiative, which the state terms Career and
College: Ready, Set, Go!, consists of four pillars: teachers and principals,
standards and assessments, school turnaround, and data systems. Also, RttT
serves as the umbrella for the myriad of educational changes impacting North
Carolina. For example, adopting the CCSS is a component of the RttT standards
and assessments pillar. Adjusting the state assessment model will not only
allow the state to align its testing to the new standards, but it will also
allow the state to identify effective teachers—another element of RttT. Finally,
the RttT funds encourage the creation of charter schools as a means of
improving education in North Carolina overall. With these changes, the hope is
that the state will implement policies that challenge students to achieve
beyond the basics while still utilizing an accountability model that remains
not only transparent but also ensures that the academic performance of all
sub-groups remains visible to the public.
After
an initial review of North CarolinaÕs recent education reforms, it is clear
that the state is progressively moving forward with initiatives that will enhance
state standards, improve testing, and provide the tools to make strategic
staffing decisions. These policies are clearly informed by 21st
century objectives designed to prepare students to participate in a knowledge
economy. Yet, even as this educational paradigm shift occurs, policy makers and
educators must critically reflect on these recent policy changes given the
historical framework and context of the previous policies these initiatives are
reforming. Because an achievement gap still exists, as educators proceed with
the implementation of these reforms, measures should be taken to ensure their
success. Therefore, this policy brief concludes with several recommendations to
ensure that these policies fully accomplish their potential goals.
Recommendations
It is suggested that as part of the
implementation process, schools focus on utilizing a culturally relevant
curriculum, providing teachers with the training needed to bridge the gap
between skills teaching and higher order thinking classroom instruction, and
maintaining a transparent focus on student achievement to ensure the adequate
performance of all students on end of year assessments. The first area of
importance, culturally relevant curriculum, equates to Ò. . . a pedagogy that
empowers students intellectually, socially, emotionally, and politically by using
cultural referents to impart knowledge, skills, and attitudes,Ó
(Ladson-Billings, 1994, p. 17). Through this form of instruction, teachers
essentially connect the curriculum to the lives of the students while still
fulfilling the state and local curricular expectations. With the CCSS, which
establishes challenging standards, an opportunity exists for teachers to apply
rigorous curriculum expectations while also infusing the instructional content
with material and experiences relevant to the lives of the individuals in the
classroom. Essentially, the CCSS affords teachers the latitude to explore the
standards with culturally relevant instructional materials. Thus, the success
of African American students in particular depends on the reliance of a
culturally relevant curriculum in order to fully engage these students as
learners.
Additionally, because the end-of-year
assessments now include open ended questions, the curriculum and high stakes
assessments now not only align with each other but also emphasize higher order
thinking skills. To ensure that all students achieve success, schools will need
to focus on bridging the skills gap that existed under NCLB with the higher
order thinking expectations of the CCSS. For example, it can be a challenge for
teachers to provide students with inquiry based lessons when the students lack
basic skills. Therefore, as schools progress with the implementation of the
CCSS, an effort must be invested in providing students with a combination of
basic skills and higher order thinking opportunities. By bridging the skills
gap, students will be afforded the academic tools needed to successfully engage
in higher order thinking lessons. Finally, the expectation that schools report disaggregated
data must remain in place to ensure that schools teach all students with
fidelity. The provision from NCLB that requires the reporting of disaggregated
data essentially serves the purpose of promoting the honest pursuit of success
for all students, and thus ensures that schools will continue to pursue methods
to adequately educate all students. With these policy changes and transitional
recommendations, the possibility exists for genuine reform that will result in
the adequate education of all students.
References
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(2010). The flat world and education: How
AmericaÕs commitment to
education will
determine our future.
New York: Teachers College Press.
Duncombe, W.D.,
Lukemeyer, A., & Yinger, J. (2008). Dollars without sense: The mismatch
between the No
Child Left Behind Act accountability system and Title I funding. In
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D. (Ed.), Improving on No Child Left
Behind: Getting education reform
back on track (pp. 19-102). New York: The Century Foundation Press.
Grubb,
W. N. (2006). Vocational and educational
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Retrieved from
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(1994). The dreamkeepers. San Francisco: Jossey-Bass.
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(2010). Common Core State Standards.
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From NCLB hype to meaningful
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