Is There a Framework for Addressing “No Child Left Behind”?

What should be done regarding extending the No Child Left Behind (NCLB) law?  From guests I’ve interviewed on the TV show Issues Today and from other sources, I observe that professional opinion regarding 5 years of NCLB runs a gamut from supposedly significant benefits to supposedly significant harm.

Permit me to propose a framework for thinking about NCLB specifically and education in general.  Key questions (in the following order) seem both worthy of discussion and under-discussed.  (1) What do people (in particular pre-college-age people) need to learn in order to be successful?  (2) How best (or, at least, adequately) can they learn such?  (3) What roles do answers to those questions suggest for various facets of society?  (4) What should the United States federal government attempt to do?

If you would like to review one attempt at a framework for use regarding question (1), please feel free to read my draft article, Guide Your Learning Initiatives.  {I would happy to receive suggestions regarding the draft.  (}

More importantly, perhaps you can help society move toward an approach that focuses on needs (such as suggested by question (1)) and that works within such a context.


Click for information about Thomas J. Buckholtz.


2 Responses to “Is There a Framework for Addressing “No Child Left Behind”?”

  1. Ron Fredericks Says:

    No child left behind – is a critical and compasionate framework that has been very successful. If you do not have a child that is otherwise hopeless in your arms than this framework is probably not about you. Try the Helen Keller bio – a young girl who was deaf and blind that later became an inspiration to American culture. Without NCLB this is what Helen’s mom had to do to find help and hope…

    “Kate Keller had read in Charles Dickens’ book “American Notes” of the fantastic work that had been done with another deaf and blind child, Laura Bridgman, and travelled to a specialist doctor in Baltimore for advice. They were given confirmation that Helen would never see or hear again but were told not to give up hope, the doctor believed Helen could be taught and he advised them to visit a local expert on the problems of deaf children. This expert was Alexander Graham Bell, the inventor of the telephone, Bell was now concentrating on what he considered his true vocation, the teaching of deaf children.”

  2. CLJI Says:

    If you’re looking for a framework, check out the link below. Laura Bridgman was one of the original students who embodied the principles of NCLB. Samuel Howe, after visiting Julia Brace at the School for the Deaf in Connecticut, realized the Critical Period Hypothesis and embarked on a rigorous effort to education Laura before her brain lost its plasticity/ability for language acquisition. Howe’s work is the basis for the education we have today for deafblind students and every student really.

    The link below will take you directly to the web page for PEPNet products. You then click on the “last” page and then click on the title for the monograph Transition Planning for Deafblind Students (#1218).

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