FW: preliminary report from the National Indian Education Association on No Child Left Behind

[Mia Kalish]

This came in on one of my other lists. 

I thought people would be interested, and I left the routing information in
case anyone is interested in ISGEM. 

Mia

-----Original Message-----
From: owner-isgem at nmsu.edu [mailto:owner-isgem at nmsu.edu] On Behalf Of Orey,
Daniel C
Sent: Wednesday, October 26, 2005 9:59 AM
To: isgem at nmsu.edu
Subject: ENC: preliminary report from the National Indian Education
Association on No Child Left Behind

fYI 
 
Daniel Clark Orey, PhD
Pesquisador Visitante pelo CNPq
Departamento de Matemática - ICEB
Universidade Federal de Ouro Preto 
http://www.csus.edu/indiv/o/oreyd/ <http://www.csus.edu/indiv/o/oreyd/> 

<mailto:orey at iceb.ufop.br>  

________________________________

De: members at todos-math.org em nome de Julian Weissglass
Enviada: qua 10/26/2005 8:00
Para: members at todos-math.org
Assunto: preliminary report from the National Indian Education Association
on No Child Left Behind


Dear Folks,

You can download a preliminary report from the National Indian Education
Association on No Child Left Behind in Indian country from the web:
http://www.niea.org/sa/uploads/policyissues/29.23.NIEANCLBreport_final2.pdf

The report is based on eleven hearings meant to gather information on the
impact of the No Child Left Behind Act of 2001 on American Indian, Alaska
Native, and Native Hawaiian students.  Some excerpts from the introduction
and a section on the overview of the hearing:

"There is an over all sense from the testimony that profound changes are
underfoot in Native education and that the Native education community has
only just begun to sense the impacts and dangers incumbent in both the
intended and unintended consequences of the No Child Left Behind Statute
upon the future of Native education. It is clear from the testimony that
these changes to date have not included the Native voice. . . .
Many witness identified what could generally be labeled the unintended
consequences of the statute that has resulted in major disruptions to the
education systems, that may fundamentally alter the education potential of
schools while significantly and coincidentally narrowing the broad public
purposes of schools. This later concern is most directly related to the
impacts of the statute upon culturally based education including the use of
culturally appropriate pedagogy and curriculum that is connected to the
social, cultural, and linguistic heritage of the children, the role of
Tribal governments and Native communities and parents in
determining the education purposes of schools and the role of teachers,
parents and community members in the education lives of Native students. . .
. The focus on testing and accountability combined with insufficient funding
has in the opinion of witnesses eliminated the ability of schools to focus
on the broader public purposes education."

-- 
Julian Weissglass
Professor and Director, National Coalition for Equity in Education 
Department of Education
University of California, Santa Barbara, Ca 93106-7090

Phone:    805-893-7722
Fax:    805-893-3026 
email:     weissglass at education.ucsb.edu 
web:    http://ncee.education.ucsb.edu/