Two UA Surveys Focus on Accountability and the No Child Left Behind Act

NORTH LITTLE ROCK, Ark. - The Research and Advocacy Network, a statewide consortium of Arkansas school districts coordinated by the University of Arkansas, released a study titled "Accountability and No Child Left Behind" at a news conference at 11 a.m., Thursday, April 29. The news conference was held after a morning meeting of the consortium in the Hospitality Room in the gymnasium of North Little Rock High School-West Campus, 101 West 22nd St, North Little Rock.

The study examines the No Child Left Behind Act of 2001 with particular focus on the requirement for universal proficiency of students and "flaws that make implementation nearly impossible." The paper concludes with a call to address the identified problems and to advance with a strategic initiative to teach all children.

The paper’s authors are Leslie V. Carnine, Executive in Resident of the UA College of Education and Health Professions; Carleton R. Holt, UA assistant professor of educational administration; and Marsha Jones, assistant superintendent of curriculum of Springdale Public Schools.

After reviewing the historical role of education and accountability for student achievement, the paper presents the results of two recent UA surveys, one of superintendents from throughout Arkansas and the other a statewide poll of public attitudes and opinions. The Arkansas Statewide Survey on No Child Left Behind polled 600 Arkansans statewide. Conducted by the University of Arkansas Survey Research Center, it was funded by the Research and Advocacy Network with financial assistance from the College of Education and Health Professions and the UA Office of Education Policy.

Citing specific flaws in the No Child Left Behind Act of 2001 and "the ideological thrust of the law," the network’s study goes on to say, "This should not be construed as an attempt to suggest that accountability or universal proficiency should be abandoned.. What has been missing is the strategic initiative to provide the technical expertise and the resources necessary to provide for education reform and the teaching of all children."

Carnine noted that both surveys have revealed the need for further research:

"We have seen the limitations of judging a school based on a single test. We need to develop a reliable set of indicators to create an accurate picture of school effectiveness. From our survey of superintendents, it is also clear that there is a need for research to identify implementation strategies to bring research-based methods to all school systems. Superintendents tell us that they need this type of assistance but have not received it. Additionally, using negative sanctions needs to be looked at carefully to determine its affect on the ability of institutions to work effectively."

The Research and Advocacy Network, a consortium of superintendents of 37 Arkansas school districts representing over 50 percent of the state’s student population, is coordinated by Carnine. He retired as superintendent of the Little Rock school system in 2001 after serving for 39 years in schools in Iowa, Missouri, Kansas, Texas and Arkansas. Other partners from the college are the Arkansas Leadership Academy and the Office for Education Policy.

"The RAN partners are committed to creating the improvements necessary to insure a high quality education for all children," Carnine said.

The network’s first white paper, released in November 2003, was "A Review of Alternative Education." The study examined the experiences of other states and found that, to be effective, "Arkansas must readdress its alternative education philosophy to be more inclusive and address a greater population.."

In January 2004, RAN published "Closing the Gap for All Kids—School Effectiveness: Strategies that Work," which focused on approaches that have a track record of improving student performance, particularly among children in poverty. The study also considered whether strategies insured that African American and Hispanic children benefited equally.