Today’s N&R lead editorial follows up on two articles over the weekend on the unrealistic goals federal No Child Left Behind standards set for children with special needs.

Despite the fact that neither Guilford County Schools nor Winston-Salem/Forsyth County Schools are meeting stricter federal standards, can one not find the progess encouraging among students who arrive in local schools speaking little English? That’s what I got from this passage:

Last year, nearly 70 percent of Guilford students who speak little English improved in at least one area, according to a state language test created for such students. The test covers reading, writing, listening and speaking.

And about 11 percent scored well enough within five years or less to no longer need the extra English lessons. Guilford students performed slightly better than the state average.

Other districts where these students make up a similar or larger percentage of all students did about the same or better than Guilford. Winston-Salem/Forsyth County Schools, for example, saw 88 percent of its students improve on the English proficiency test last year. And 10 percent tested out within five years or less.

Forsyth officials have not had time to analyze their test scores to find out why their students did so well.

Personally, I was even more encouraged if more students adopt the attitude of 8 year-old Joseph Lam, who takes North Carolina’s proficiency test in May:

Joseph’s dark eyes widen a little when he talks about the “big test” in May and how it makes him feel.

One word slips out quickly.

“Nervous.”

Why?

“Because I’m scared I couldn’t make a hundred.”

But the situation is different for kids with learning disabilities, who must meet the same standards as so-called normal kids. Most disturbing is this paragraph of one six-grader’s struggle:

Savannah Bruffey, a sixth-grader with a learning disability, loses sleep and her appetite around exam time. Some nights, she sleeps in her parents’ bed.

“Even when I’m eating, I’m still thinking about the EOGs,” said Savannah, who attends Kernodle Middle School. “When it’s done I’m thinking, ‘ What if I didn’t do good?’ ”

Savannah experienced a panic attack during a social studies test this year, her hands shaking and eyes tearing up as she tried to remember the 50 states and capitals.

The 11-year-old Girl Scout won’t take any chances with the higher-stakes end-of-grade tests: A dose of a prescribed sedative the morning of the exams should take the edge off.

“It chills you out,” she said.

A sixth-grader taking sedatives to help her memorize the state capitals. Things sure have changed since I was in school. I have no idea if it’s for better or for worse.