What matters most?

Hoping to improve students' academic performance, Congress implemented No Child Left Behind with strict outcomes-focused requirements places on schools.

But maybe that's not what parents really care about.

A new report out of Brigham Young University suggests that parents want their schools treat their children right more than they worry about whether their children's test scores rise, the Salt Lake Tribune reports.

"While achievement is important, what we're trying to produce in schools and what parents want schools to produce is much broader than test score gains," study co-author and BYU associate professor Lars Lefgren told the paper.

Perhaps this is borne out as close to home as Pinellas County, where parents repeatedly have said that having a neighborhood school trumps so many other concerns, including diversity of the student body. That suggests that comfort, rather than the myriad other social issues, comes first.

But should it? Educators and community leaders continually tell us that American kids are lagging behind their peers internationally. Is that a signal that maybe parents don't know best? Or did schools actually do better when they had true local control, with parents playing a key role? Thoughts, anyone?

Comments

I am far more in line with the above poster. The parents who are not concerned with test outcomes do not speak for me! As the parent of gifted children, I KNOW I must be vigilant and monitor test scores to be sure my children are learning in a nation transfixed on grade proficiency for all.
The above poster made an excellent point in noting it is possible to treat children right and create appropriate learning gains. This does not require a "one or the other" option.
When parents start okaying the schools to abandon their role of educating their students as long as they are treated well, I think we should change the names of schools to day care centers or babysitters.
Please tell me I misunderstood this article!!!!

[Keeping an eye on the bigger picture]

When there is a discussion about "true local control", there will be varying degrees of what constitutes "parents playing a key role".

For those who only live in the regular education world and make decisions from that perspective, it is important they understand how the procedural safeguards of IDEA 2004 give ESE parents a place at the table when discussing the development of an IEP plan.

"§300.501 Opportunity to examine records; parent participation in meetings.
(a) Opportunity to examine records. The parents of a child with a disability must be afforded, in accordance with the
procedures of §§300.613 through 300.621, an opportunity to inspect and review all education records with respect to--
(1) The identification, evaluation, and educational placement of the child; and
(2) The provision of FAPE to the child.

(b) Parent participation in meetings.

(1) The parents of a child with a disability must be afforded an opportunity to participate in meetings with respect to--
(i) The identification, evaluation, and educational placement of the child; and
(ii) The provision of FAPE to the child.

(2) Each public agency must provide notice consistent with §300.322(a)(1) and (b)(1) to ensure that parents of children
with disabilities have the opportunity to participate in meetings described in paragraph (b)(1) of this section."

Parental participation in the provision of FAPE is significant.

Along with that, are the following points exclusive?:

"parents want their schools treat their children right more than they worry about whether their children's test scores rise"