Noted education expert, Linda Darling-Hammond, in an interesting blog at The Forum for Education and Democracy, says, “We need to encourage our schools to teach and evaluate the higher-order thinking and performance skills that leading nations emphasize in their systems, and this requires major changes in No Child Left Behind.”
Excerpts from Linda Darling-Hammond’s blog:
- A key problem for the United States is that most of our tests aren’t measuring the kinds of 21st century skills we need students to acquire and that are at the core of curriculum and assessment in high-achieving countries.
- The United States is falling far behind other nations on every measure of educational achievement. In the latest international assessments, the United States ranked 28th out of 40 countries in math – on par with Latvia – 20th in science, and 19th in reading, even further behind than a few years ago. In addition, these other countries surpass us in graduation rates and, over the last decade, in higher education participation as well.
- Although 60 percent of our high school graduates go off to college, only half of these are well-enough prepared to graduate with a degree – far too few for the knowledge economy we now operate. So, while our own youth are often unprepared for modern employment, Silicon Valley lobbies for more H-1B visas to bring in skilled workers to fill high-tech jobs.
- Our multiple-choice tests – which focus the curriculum on low-level skills – are helping us to fall further and further behind. Another part of the problem is that the standards used to guide teaching in many states are a mile wide and an inch deep: Most high-achieving countries teach (and test) fewer topics each year and teach them more thoroughly so students build a stronger foundation for their learning.
- Whereas students in most parts of the United States are typically asked simply to recognize a single fact they have memorized from a list of answers, students in high-achieving countries are asked to apply their knowledge in the ways that writers, mathematicians, historians and scientists do.
- Students in other countries also complete required assessments like lab experiments and research papers that help evaluate student learning in the classroom. These assessments, which together count at least half the total examination score, allow the testing of complex skills that cannot be measured in a two-hour test on a single day. They ensure that students receive stronger learning opportunities. And they give teachers timely information they need to help students improve – something that standardized tests that produce scores several months later cannot do. These assessments in other nations are not used to rank or punish schools, or to deny promotion or graduation to students. (In fact, several countries have explicit proscriptions against such practices.) They are used to evaluate curricula and guide professional learning – in short, to help schools improve.
- By asking students to show what they know through real-world applications of knowledge, these other nations’ assessment systems promote serious intellectual work that is discouraged in U.S. schools by the tests many states have adopted under No Child Left Behind.
- Studies confirm that as teaching looks more like testing, U.S. students are doing less writing, less science, less history, reading fewer books, and even using computers less in states that will not allow their use on standardized tests.
From Linda Darling-Hammond’s article: No Child Left Behind: Changing the Way We Think About Learning





















