When President Bush signed his sweeping [No Child Left Behind] education law a year into his presidency, it set 2014 as the deadline by which schools were to close the test-score gaps between minority and white students that have persisted since standardized testing began.

Now, as Congress prepares to consider reauthorizing the law next year, researchers and a half-dozen recent studies, including three issued last week, are reporting little progress toward that goal. . .

“Not only have all boats stopped rising, but the boats that are under water are sinking further down,” said Bruce Fuller, an education professor at the University of California, Berkeley, who contributed to the study."

New York State’s highest court ended a landmark legal fight over education financing [Nov. 20th] , ruling that at least $1.93 billion more must be spent each year on New York City’s public schools — far less than the $4.7 billion that a lower court called the minimum needed to give city children the chance for a sound basic education."

First, as to employment, the Appellate Division concluded that the trial court "went too far" in construing the ability to "function productively" as the ability to obtain "competitive employment" or, indeed, as anything more than "the ability to get a job, and support oneself, and thereby not be a charge on the public fisc" (295 A.D.2d at 8). More is required. While a sound basic education need only prepare students to compete for jobs that enable them to support themselves, the record establishes that for this purpose a high school level education is now all but indispensable . . .

Second, as to other aspects of civic participation, the difference between the trial court and the Appellate Division centers on our statement in CFE that a sound basic education should leave students "capable of voting and serving on a jury" (86 N.Y.2d at 316). The State's expert on educational psychology, Dr. Herbert Walberg, testified that pattern jury instructions and newspaper articles typically feature vocabulary and sentence length comparable to those of texts eighth-graders are expected to be able to read. Based on this testimony, the Appellate Division concluded that the skills necessary for civic participation are imparted between eighth and ninth grades (295 A.D.2d at 8). The trial court, by contrast, concluded that productive citizenship "means more than just being qualified to vote or serve as a juror, but to do so capably and knowledgeably" (187 Misc.2d at 14 . . . )--to have skills appropriate to the task.