It also puts severely handicapped students normal classes, where they are
sure to do poorly, IMHO, unless the teacher gives them all kind of
"special"
consideration, achievement wise.

That is a big failing, I think. The kid that can not read does not need
to
try, and do poorly, at memorizing facts. They need to stay in reading and
writing class, all day long, if need be. Same goes with the kid that
comes
to us from another country. Learn the language FIRST, then start on the
rest.

You have pointed out the many flaws in our current approach to education --
but, remember, those flaws existed long BEFORE "No Child Left Behind."

Crazy do-gooders were trying to "mainstream" developmentally disabled
(formerly known as "retarded") kids into regular schools long before Bush
came on the scene. One of the reasons my 52 year old sister retired early
from teaching (Spanish, English and French) was that her school district
began placing developmentally disabled -- some severely so -- kids in her
regular classes.

Of course, chaos ensued, and the other "normal" kids paid a severe price.

Worse, pointing this out to her superiors had no results -- in fact, she was
chastised for even bringing the issue up. So, she called it a career, and
is now working part-time tutoring Hispanic kids.

This "mainstreaming" practice is so obviously absurd as to defy
explanation -- yet it is now done routinely, both here in Iowa and in
Michigan, where my sister taught. One thing is certain: No learning is
going on in a class with students who are sitting in a corner bashing their
heads against the desk.

But this -- along with the equally crazy insertion of non-English speaking
kids -- is an ENTIRELY different problem than "No Child Left Behind."
--
Jay Honeck
Iowa City, IA
Pathfinder N56993
www.AlexisParkInn.com
"Your Aviation Destination"