Here we go again.
Congress is about to rewrite education law again.
I shudder every time I think about this.
535 people, whose primary interest is re-election, debating policies that will affect the future of this country for decades to come.
Let me make it a little clearer.
There are 535 people who will create the laws that will govern education for the next generation. Of those, 100 can, at best, think only six years ahead and mostly about their own self-interest. The other 435 can also think mostly about their own self-interest, but their vision is limited to two years ahead.
The starting point for their debate will be the latest iteration of the now 45-year-old Elementary and Secondary Education Act known as No Child Left Behind.
That law is almost universally regarded as flawed; the only disagreements have to do with what those flaws are, how they rank in importance, and how much teachers should be blamed for the law’s failure to accomplish its aims.
Forgive me my skepticism, but I can’t see any reason to expect any good to come out of this.
Even if conditions were perfect, it is highly unlikely that Congress would write a law that makes sense for special education students, their parents, or their teachers.
Conditions are far from perfect.
Both political parties are damaged and more interested in making the other lose than in creating good policy.
Lawyers or accountants, not educators, head more and more school districts, including most of the biggest districts in the country.
Tight money means great pressure to reduce the cost of special education services to school districts and their taxpayers.
Consider the political implications of this: Some people had teachers they loved but everyone had teachers they hated.
The only people looking out for special education students are their parents and their teachers—the two groups most marginalized in current discussions of education policy.
There have been seven re-authorizations of ESEA since its inception in 1965, creating almost 100 different programs affecting special education, many with contradictory requirements.
There is no reason to expect anything better from the 2010 revision, should one somehow make its way through Congress.
Probably the best that special education can hope for is allowing multiple methods of assessing the learning of special education students.
A crumb tossed to the hungry pigeons pecking wildly.
We should rise into the sky and express our gratitude the same way the pigeons do
This blog is the first in a series of three I’m writing as part of the Classroom Insiders panel at We Are Teachers. Please visit to meet the two other special education bloggers on the panel and read their posts on this same topic. Our other series posts will appear on April 8th and May 6th.