Reauthorization looms.

Paul L. Kimmelman, senior advisor in the Office of the CEO at Learning Point Associates, worked in K12 education for more than 30 years as a teacher, principal and superintendent. He is a featured speaker at meetings on NCLB implementation and testified before a congressional subcommittee on education reform about reauthorizing the law.

DA: What will stay and what will go under NCLB?

Kimmelman: I don't know that anything will go as much as some things will be modified. For example, I don't believe the adequate yearly progress formula will be the same after reauthorization as it is today. So obviously something will go, but something else will replace it.

DA: What can districts live with and what can't they?

Kimmelman: Districts can't live well with unfair sanctions. There are districts that do a good job for their students and have good relationships with their constituents. They should not be intended targets of NCLB in the same context as schools with a long history of not being effective with large numbers of students. The other thing they can't live with is inadequate funding for the truly transformational work that some are undertaking to look at new models of educational delivery, like trying to convert high schools to 21st century work skills, or working with teachers unions to incorporate pay for performance programs, or doing unique things to recruit and retain high-quality teachers.

DA: Do you see a trend toward more charters and more private schools getting more public money?

Kimmelman: That is happening right now. I think one of the changes that is going to take place within the overall context of public school systems is that there will be choices for students. In school districts with populations that are unhappy with the schools, the opportunity to create charter schools may relieve some of that negative pressure and empower new partnerships within the community.

DA: Is this good for the nation's students?

Kimmelman: The devil is in the details. If charter schools are run properly, meet the needs of their students and work well with the public school district, that's good. If they are not monitored to ensure that they are meeting their goals and objectives, it is not good.