Leave Behind No Child Left Behind?

This article opened my eyes to an aspect of the problematic NCLB Act that I had never even thought to consider.  When the government looks at school numbers they look at labels like; Caucasian, Asian, African American, Native American, etc…  What they don’t always look at is what language these students speak as a first language.  Just because a student is Asian it doesn’t mean that they speak Mandarin Chinese. 

“If her native tongue was one commonly spoken in the U.S. instead of the less familiar Khmer, Thana Ouk might have more help at school.

She would have access to classes in her language and programs attuned to her cultural heritage. Her mother, who speaks no English, would be better able to communicate with teachers.”

What is NCLB doing for students like Thana Ouk?  Nothing.  Unfortunately, I must admit it is impossible for schools to have translators for every language that every student in the school speaks.  

“Some educators have begun to call disadvantaged Asians an invisible minority, unseen because their low test scores are masked when lumped with higher achieving counterparts.”

This is very true.  Frequently, Asians are simply lumped together and generalized as far as test scores go.  So the half of the Asian students that are doing extremely well overshadow those who are failing because of factors that are not their fault.  

Fortunately for Thana Ouk, a student’s success is not solely based on their test scores.  However, Thana will have a much harder time getting into college if she has bad test scores due to the lack of resources her school has to offer her. 

So what do we tell Thana Ouk?  It is your fault or your parents fault for choosing to speak Khmer?  This is an ongoing dilemma and I hope it will be addressed in a major way in the continuing political debates and that something can be done to help students like Thana Ouk who really want to succeed.

Full Article 

Written By Azam Ahmed and Darnell Little

Published In The Chicago Tribune