IngentaConnect Placism in NCLB-How Rural Children are Left Behind

Author: Jimerson, Lorna

Source: Equity & Excellence in Education, Volume 38, Number 3, August 2005 , pp. 211-219(9)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

No Child Left Behind (NCLB) has been proclaimed by some as a reform that will improve education for students from all backgrounds, in all locations. The main components of NCLB, however, are biased against students in small and rural schools. This bias, called “placism,” discriminates against people based on where they live. This rural incompatibility is evident in NCLB's accountability provisions, sanctions, and highly qualified teacher provisions. Problems in these areas are the result of ignoring, or distorting, the realities of rural schooling. The accountability provisions are constructed so that small schools will frequently be incorrectly labeled as failing. The sanctions, inappropriate for rural areas, fail to provide solutions to existing rural challenges. The “highly qualified” teacher provisions make it more difficult, not easier, for rural districts to attract and retain competent teachers. Unless these injustices are corrected, NCLB will serve to decrease educational quality for rural students.

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Placism in NCLB—How Rural Children are Left Behind