Math, Reading Crowd Out Other Classes in Test-Driven Schools

Science, social studies, music and arts classes are shrinking in the nation’s schools, as educators concentrate on the reading and math curricula that gauge schools’ performance on standardized tests under the federal No Child Left Behind Act, according to a study released Tuesday.

The report, by the Center on Education Policy, found this shift in instructional focus is among several profound changes in how schools operate that were prompted by the law, the centerpiece of President Bush’s education agenda.

“The impact of the No Child Left Behind Act continued to broaden and deepen during 2005, the law’s fourth year of implementation,” said Jack Jennings, president of the Washington-based nonprofit that wrote the report. The law “affects a range of state and local activities: when and how students take tests, which textbooks districts adopt, which student receive extra attention.... Teaching and learning are changing as a result of No Child Left Behind.”

Perhaps the most significant change is the increase in math and English offered in many districts, reducing the time students have for other subjects and electives, the report found.

Other main findings include:

* Overall student achievement has improved in the nation’s schools since the law took effect, though some of the gains may be attributed to states changing how they determine whether a student is deemed proficient in English and math.

* Urban districts are bearing the brunt of the punitive aspects of the law, with a disproportionate number being identified as needing improvement, partly because of higher levels of poverty in inner-city schools. Some 90% of schools that are being restructured after failing to meet requirements for several years are in urban districts.

* The report called for more funding and flexibility by the federal government.

“From the Capital to the Classroom: Year 4 of the No Child Left Behind Act” was drawn from surveys of education leaders in the 50 states, surveys of 299 school districts, and in-depth case studies of 38 districts and 42 schools.

Critics argue that the report’s findings and recommendations are unreliable because the surveys do not provide a scientific, quantitative look at the act.

“It’s the same thing they’ve come out with every year on No Child Left Behind. What they do is ask public school officials what’s going on, and they turn around and report the claims as facts. So every year they say schools are desperately underfunded,” said Greg Forster, a senior fellow with the pro-voucher Friedman Foundation in Indianapolis. The findings “should be taken as public-school system propaganda.”

Still, among the most striking findings was that more than two-thirds of districts reported reducing social studies, science, art and music instruction in elementary school to make time for increased English and math.

Chad Colby, spokesman for the U.S. Department of Education, said these two subjects were vital because they formed the foundation for students’ education.

“Children must first learn to read so they can read to learn for the rest of their lives,” he said.

California educators agreed.

“It is important for us to remember that reading and math are gateway skills, fundamental to success in other subjects, in higher education and the workplace,” said state Supt. of Public Instruction Jack O’Connell.

But some teacher groups argue that it is vital to instill a love of all subjects in students at an early age, when they are most receptive.

“The young child is the most close to the mentality of the scientist -- they’ve got curiosity,” said Gerry Wheeler, executive director of the National Science Teachers’ Assn. in Arlington, Va.

At Havenscourt Middle School, one of the most troubled schools in Oakland, four of the seven daily periods are devoted to reading and math, a move Principal Jacqueline Phillips says was born of necessity. Poetry, drum lessons and drama are offered every day after school, and three-quarters of the school’s 600 students participate.

“This is something that must be done for survival,” she said. “We have so many students that are scoring so low and are not equipped to move to the next grade.”

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More equations

This school year, elementary school instruction in social studies--history, geography and civics--was cut the most as more time was spent on English, language arts and math.

Percent of districts reporting instructional time was cut “somewhat/to a great extent,” by subject

Social studies (history, geography, civics): 33%

Science: 29%

Art and music: 22%

Physical education: 14%

Other subjects: 17%

Source: Center on Education Policy. Graphics reporting by Seema Mehta