Phi Delta Kappa announced the release this week of the 39th Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools. Seems that the more people find out about the No Child Left Behind Act (NCLB) the less they like it. The poll results show 52 percent of Americans think No Child Left Behind is limiting what kids are taught in school – at the expense of subjects such as art, music, health, social studies and even science. 43 percent of the general public believe there is too much standardized testing in schools (which BTW is a 12 percent increase since 2002). Parents specifically are even more concerned about the amount of testing, with 52 percent saying there is too much, a 20 percent increase since 2002.

In response, NEA President Reg Weaver suggests that "The law's single-minded focus on test preparation is robbing students of the opportunity to think critically and solve problems." Really? Don't you also mean "think creatively?" He stated that "Narrowing the curriculum and teaching to the test are only two of the unintended consequences of No Child Left Behind."

Many will use this "venerable" poll on the nation's attitude towards public education to back their recommendations for the federal reauthorization of the Elementary and Secondary Education Act (ESEA). The Forum on Educational Accountability recommends an overhaul of the NCLB testing and accountability provisions within its report Assessment and Accountability for Improving Schools and Learning. The NEA of course has submitted their recommendations. The ASCD has stated their recommendations for improving NCLB.

George Miller, Chairman of the Committee on Education and Labor for the U.S. House of Representatives, spoke on the future of No Child Left Behind at

The Whole Child initiative shines a light on the need to move beyond the current educational practice and policies which overwhelmingly – and many times myopically – focus solely on academic achievement. ASCD's new compact to educate the whole child advocates a comprehensive approach to learning and teaching. They propose a broader definition of achievement and accountability that promotes the development of children who are healthy, safe, engaged, supported, and challenged. The Learning Compact Redefined: A Call to Action, recommends a new compact with our young people. The Compact asks local, state, and national policymakers to ensure conditions that support comprehensive approaches to learning – for engaging the whole child. While ASCD has a number of resources available, including reports, surveys, articles, and studies that demonstrate the power of educating the whole child, they just posted a video that's worth seeing and sharing.

Their community conversations project with facilitator guides and materials can help you start a conversation in your community. Bravo to ASCD for even bringing one out for high school students too!