Assemblyman Brindisi Works to Save Local Schools from Negative Effects of No Child Left Behind

October 14, 2011

Assemblyman Anthony J. Brindisi (D-Utica) is urging the New York State Board of Regents to apply for a waiver from the No Child Left Behind (NCLB) program in an effort to rid area school districts of an unfunded mandate. Brindisi recently sent a letter to New York State Board of Regents Chancellor Merryl H. Tisch advocating the need for the waiver.

“As a former school board member, I’ve seen firsthand the damage one-size-fits-all, mandated education programs, like NCLB, have done to our kids’ education,” Assemblyman Brindisi said. “Overall student performance hasn’t improved and ‘teaching to the test’ doesn’t give our kids the skills they need, nor does it allow our teachers to do the job they were hired to do – teach.”

Because of NCLB, many schools have seen cuts to art programs, physical education, social studies and science in an effort to focus more on math and reading skills. Vital problem-solving and critical-thinking skills are lost when these programs are cut, Brindisi said. The Assemblyman also stated that NCLB leaves already disadvantaged students further at risk of falling behind, because students not fluent in English and those with learning disabilities have the hardest time meeting the state-mandated targets.

“Children don’t all learn the same way,” Assemblyman Brindisi said. School districts across the country are not all the same. We need to ensure that our local school districts have the ability to address their specific problems. And once we improve our schools, we improve our children’s future.”

Brindisi said he recently spoke with Whitesboro Central School District Superintendent David Langone and Utica City School District Superintendent Bruce Karam to discuss NCLB and Brindisi’s education plan, which includes securing Mohawk Valley’s fair share of school aid, working with Governor Cuomo to eliminate unfunded mandates and creating job training programs in local schools.

“We need our fair share of aid so that we can invest in programs that will prepare our students for the real-world jobs of tomorrow, not the next test,” Brindisi said. “By getting rid of unfunded mandates, we can work to cut school taxes and gain more control at the local level. We can’t afford the cookie-cutter approach to education expected by NCLB. Our high schools should be partnering with local colleges and businesses to make sure our children have the tools they need for the jobs of the future.”

Jeffery Simons, Superintendent, Rome City School District

"The current requirements of No Child Left Behind fail to provide school districts like Rome with the flexibility and fairness needed to ensure that all students graduate career and college ready. The current restrictions on use of Federal Title 1 dollars and punitive measures implemented under No Child Left Behind prevent school districts from implementing programs that would best help students succeed. It is my hope that New York State will seek a waiver so as to allow school district's more freedom to innovate at the local level."

Bruce J. Karam, Superintendent, Utica City School District

"No Child Left Behind, although intended to raise expectations and performance of all students and schools has been detrimental in many ways, especially to the most at-risk students and urban schools, including those with high populations of English Language Learners (E.L.L.s) and Students with Disabilities. Most importantly, this ‘one size fits all’ accountability model does not account for student growth. Schools like ours can be consistently making progress in student performance and still be cited for not meeting what are often unrealistic benchmarks."

Dave Langone, Superintendent, Whitesboro Central School District

“The concept of school accountability is a good one, but NCLB requirements are unrealistic and not supported by sufficient funding.

“The system of reporting has been flawed from the beginning and needs to be revised to better represent total student achievement and progress. This system is by nature punitive for larger schools that have enough children for a cohort.

“The State’s attempt to adopt higher standards and a new system of evaluation for teacher and principal effectiveness should prove a commitment to increased accountability for all educators and higher student achievement.”

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