There have been several efforts over the last twenty years to reform the American education system. Each has failed. There have been a few pinpoints of light in particular places, like Michelle Rhee’s four-year chancellorship of the District of Columbia public school system, but they have been sporadic and short-lived. Rhee’s reforms in DC were incredibly effective, but they proved so unpopular with the voters that they threw Mayor Adrian Fenty (D-DC)—and Rhee—out of office after one term. The system has since, predictably, deteriorated.
The broad state- or nation-wide ‘reforms’ have been oriented mostly toward standardized testing and incentive-based funding of schools based on the aggregate outcomes of those tests. In Virginia, we implemented the Standards of Learning (SOL) system back in 1995 to gauge students’ academic performance, and we based the accreditation of our schools on their students’ performance. The system was poorly designed and poorly implemented at the outset, and it resulted in a pervasive ‘teach to the test’ mentality in Virginia’s schools. Most of my teacher friends condemn the SOL’s, and with good reason. I didn’t like them much myself, and I still have many criticisms of the system. Indeed, Governor Jim Gilmore’s (R-VA) poor handling of the SOL’s back in the ’90s is part of why I did not support his failed 2008 run for U.S. Senator.
The No Child Left Behind (NCLB) act, a federal law that was crafted by the bipartisan team of then-President George W. Bush (R) and the late Senator Ted Kennedy (D-MA), expanded SOL-like programs across the country and tied funding to schools’ academic performance as measured by standardized tests. It passed in 2001 and soon did to the whole country what the SOL’s did to Virginia.











