No Child Left Behind – An Organizational Failure?
On the surface the basic concept of No Child Left Behind is a good one. Each child must demonstrate a certain level of proficiency in reading, math, and science. The student's failure to meet minimum criteria will be identified through scores on standardized testing, and if such a failure occurs, will get extra help until he or she succeeds. The definition of success is defined at the federal level which equals getting a minimum score in each of the specific subject areas tested.
On the surface the basic concept of No Child Left Behind is a good one. Each child must demonstrate a certain level of proficiency in reading, math, and science. The student's failure to meet minimum criteria will be identified through scores on standardized testing, and if such a failure occurs, will get extra help until he or she succeeds. The definition of success is defined at the federal level which equals getting a minimum score in each of the specific subject areas tested.
Each state must measure the progress (or lack of progress) of every child that attends a public school in the subjects of reading, math, and science. This is done every year in grades three through eight and then at least once during grades 10 through 12 using the standardized tests approved at the federal level.
These test scores are then released to the public and each school gets a failing or passing grade based on federal guidelines that determine if school is successful or not.
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"I see the decisions my fellow principals are making, and I understand the pressure, but they need to remember the big picture. I certainly believe everybody needs to be able to read and do math, but they also need to know how to think. What we’re doing now is creating kids who are able to pass tests” Paul Young, principal of West Elementary School , Lancaster Ohio, and former president of the National Association of Elementary School Principals.
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Ok, so what is the Problem?
If the idea is sound, but is still failing, then I would argue it is the failure of the organizational structure that is being used to implement the idea. No one would argue against the fact that children are infinitely complex in the ways that each one learns. Children have a unique lens that they look at the world through and this influences the way they process new information.
Let’s now look at a definition of the focus of a particular organizational theory, and see how well it fits within the structure of NCLB. “Finding universal laws, methods and techniques of organization and control; favors rational structures, rules, standardized procedures and routine practices” (Hatch 2006). This is the focus of the Modernism perspective of Organization (it is interesting to note that this theory was developed in the 1970's).
The problem with the Modernist structure is that it deals in absolutes of numbers and results. If the subject that the Modernistic approach is attempting to organize deals in absolutes the structure of such an organization can run fairly efficiently under this approach. A standardized procedure for making a particular machine part will always conclude with a completed part unless an outside influence interferes.
The problem in using this approach in NCLB is that we are dealing with children who come from an infinite number of backgrounds and experiences. There are a few fundamental similarities but certainly not enough to use the same evaluation tool on every child in the United States and think that it can come close to measuring or defining what it is for that specific child to succeed.
Ok, so what is the Problem?
If the idea is sound, but is still failing, then I would argue it is the failure of the organizational structure that is being used to implement the idea. No one would argue against the fact that children are infinitely complex in the ways that each one learns. Children have a unique lens that they look at the world through and this influences the way they process new information.
Let’s now look at a definition of the focus of a particular organizational theory, and see how well it fits within the structure of NCLB. “Finding universal laws, methods and techniques of organization and control; favors rational structures, rules, standardized procedures and routine practices” (Hatch 2006). This is the focus of the Modernism perspective of Organization (it is interesting to note that this theory was developed in the 1970's).
The problem with the Modernist structure is that it deals in absolutes of numbers and results. If the subject that the Modernistic approach is attempting to organize deals in absolutes the structure of such an organization can run fairly efficiently under this approach. A standardized procedure for making a particular machine part will always conclude with a completed part unless an outside influence interferes.
The problem in using this approach in NCLB is that we are dealing with children who come from an infinite number of backgrounds and experiences. There are a few fundamental similarities but certainly not enough to use the same evaluation tool on every child in the United States and think that it can come close to measuring or defining what it is for that specific child to succeed.
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What Can We Do?I would argue that you could take the fundamental idea of NCLB, but apply it with a Symbolic Interpretivism organizational structure. Hatch’s organizational definition of Symbolic Interpretivism states that “organizations are continually constructed and reconstructed by their members through symbolically mediated interaction. Organizations are socially constructed realities where meanings promote and are promoted by understanding of the self and others that occurs within the organizational context” (Hatch, 2006).
A child under this structure would be looked at as an individual within the context of the public school he or she was in. This would also have an awareness of how the environment is impacting the child, such as taking into account if the child came from an abusive home or was otherwise impacted by his or her home environment. The Modernistic organizational theory is applied as if each child where the same – there is no room for individuality or consideration of what might be impacting the child outside of the test.
Although too large in scope for this space, it would be interesting to come up with a detailed plan using the fundamental concept of NCLB, but implementing it with a Symbolic Interpretivism organizational framework. We could then see what possibilities might occur by implementing what was in spirit a good idea with a new organizational approach.
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“The law clearly identifies the arts as a core academic subject. However, the requirements for standardized testing in literacy math, and science are leading local districts to divert resources away from other subjects. As a result the arts are being truly left behind. We fear that most of all that music, which is a vital learning pathway for children’s success in school, is being sacrificed for shorter-term testing results. We’re talking about what kids need to be successful learners”. Rob Walker, American Music Conference Executive Director.
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To learn more go to:
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Abernathy, Scott. (2007). No child left behind and the public schools. Ann Arbor, MI. The University of Michigan Press.
Hatch, Mary Jo. (2006). Organization theory, 2nd edition. New York: Oxford University Press.
Music Education may be “left behind” under new federal requirements. (2003, August 21st). [Press Release]. American Music Conference. (http://www.amc-music.com/news/pressreleases/NCLB.htm)
Abernathy, Scott. (2007). No child left behind and the public schools. Ann Arbor, MI. The University of Michigan Press.
Hatch, Mary Jo. (2006). Organization theory, 2nd edition. New York: Oxford University Press.
Music Education may be “left behind” under new federal requirements. (2003, August 21st). [Press Release]. American Music Conference. (http://www.amc-music.com/news/pressreleases/NCLB.htm)
