House Committee on Education and the Workforce to Mark Up the Student Success Act

Committee to Mark Up the Student Success Act
 H.R. 5 will replace No Child Left Behind and improve K-12 education

WASHINGTON, D.C. – On Wednesday, February 11 at 10:00 a.m., the House Committee  on Education and the Workforce, chaired by Rep. John Kline (R-MN), will mark up the Student Success Act (H.R. 5). The markup will take place in room 2175 of the Rayburn House Office Building.
There is broad, bipartisan agreement the current elementary and secondary education law, known as No Child Left Behind, is no longer meeting the needs of all students. One of five students do not receive a high school diploma and, of those who do, too few have the knowledge and skills they need to succeed in post-secondary education and compete in the workforce.
To replace No Child Left Behind and improve education, Chairman Kline and Subcommittee on Early Childhood, Elementary, and Secondary Education Chairman Todd Rokita (R-IN) introduced the Student Success Act. The legislation will reduce the federal footprint and restore local control, while empowering parents and education leaders to hold schools accountable for effectively teaching students.


•    Replaces the current national accountability scheme based on high stakes tests with state-led accountability systems, returning responsibility for measuring student and school performance to states and school districts.

•    Ensures parents continue to have the information they need to hold local schools accountable.

•    Consolidates more than 65 ineffective, duplicative, and unnecessary programs into a Local Academic Flexible Grant, helping schools better support students.

•    Protects state and local autonomy over decisions in the classroom by preventing the Secretary of Education from coercing states into adopting Common Core or any other common standards or assessments, as well as reining in the secretary’s regulatory authority.

•    Empowers parents with more school choice options by continuing support for magnet schools and expanding charter school opportunities, as well as allowing Title I funds to follow low-income children to the traditional public or charter school of the parent’s choice.

•    Strengthens existing efforts to improve student performance among targeted student populations, including English learners and homeless children.

To learn more about the Student Success Act, click here.
To learn more about the markup, visit

From Sandra Fox: Fixing the education system for our Indian children

“It is encouraging that more and more individuals, groups, tribes, and government officials are recognizing the need for major change in Indian education.

Most of the time, however, the focus of recommendations for change is on the facets of the system that have least to do with improving instruction, such things as who should be in charge and where the power should physically be located. With these kinds of changes, Indian children will still be left behind.

Until the area of appropriate instruction becomes the topic of discussion and investigation, academic achievement of Indian children will not improve. The facts are:

The State of Education for Native Students report by the Education Trust (2013) indicates that the academic achievement of Native children showed no improvement under the No Child Left Behind Act (NCLB) from 2005 to 2011 according to results of the National Assessment of Educational Progress, and only 18% of fourth grade Native students in the United States scored at the proficient and advanced levels in reading achievement. BIE students scored the lowest of all Indian groups identified, including their counterparts in state public schools. BIE students scored lower than students in major urban school districts other than Detroit.The 2014 Kids Count: Race for Results report by the Casey Foundation rates American children’s success based on 12 indicators including reading and math proficiency, high school graduation, teen birthrates, employment prospects, family income/education, and neighborhood poverty levels. On a scale of 1 to 1000, white children rated 704, Latino children 404, American Indian children 387, New Mexico Indian children 293, Arizona Indian children 282, North Dakota Indian children 280 and South Dakota Indian children 185, the lowest score for any group in any state.

After many years of No Child Left Behind, the results for Indian children speak for themselves.Schools were strictly regulated and trained in terms of the requirements of the law governing instruction for poor children which included the use of an instructional approach that is opposite of the research recommendations for improving Indian student learning.

The programs utilized under NCLB did not allow for recognizing and addressing learning styles, and they included instructional strategies that were generally not compatible with the learning styles of Indian students. Elementary science and social studies classes were removed from the curriculum in favor of drill and kill math and reading instruction for most of the day for memorizing lower order skills with student “seat time” where students had no movement or hands-on learning activities. Schools with Indian children utilized professional development providers that did not know about Indian people, Indian education, or about how Indian students learn best, and, in fact, discouraged the use of anything cultural in instruction.

Poor children across this country did not do well under No Child Left Behind. What is described above is contrary to what is known about teaching and learning, but like sailors on a sinking ship, we run to the other end of the boat. In this case, we run from an incessant focus on lower order skills to a focus on higher order skills. Higher order skills are very important and are very needed in the Indian world, but the following must also be taken into consideration.

To view the entire article, click here.

Throwback Thursday

Here is NIEA’s preliminary report on No Child Left Behind, that was done in, I believe, 2005.  From the intro.:

This document, prepared by the National Indian Education Association (NIEA) and the Center for Indian Education, Arizona State University, is a preliminary report on the findings based on the hearings and consultation sessions NIEA has conducted on the No Child Left Behind Act in Indian country. The purpose of the report is to provide insight on the impact the Act has had on American Indian, Alaska Native, and Native Hawaiian students and the educational institutes they attend.

. . . .

Through the past year NIEA has held eleven hearings on NCLB and Indian education. The purpose of these hearing was to gather information on the impact of the No Child Left Behind Act of 2001 on American Indian, Alaska Native and Native Hawaiian students. Specifically, NIEA garnered recommendations on how to strengthen the existing law for Native students, as well as information about what is working within NCLB and how to support programs who have successfully met the mandates. NIEA has collected data and recommendations from every region and made certain that Native Hawaiian and Alaska Native recommendations were included through written and oral testimonies.