N HIS speech accepting the Republican nomination in 2000, George W Bush spoke of the Csoft bigotry of low expecta tions.' His No Child Left Be hind (NCLB) initiative has since become a far-reaching piece of national legislation intended to raise those low expectations and give equal learning opportunities to all children. What we now know from research conducted in various states is that the curriculum emerg ing in response to NCLB's testing mandates lowers, rather than raises, expectations.2 Teachers have become deliverers of a standard curriculum, geared toward the tests, with a pac ing schedule designed to finish the material in time for the tests. How ever, to offer real educational equi ty, teachers need to employ dif ferentiated instructional practices that can help children develop the cognitive processes, the skill sets, and the social capi tal that give rise to successful engagement in our so ciety. Research on learning tells us that students reach a deep understanding of fundamental concepts incremen tally as teachers assess and respond to their perceptions in real time, which is why curriculum needs to be con textualized and not standardized. Sadly, today's educa tional mandates are not based on today's understand ing of how people learn. -S a,
Read full abstract