New Education Statistics Released: Who Will Be Left Behind in 2020

Late last week President Obama announced significant changes to No Child Left Behind – the federal education reform statute that requires all students be proficient in math and reading by 2014. The changes will provide states with more autonomy to oversee their own educational improvement efforts. As the New York Times reported, those states that adopt higher educational standards, address problems at their lowest-performing schools and overhaul teacher evaluation procedures can apply for waivers of some key provisions of the law – including the 2014 proficiency deadline.

Will those changes have a significant impact on the performance of the nation’s schools and students? Time will tell. A recently released compilation of federal statistics does provide some insight into what changes the nation’s public education system might see over the course of the next decade.

The National Center for Education Statistics recently released “Projections of Education Statistics to 2020”. That report includes state-by-state data on projections of public elementary and secondary enrollment and public high school graduates to the year 2020. Users can browse through the document or download it as a PDF. Among the information you will find are statistics relating to school enrollment, student-teacher ratios, per-pupil expenditures and number of high school graduates.

The No Child Left Behind logo that appears above left comes from the House Committee on Education in the Workforce.

Did 'No Child Left Behind' forsake elementary/secondary history education?

CNN today featured an interesting and troubling article about the state of history education in elementary and secondary schools. That piece raises the question of whether history education is suffering, in part, due to the fact that standardized testing in history is not required under the provisions of “No Child Left Behind". One of the primary goals of that legislation is to ensure that all children are proficient in reading and mathematics by 2014 and some claim that the focus on those subject areas is coming at the expense of others.

History educators quoted in the CNN piece discussed their frustration over teaching what one referred to as “trivia” and their inability to delve deeper into important subjects. I was struck by one particular quote from a Texas high school teacher. “I think they learn information by itself, in isolation," Jeff Frazer said of his students. "But putting the big picture together is not happening."

Primary sources are essential tools for putting together that big picture. Staff at the National Archives describe the value of such materials as learning tools on a page devoted to teachers' resources. “Teaching with primary documents encourages a varied learning environment for teachers and students alike. Lectures, demonstrations, analysis of documents, independent research, and group work become a gateway for research with historical records in ways that sharpen students' skills and enthusiasm for history, social studies, and the humanities,” it reads.

I get some of the greatest satisfaction from my job when I’m able to help a student find that primary source that helps them build that big picture. That’s why I created this blog. Here’s hope you find something that helps you better understand the past and how it might impact your future.

The photo above is a page from The Book of the General Laws of the Inhabitants of the Jurisdiction of New-Plimouth. Housed at the Library of Congress, it is one of the oldest items in the Library's collection of American law.