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so~lle of those o[her areas ale not gb~t~g 6" PC[ enough focus. And they are irery imponant
as well."
4n elementary participant was undecided as to whether or not HF 2272 had diverted
resources or energies away from other areas. Her concern was with the public seeing the big
picture and not basing their opinion of the school on some isolated test score. She saw her
colleagues as professionals who understood that test scores would sometimes go up, but also
sometimes go down. She saw this as especially critical for stakeholders to understand in a
district n'here one class might have less than twenty students and sub groups that might not
nurnber five. "One child makes a huge change in your score. And sometimes the newspaper
doesn't sive the whole picture," she stated.
The parentldata specialist for District B was adamant about HF 2272 not taking away
from areas of student development when she stated, "No, I don't feel that way at all." Her
feeling was that the increased accountability and the reporting mandates that followed were
oppc3rtunitit.c for school districts to build the trust with their constituents so that all
3takcholdcrs not onlv had a better understanding of district issues, but also had the comfort
Ic\.cl ro share u.jth school decision-makers ~vhat their concerns were. She saw recently held
ro\j*n nicctings as vehicles for parents to tell the school administration what might be missing
from the curriculun~ and for district officials to hear first hand what parents and taspayers
expec~cd from [heir school. '*School District B has alulays practiced No Child Left Behind.
Kou. tli;ll doesn3t "lean that eL7erjt child will he proficient. No Child Left Behind is nobody
falls [hrough [he cracks,'. according to this participant. Her fear \\'as that regardless of the
dis[ric-'s hes[ effons
as n school that will.
[heir long time philosoph!~ of NCLB. they might still be designated
u
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