Communication That Nurtures Student Learning

Communication That Nurtures Student Learning

Background- Thomas Jefferson believed that universal education would have to precede universal suffrage. The ignorant, he argued, were incapable of self-government. But he had profound faith in the reasonableness and ability of the masses and in their collective wisdom when educated. As one of the founding fathers, Jefferson in fact set the precedent for American education: reading, writing, mathematics, the Classics, and European and American History. In the United States, education is offered at all levels from pre-kindergarten to graduate school, typically K-12 funded by public monies. Elementary and secondary education involve twelve years of mandatory schooling, or GED, resulting in a High School Diploma. A distinct feature of the American educational system is its focus on decentralized organization (Mondale, 2002). Elementary and secondary education is financially supported by three levels of government - local, state, and federal. Furthermore, it is again divided into public and private institutions. The main disadvantage of the decentralization is the quality of education received by the students, clearly dependent upon the social and geographical area of habitation (Odden, 2003).

In the history of American education there have been several seminal legal issues that have defined both the contemporary educational systems as well as dramatically changed the rubric of U.S. Education Law and Policy. One of these, the so-called "No Child Left Behind" mandate, remains both controversial and impactful in contemporary education. The "No Child Left Behind Act" (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American students are falling behind in educational basis when scored are compared globally. The Act does not establish a national achievement standard; each State must confirm its own set of standards, but in order to receive funding, the States must meet basic criteria of performance (Abernathy, 2007).

The Case -- Maureen Hulbert faced a daunting task when she assumed her role as principal for one of the worst schools in her area. The demography shows a clear economic decline, collage of incohesive ethnic neighborhoods, and an unemployment rate exceeding 200% of the national average. The District serves almost 7,000 students, but has a dropout rate of almost 30%. Nearly 70 of the students qualify for free lunch, most being either African-American or Hispanic. Principal Hulbert's school has an enrollment just shy of 400 students, with 90% children of color. These students, 82% who qualify for free lunches, have the highest percentage of failing scores in the state proficiency achievement tests. The faculty is older (average of 53), set in their ways (over 2/3 have only taught at this school), and a clear and open debate faced Hulbert from both parents and faculty regarding performance expectations (Kowalski, 2007, 14-15).