When the No Child Left Behind Act became law in 2002, its intent
was to ensure that all students at all public schools throughout
the United States receive the same quality education regardless of
race, gender, or socio-economic background. However, because of the
law's heavy-handed, top-down measures, it has failed to help the
very population it was allegedly meant to aid, the at-risk student.
Being Sisyphus examines at-risk students at a community day school
in Southern California. It argues that such schools must be
encouraged to draft and their own on-site behavioral standards
before any consideration can be given to teaching academic
standards meaningfully. Once behavioral standards have been
successfully implemented, the academic focus should be placed upon
literacy instruction. Texts of all varieties should be used as
vehicles to challenge and expand the at-risk student's worldview,
and writing should be employed across the curriculum as their chief
means of demonstrating what they have learned. In the end, the work
is a constant struggle, one that the mythic Sisyphus would surely
recognize and appreciate.
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