After two rounds of NCLB hearings, the public debate about issues raised by the implementation of NCLB is more
intense than ever. As greater numbers of schools are labeled “in need of improvement,” reliance on a single test to make
this determination seems inappropriate and unfair to the public, especially when resources are scarce and not evenly
distributed. With greater numbers of teachers being deemed unqualified, feelings about what counts as a highly qualified
teacher have intensified, as has the public’s belief in the community as a true partner in school success. As policymakers
consider changes to the law at the federal level, or in implementation strategies at the local level, such partnerships can
and should be part of a strategy to ensure that every child has a quality public education.
