accountability

Using Mindful Structure, Stories and Enrichment to Build Both Culture and Community (and maybe improve attendance?) in School

~ dmaxmj ~ Leave a comment

My name was used as a verb recently.

The person that did it told me so. She even described the context in which she used my name when I asked. Maybe she was going to tell me anyway but I was so excited I jumped in and asked to hear the whole story. I mean to think: my name as a verb!

Like a force of nature almost.

Like some dynamic that might influence the world or instigate some movement or something!

Okay, I’m getting carried away. But wow. My name as a verb! 

I guess it came out sorta like this:

“I don’t mean to ‘Dan McConnell’ this, but…”

Of course, thinking back I realize I could have been the in absentia butt of some joke. Like when someone says Boy you really Shleprocked that! But in this case, I asked for an explanation because I sensed that it was a good thing. This person and I are pretty tight philosophically and ideologically, though there is a disparity in the intensity of our deliveries.

Turns out it was pretty good. I was proud to have had my name dropped in this situation.

So in just a moment here, I’m going to give my impression, like an impressionist would, of the conversation in which my name became definition worthy. But understand it’s before 5 AM right now. The sun isn’t up. My coffee has slid from out-of-the-pot hot to piss warm and I need to think it out before I write it out, which isn’t usually my way. So you aren’t going to see this happen but it really is about to: I’m going to “freshen up” as real men say.

Hey, you’re still here and my coffee is once again hot! Win-win I say. But back to that conversation where my name became a verb (because in a bit I’ll take another break to crack today’s WORDLE).

It was a conversation where one side represented an insistence that there be more lockstep alignment and assimilation, where everyone was doing the same thing, was on the same agenda, same page, and everyone knew exactly what everyone else was doing and when and how… Essentially “you will be assimilated”, join the Borg collective or the consortium, or whatever you want to call it. 

An important aside here is that in my mind, teamwork is vital, and I am not opposed to a shared agenda. In fact, if all involved in the endeavor to educate were empowered to share the agenda to actually do what’s best for learners, especially our youngest learners, I am 100% on board. But when predetermined structures imposed from outside and above demand humans be viewed and valued first by the statistically normed assessment data they produce, and diminish the value of learners and professionals who know better, you’re not doing teamwork. You’re doing surrender and compliance.

That “mindful structure” in the title gets turned into a functional structure. It’s how you set up efficiency and cost-effectiveness first and tweak for obedience and performance, not how you grow minds and culture, and community. It’s the way you train dogs and tune engines, not the way you should raise or educate young people.

And here I’m getting ahead of myself again, goin and gettin’ all preachy.

When it’s about children, learning, and people in general that happens. So here’s my description of how this man became a verb. I may lean into the drama, sure. I know I think through my feelings filter a lot when I should feel through my thinking filter instead. But my god it makes life worth living.

My name was used to put words to the thinking that children and people be treated more like the varied, beautiful individuals that they are and that maybe that is the truer path in the human endeavor to educate. 

Use my name as that sorta verb every day of the week.

Now, here’s the thing. Education isn’t simply a “human endeavor”, as in some theoretical warm-and-fuzzy concept, or one that can be allowed to be discussed in broad conceptual word-strokes.

Education does need to have a purpose, and it needs to serve a purpose. In order to meet these purposes it needs to have structure and a plan. Using Mindful Structure, Stories and Enrichment as the path, with the plan being to empower learners to engage with culture and build community, we could start making education actually feel like the human endeavor it is supposed to be.

Okay, I’m chopping here. There’s a bunch more typed below but I have edits to make, coffee to warm, lunch to pack (NYS Math test day 2…ugh). What comes next is me describing the structure I have used and like to set up. For my own daughters, for my students, and for the zone I operate in. Pretty simple, really. Simple rules, close observation and facilitation, and plenty of out-of-the-box opportunities…

I really hate them boxes. I work with roundy pegs. Okay stop, WORDLE time.

The shadow cast by NAEP

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Following the October 24th release of “The Nation’s Report Card” by the National Assessment of Educational Progress (NAEP), it’s no surprise that the rhetoric of education reform is once again on the rise. In reality, the tide of assault on public education had only receded a little in the quiet between “Race To The Top” and COVID. 

Now, on the heels of the pandemic, if you choose to believe it’s actually over, NAEP has provided important data that should be no surprise to anyone but is likely to be used to steer us even further away from the real reforms needed if better educational outcomes are desired.

Take, for example, the words of  U.S. Secretary of Education Miguel Cardona when talking to reporters about the NAEP results. “Appalling and unacceptable,” he said. Also, “This is a moment of truth for education,” and “How we respond to this will determine not only our recovery but, our nation’s standing in the world.”

“Our nation’s standing in the world.” My lord, you couldn’t write it more silly and lacking in substance, and this guy is the head edu-honcho for the entire country? Implicating public education in the threat to or erosion of our nation’s standing in the world indicates either ignorance or willful deflection from the stuff that actually does make us look bad to the rest of the world. 

We have been going about education reform all wrong and so-called leaders in education,  are largely to blame. The misguided assault on this human endeavor should end and we should engage in real education reform.

Taking Advantage of this Opportunity to Think Big

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So, we have an opportunity to think big, and out of the box? Good news:

I think big as a rule…

  …and when I think about the best way to take advantage of some “closing the gap” funds and a significant opportunity, I think of targeting the foundation of learning first. For learners that foundation is a cognitive “net” woven during development from fetus to nurturing to parenting to schooling to life… It starts at the core of the person, and continues in the parents’ arms, satisfying the most basic physical and emotional needs.

Then it starts developing beyond that core’s reflexive responses to start reaching, touching, interacting. Those infant experiences are intertwining and stretching-weaving together continuously and then reaching outward and interconnecting with every new experience, whether introduced intentionally or just through circumstance. That cognitive net engages with its environment, makes sense out of it based on what it has already established, and then has new understanding as new experiences are integrated. Threads are created, reinforced, branches shoot off for little side trips that might connect with or just tickle/tweak other relevant experiences…  The result of a well woven net (aka prior knowledge and experiences) is that learners more openly experience new settings, new people, new ideas, new understandings… Kids just absorb it as they live it and new experiences get cross-connected in a “seven degrees to Kevin Bacon” way.

     The prepared and adept learner has an intricate weave and can access and pluck a plethora of threads that send signals all across that net and return information that drives that weaving and ends up providing the foundation for students at the beginning of their k-12 experience. We would like them to be at least “ready to learn” at the very beginning, and in the very best case scenarios: prepared to soar.

It seems our students are having difficulty, though.

The foundation, that “net” is the key. It’s gaps where threads in the net might have been. It’s threads and experiences we wish weren’t there. The things we need students to be able to do aren’t accessible to them yet because there’s weaving to be done. Maybe even undone and then redone.   A few years ago, as part of ongoing efforts to understand the students and their lived realities, their culture, we were made aware of what a pervasive and oppressive force poverty is during a poverty simulation.

     The differences in the learners’ exposure to language and vocabulary. The proportion of positive to negative interactions, and how starkly different that proportion looks when comparing our most stable and nurturing homes to those on the other end of the spectrum. Those eager to attack what educators are trying to do with catchphrases like “poverty is just an excuse” come up short on substance because they know the truth. The poverty line is not just a number to be exploited (like standardized test scores), and to engage in a rhetorical battle to blame teachers for the perpetuation of inequity and oppression through political and economic policy is disingenuous or misguided.

“This process starts with students’ core relationships with parents or primary caregivers in their lives, which form a personality that is either secure and attached or insecure and unattached. Securely attached children typically behave better in school (Blair et al., 2008).“

Our academic mission is supposed to be our primary mandate, but we find ourselves having to spend a lot of effort on social and emotional gaps in order to get to that mandate.

The in loco parentis role (I’m told that means we are like crazy parents) kicks in because we find that prior knowledge/learning/skills (“ready to learn”) is wanting in the areas largely pertaining to learners’ empathy, emotional stability, social connections, sense of self-worth… A growing number are “trauma informed” in ways we wish we didn’t know about, but need to know about to be our most effective.  We are spending a lot of time actively nurturing in order to get to the teaching we’ll be held accountable for. 

     So, us crazy parents have no choice but to rush into situational fires to save these children, only to emerge with them, covered in soot with our eyebrows singed off.

     So that we can then make them take standardized assessments and later be shown spreadsheets of test data that show how badly we are failing them.

Sure we have to move that ELA test score needle in the right direction in a sustainable way, but it is going to require a shift in mindset not just doing the same things more rigorously.

     We still need to target those mandates, but doesn’t anyone wonder if we married our endeavor to the wrong spouse? I envision a more desirable common-law wife than HEDI, but getting rid of her evil influence is a side mission of my own.

In the here-and-now I’d like a shift away from:

  • continually identifying, measuring and remediating/repairing on the back-end to try and catch those falling behind and falling through that “net” because they haven’t engaged in experiences and exchanges that weave well.
  • thinking that the space inside the four walls of the classroom is the “least restrictive environment”. 
  • accepting the crap of disingenuous reformers with an agenda that is more about markets and their opportunities, less about children and what they need.

I’d like to shift towards:

  • helping learners weave in more threads to extend their nets with, giving them more cognitive integrity and flexibility to support further (and more independent) learning.
  • re-envisioning the least restrictive environment. In my mind it is outside the box, out in the world, or at least in one that mimics the flexibility to move into and out of various settings and cooperative (mixed grade level, even) learning groups within the school.
  • teachers being the respected experts who have say in how education gets done instead of blamed for the results when others tell them what to do.

So, let’s think big and “outside the box”.

     If the regular, standard setting/environment/program is one that allows more movement between settings and groups, it isn’t an “accommodation” or “program modification” when it happens. It IS the program, and one that sends the fewest “why am I different” signals to students because everyone is doing it. The movement through and reconfiguration of various groups would be continuous and feel organic, while actually being planned to combine students in a purposeful way and track progress towards academic and social/emotional targets.

      It’s establishing that foundation/net and growing a culture of learners on the front end, and it could help prevent some holes in the net while inspiring more learners to start weaving on their own.Think of a district-wide PBL where “effective” (thanks to HEDI for that, at least) means active participation in one’s own learning as well as the learning of the others in your community. 

My opinion is that focusing on our school culture and nurturing learners first is a better strategy than obsessing over raised bars, grit and rigor. 

      A well-nurtured and guided learner is prepared for that grit and rigor when it happens. We shouldn’t force grit and rigor onto them hoping for better outcomes. Remember the fable about the sun and the wind having the contest to see which could get a man’s coat off the fastest? The wind was sure that by sheer force it could achieve the goal by just blowing the coat off. The harder it blew, the tighter the man gripped, held, resisted… and the coat stayed on. 

     The sun simply shone. 

     The man took the coat off himself!

     Pretty cool that warmth did the trick. Even cooler that I am using “cool” and “warmth” together in a sentence that way. Hey look…I did it again!

So let’s think big, shine like the sun, and warm this place up!

Raise Them Right

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This appeared first in The Cortland Standard

It’s graduation season, and I’m watching the second of my three daughters spread her wings. Is she ready?

As a teacher, I’m all too familiar with “college and career ready” propaganda, but as a parent I feel that’s a limiting construct. I want my daughters reality-ready. I want them  readied within themselves to meet head-on the world that actually is, not the one someone else defines. I want them to have high expectations of themselves-not aspire to anyone else’s. Above all, I hope for their approach to be “what can I bring to the world to make it a better place” not “what can I get out of the world for me”. Think about it: aim to make the world better for those around you, and the world around you becomes a better place. In my mind, that’s how they’ll fly-this graduating daughter and my other two. Actually, they already fly pretty well in that regard, so I am excited to see what comes next.

In addition to graduation season, it is high-season for political theater. This brings into sharp focus some contrasts between a self-interested bipartisan establishment, their mainstream news apologists, and my “what value should I try to bring to the world” mindset. It seems that the “do for others” approach is radical; far left; even (gasp) socialist!Is “being your brother’s keeper” radical now? I am proud to be raising daughters smarter than that, I just wish politicians were as well. All I have to say is watch out world, here they come.

What Reformers Avoid

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Our students need to come loved first.

This post comes from the original, written by me about five years ago. My oldest, mentioned below, is now hours away, recovering from her second heart surgery.

My first daughter was born five weeks early.

I remember that night clearly: we had just got back from some shopping and my wife had sent me out for a Burger King cheeseburger (one of those pregnancy cravings that had to be satisfied occasionally). When I got home, not too many minutes later, I found her in our bedroom on the floor-laying on her side with a stopwatch in one hand, and the book “What to Expect When Expecting” next to her. It was one of those “triple-take” moments…my wife…the stopwatch…the book. Later I was to find out she had sent me out on purpose, and that she had felt “something” was happening.           

Before long we were in the car,

… and on our way to the hospital, which was maybe 3 small village blocks away (a five minute walk). I was driving like she might give birth in the car and she had to let me know that I could slow down…that the baby wouldn’t come in three minutes, but I had many memories of TV shows and movies where babies were delivered in the backseat of cars by husbands, cab drivers, firefighters, or some other random good Samaritan. It always happened quick with some yelling, screaming, crying, then smiling. Painful, messy, happy…and scary.  Needless to say, my wife was right and we had plenty of time-but I was right too-it was scary. Not just because it appeared that the moment may have arrived-but because it was five weeks early (at that stage, complications are more likely).

Even though there was no backseat birth or waiting room delivery,

…it became clear that our first baby was coming when they could do nothing to stop the contractions with medication and decided instead to induce labor. The worry was that if birth-weight was too low, our baby would be whisked away to a hospital more than a half hour away, and my wife would remain.            I’m pretty sure someone had their thumb on the scale-she was so tiny! But she was able to stay in Cortland, close to us. Jen was in recovery, Chloe was taken to the newborn observation room, under a hood with oxygen being pumped into it and being monitored. I went back and forth between Jen and Baby Chloe. Sometimes I would sing softly to Chloe, leaning down close to do “You are my Sunshine”, the same way I did while she was in Jen’s belly and I would sing with my mouth pretty much on her.

I can’t remember how long I did this back-and-forth between rooms,

…singing/ talking/ comforting… But I finally went to one of the nurses on duty and asked if they could bring Chloe to Jen. Jen had just given birth to her first child, prematurely,  and was stressed. Chloe hadn’t really spent any time with her mother and was in a bright impersonal room under a plastic hood. It had probably been a few hours-but time gets warped in situations like this. It was almost as soon as Chloe was in Jen’s arms that both seemed to be better. 

Chloe is 15 years old now,

…one of three sisters, one of four of the loves of my life. Parenthood is an amazing, painful, wonderful, awe-inspiring responsibility, and as I write this, I am seeing my wife’s post on Facebook. She is home with her own father and family right now. I won’t share details, but home with her father is where she needs to be. There isn’t much time left for that. I am home with our daughters. Jen’s  connection with her father is a powerful one-recognized and respected by everyone in her family (and me). She knows that she’s his favorite, (so does everyone else), and while he isn’t in the mood for much right now-she is the one he wants with him.

Her FB post:

Me: Dad, remember when you used to take me fishing?
Dad: Yeah, Beansie (her younger sister’s nickname, Jen’s is “Ding-Ding”…don’t know where these came from) went a lot too.
Me: How did we ever catch any fish? We sure did talk alot……… I guess is wasn’t about the fishing was it???
Dad: I guess not…
Me: Thanks Dad. 
*****sniff sniff*****

Chloe is sleeping right now. She’s a teen, but gives us virtually no trouble. She is bright, beautiful, creative. Brenna, 13, could be described pretty much the same (in addition to the sleeping thing)-but is already taller and “leggier” than her mother and Chloe…a fact she enjoys razzing Chloe (and Jen) with. Our youngest, Ella (8), sits on the couch with the journal of letters Jen and I wrote to her when she was only “Little Fetus McConnell”. There are too many great moments to remember, too many awesome things these kids do every day…We have from day one loved them, held them, supported them, encouraged them, and made it clear we love them unconditionally. And I think you can tell. If you are familiar with them, know them, or have seen any of the crazy stuff they do-you can probably get it.

I’m not trying to brag, I think we’ve merely fulfilled a minimum requirement that many others do as well.

But fewer parents can or do these days-cut loose to the free market and investment wind as well as policy makers and the silent hands that guide them.There is our real achievement gap problem. Education reformers avoid this conversation like the plague, because it is impacting factor numero-uno on student outcomes. Finding someone in school to blame (not something outside of school they might have to help fix) is the current agenda because it holds opportunities in a new “education reform” market. But what reformers won’t engage with is a meaningful discussion regarding the quality of the bond that parents and children share, and how significant that is in determining a student’s ability to focus and achieve in school. If their basic needs are met, if they are emotionally secure, they are more likely to succeed.  

Reform stars would probably say that they too understand and feel this love,

…this unbelievably strong bond that begins even before the moment you see and hold your baby in your arms. The feeling that parenting is the most important thing you can ever do-to unconditionally love; to put the needs of another first; to give the world the best possible future by laying a loving foundation in your family world first.
            They would say they feel the same way, and that they know lots of others who do as well. Of course they do. That’s likely how they were raised, that’s the world they live in: where families have the resources and background to form these secure and loving bonds.

For the sake of public relations, reformers cherry-pick just that type of family to put out front for their lawsuits or enroll in their semi-exclusive schools.

What they are NOT getting, or willfully avoiding, is the fact that more children are coming to public school classrooms without that quality family foundation in place. They are unfamiliar with and/or unwilling to discuss a different type of family and dynamic that leads to a different sort of student coming to many public school classrooms. And more of them are coming as we sacrifice real life truths to the demands of market perspectives.
The arrogance of enjoying a gated sort of existence and undeserved influence over others, then using outcomes of inequity as criticisms of those combating inequity is aggravating. Using influence from within those gates of inequity to decide on and enforce a brand of generic education for the masses outside is wrong. All kids should have the connections I see in my family, in many families I know, and that those driving reform likely have.

But fewer and fewer do.

No amount of testing, no exclusive “public” charter school, no amount of arrogant rhetoric from those who will not take on the real burdens, no posturing from someone who themselves enjoys a gated sort of existence can do it. It is time for honestly “shared sacrifice”. Those who already have sacrificed are being asked for more by those who continue to avoid it.

Think reformers will agree?

Send Your Comments on N.Y.’s ESSA!

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Send your comments to NYSED today – don’t punish schools for high opt out rates! Deadline for comments on the new ESSA regs Aug. 17. 

Mine is below, borrow what you’d like:

August 13th

To the Commissioner:

It is the job of schools to administer the test to all students, not sell parents on the value of tests at a time when the state’s true commitment to the education of their children is questionable. If you want “opt out rates” to decrease, and let’s be honest, “opt out” is weak, it is a refusal rate in New York, then you need to convince parents of your loyalty and commitment to better outcomes first-not to your own reputation and coerced and enforced testing requirements. That being said, the suggestion that Title I funding might be impacted by refusals is the wrong way to go at this time. It’s doubling down on a rushed and misguided course and an anti-public education mindset.
Instead, examine closely and expand on some of the promise there actually seems to be in the ESSA draft:
School Accountability Methodologies and Measurements
(Under “what will be different”):
-Inclusion of new indicators: college, career and civic readiness (detail what, other than  standardized test scores, these are)
-Data dashboards for transparent reporting of results and indicators not part of accountability/support system (use for collection of the “indicators” in an ongoing student portfolio, not for dissemination of private student data)
-Advisory group to examine different indicators of quality for accountability (Stakeholders on the ground who can guide content/scope/intent/use of the portfolio)

Supports and Improvement for Schools:
-Examination and addressing of resource inequities in low-performing schools
-Incentives for districts to promote diversity and reduce socioeconomic and racial isolation
-Parent voice in some budget decisions in low-performing schools
-Improving access to all programs for students who are homeless, in neglected facilities…migratory

Accountability seems to be the current priority, and I would agree that there needs to be more accountability for student outcomes, but be honest about testing as it exists: the quality of the tests has not been established following years of verifiable examples and concerns (content, level, vendor…) and during what may end up being state-wide shift to computer-administered tests. To draw a sword and threaten the schools of parents expecting more consistency and a demonstration of the state’s will to commit to creating better outcomes (not just demand and measure them) will not inspire parent participation. Instead, require tests as before, but push for more of a shared accountability for things described already in the ESSA:

IN THE NYS’s APPROACH TO ESSA PLANNING SECTION
-More equitable distribution of resources and student access to programs and “effective teachers”
-Build an accountability and support system that is based on multiple measures of college, career and civic readiness (use that “dashboard” to build a digital, developing citizen portfolio that belongs to and travels with the student)
-Recognize the effect of school environment on student academic performance and support efforts to improve climates of all schools

Dear Lane,

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Below are a few excerpts from Lane Wright’s August 7th plea for help. Seems he experienced confusion over how teachers feel about standardized tests and school choice. He wrote in the form of an open letter to teachers, with a request for responses at the end, and I posted a few times in the response section of his article, but the more thorough reply disappeared while the short P.S. stuff remained. Here, I’ll try my best to redo my response, which I guess is good-it gives me a chance to flesh it out better than I could do at the crack of dawn in a hotel lobby.

To any reading this, please read Lane’s piece for yourself first.

Now before I begin, let me say that I totally understand Lane’s confusion. He’s not an educator. He just studies schools from the outside. But with his letter he does far more to show some respect for educators than you’d generally find in the test-driven, data fed, well-funded, never taught but somehow become an edu-authority, reform crowd… so kudos to Lane. Curiosity is an important intellectual trait and inquiry is a vital, foundational skill for learners to have.

Here are those excerpts from Lane’s letter:

Dear Teachers,

-I just read some of the results of a survey and I’m confused. The good people over at Educators for Excellence asked a bunch of you how you feel about accountability and school choice and the answers seem to contradict each other.

-Now let me first say that I’m not an educator. I’m more like a professional student of our public school systems. I love getting insights like the kinds found in this E4E survey. So please take this letter in the spirit I’m writing it. Help me understand better what you’re thinking.

-A majority of you said that looking at student growth from the beginning to the end of the school year was the “most valuable” thing when it comes to measuring how effective you are as a teacher. It’s also the most valuable thing for judging the quality of a school…

-But then I had to scratch my head when I noticed, near the bottom of the list, standardized tests. It was second to last with only 10 percent of you thinking it was a good way to measure a teacher’s effectiveness or a school’s quality.

– What I know for sure is that teachers have a bigger impact on the success of kids than anything else at school. I also know you’re closest to the problems, and are in a unique position to find ways to solve them. So please, if you have a chance, write me back and let me know what you have in mind.

Sincerely,

Lane

Here is my response. Again, please go and read Lane’s piece yourself. I am only taking excerpts in order to guide my attempt to help him.

Dear Lane,

I responded to your article in the response section, in an attempt to address your confusion. I was wrapping up a short vacation, away from home, on hotel wifi with my first cup of coffee…That response disappeared! The other short follow-ups are still there, but maybe my tech skills have a two-cup fuel requirement . In looking back, though, “write me back” was your request. It may be that I need to do exactly that. I am sometimes a do it first and apologize later rather than ask permission sort.

It seems that “accountability” and “choice” are you areas of confusion, and I will try to get to them both.

You may note the quotes. I do not like waggly finger air quotes, but you can imagine them if you’d like because like “reform”: “accountability” and “choice” often aren’t what they pretend to be. 

On your first source of confusion, you write:

“So here’s my question: How do you measure student growth without a standardized test? It kind of feels like you want to eat your accountability cake and have it too.”

Not sure anyone suggests “without a standardized test”, and that is a little like “straw manning” the debate. Far right hero Ben Shapiro (I’m a poet and didn’t know it!) does the same sort of thing when he suggests “So if that’s the case, (i.e. raising taxes on the most wealthy will help the economy) why not tax everybody at 100 percent and we can have massive growth from here to eternity?” That’s intentionally misrepresenting the other side’s position as an unreasonable extreme in order to undermine that position and avoid a better conversation. But I get that you’re just confused and not doing that-it just risks seeming that way with that wording.

But “growth”, now, is a great place to start!

Back in 2015 I responded to a call from Peter Cunningham at Education Post for inspiring hopes for 2016. Coincidentally I sent in this standardized test-related hope:

I hope the focus for student achievement will steer away from the impersonal and generic standardized testing obsession, and turn instead towards a more holistic preparation of citizens. Empowering/enriching education will no longer be limited to those making rules for other people’s children.

But more important part was the story of inspiration that came last on that particular article. It had to do with my daughter and a sudden and alarming illness that… had it happened to some other child?

I can’t tell you how serious it might have been.

If you know or have heard anything about PANS or PANDAS, or saw a recent 20/20 show about it , you might be aware of far less fortunate parents and children who suffer tremendously. I actually have cried reading stories about parents whose little angels change overnight, say the most frightening things about harming themselves or others, go through destructive rages… In one of the parent groups I’m in, I just yesterday saw a post from a mom who was reduced to no other choice but to admit her 11 year old to a psych ward. She was probably up all night, or maybe more than just a night. Her post included a pic of some comfort food in the space between the front seats of her car (hostess cupcakes and a coke) probably eaten while she sat in the parking lot of the hospital.

Ever surrendered one of your children to inpatient psych treatment, Lane? I have. Now imagine a career filled with hundreds or more children, many whose struggles may not be so severe, but are either evident just through observation or verified through unfortunate and tragic events.

But I won’t get too far into that here. I would bet the world that your children are blessed with great parents, and I am blessed that the mother of my girls is amazing and was on top of our situation quickly, and blessed with access to medical professionals who believed us and cooperated with a course of treatment (unlike many less fortunate families). But the really inspiring part of my story was about my school and especially my daughter’s teacher, and the most pertinent part of my response that disappeared from your article was about the toolbox this teacher and any great teacher needs to bring to the job.

It goes way beyond a spreadsheet, test scores, and a HEDI effectiveness rating.

Boiled down to a concrete concept, think of “growth”, or development,  like a wagon wheel- but one that expands over time. The center, the core or the hub is the primal, innate, reflexive stuff and the spokes are the reaching out from the core of experiences and learning. In the earliest stages, it’s hunger, discomfort, human contact and attention, touch, communication…Then it’s conversation, self-determination, curiosity, exploration… Every time those things are experienced or there is a new experience: spokes are sent out or reinforced, and the wheel grows because the learner’s “world” (cognitive understanding) reaches out farther and the strength, stability, and capability grow.

In reality, the brain is constructing a network or a web, and the conceptual image should be undulating more like a cloud as it expands. I want to keep it simple for now because most of your confusion has to do with accountability. Schools are held accountable for helping learners roll as smoothly as they can through their world, into the future, and on to the places they want to go.

So if teachers are expected to be the wheelwrights: have the wheelwrights done a quality job when your wheels are like tiny tricycle wheels with only two spokes? For the sake of expediency we can even name those two spokes…uhmmm, let’s call them “MATH” and “ELA”, just for kicks. Will your wagon travel well on these? How about if those wheels are even a normal 4 foot-ish size and have just those two spokes? You know those wheels need more, but who is responsible for all those missing spokes, Lane? If teachers are to embrace their responsibility and accountability for only the two and put their reputations and careers on the line for standardized, testable outcomes on just those two, how can teachers trust the wheels will come with all those other spokes in place?

Trust me, capable learners and future citizens need those other spokes, and as a parent I want my own children and my students to have them.

We both know the reality, I think. I am not sure any teacher would suggest dropping standardized tests as a vital measure in the growth wheel, any more than any parent wants their child to have voids or weaknesses where the vital spokes of responsibility, empathy, communication skills, creativity, work ethic, collaboration, initiative… should be. Great teachers know this, and so may like the standardized tests, but not the use of them to abuse children or educators.

My daughter’s great teacher, myself as a teacher, most every teacher I know are accountable every day in every way in real time for all of the spokes whenever a need or a weakness is revealed. And it really seems that those comfortably riding around in gated and guarded communities, in fancy wagons rolling smooth on sweet wheels with lots of sturdy spokes, with children in “high performing” schools… neither wants to share those communities or schools, nor admit that “high performing” “success” and “failure” are about far more than teachers, schools, grit, rigor, and standardized test scores.

As an aside:

Before my kids started refusing what became high stakes tests, I loved those tests for the information they provided. It didn’t tell me anything I didn’t already know about my own children, but it’s nice to see shady test metrics verify it, and results informed the academic priorities moving forward for my students. But it’s more about how tests became the measure instead of a measure. And it’s more about the demeaning and dismissing of people who actually exemplify the brass ring of critical thought so highly praised in education today (a.k.a. special interests that show up with concerns for short-lived “listening tours” that end because edu-fakers don’t like to be challenged, and white suburban moms who find out their child isn’t brilliant- you know, professionals and parents.

Hopefully, that helps clear up the issue of why teachers like the tests but not so much for the brand of accountability being marketed by those who really don’t seem to be putting children first. At the very end I  might either do a “what can we do about that” or link you to part one of a series I am doing on that very topic. First, I need coffee.

Okay, I am back. On to “choice”.

From you:

“As I mentioned earlier, accountability isn’t my only conundrum. You also seem to want it both ways when it comes to school choice. You say you support choice, but only when it doesn’t “drain resources” from other schools. Three-quarters of you said that was your biggest condition for accepting school choice.

How might that work, exactly? I’m not asking rhetorically—I really want to know.”

Great questions begging for that “better conversation”! Again, points for not being an educator, but thinking like one.

Unfortunately, “choice” is market speak-representing with words an ideal that is ephemeral at its worst and an inconsistent reality at its best. Like “American Exceptionalism”, which ranges in its execution from standing for the anthem to starting ill-conceived and undeclared wars, “choice” can mean a bunch of different things with varying degrees of honesty, although the sales pitch is almost unwavering:

  • Parents are entitled to…
  • Parents have a right to…
  • Your zip code shouldn’t…

These are just three ways the argument for “choice” may begin, but they all largely focus on the rights and entitlements of parents to choose an educational path and approach for their children, while what they really mean is that parents should have access to choose a different, and better school from a market of school options. Here again I feel your confusion, but that might be because you maybe haven’t been exposed much to the original educator-and-social-fabric-driven concept of choice, and have been infused instead with the gigged-economy, piece-it-out-for profit-and-efficiency concept. Like you are a “student of our public school systems”, I am a student of political rhetoric and policy shenanigans and idealistic political B.S. that camouflages hidden agendas.

My fire was lit when, at the age of 13, I saw an actor demean a true public servant in a presidential campaign debate. I don’t mean Trump and Clinton, who neither fit into either category satisfactorily. Reagan was the beginning of the end for both integrity and a real Democrat party. “Trickle down“, “plausible deniability“, “A Nation At Risk“… Don’t get me wrong, I never wanted to be a politician, but accountability starts there, and there is where the “blame schools and the public commons, but empower private enterprise and the rich to make us all better” mindset really took hold in both parties.

Teachers and parents who know better might understand that earlier wagon wheel concept. Or have heard of “choice” and about the rights of parents, but know the stories of children pressured out of the choice school, parents compelled to sign non-disclosure agreements or contracts to participate in political rallies, the promotion to near-celebrity status of characters like Michelle “Broomrider” Rhee, Capital Prep’s Steve “Cockroach” Perry, and Eva “The Martyr” Moskowitz…

Trust me, you aren’t the only one confused. It’s the same sort of thing when a hope-and-change president leaves you with little hope and no appreciable change, or when a non-educator with a lack of respect for critical thought, truth, teachers, and parents gets put in charge of the education of an entire nation. Talk about confusion-eh?

But hey, I have what I think is a straight-forward question you might be able to help me with. Whenever I ask it, I am immediately accused of being white, teaching in a white school, having taught very few children of color, not being willing to put my child in a “failing” school, risking aligning myself against parents (sorta like the NAACP supposedly did when they took the position of wanting charters of more verifiable quality) …a bunch of things not even related to the question, but I never get an answer.

Do supposed “choice” schools benefit in performance and reputation by only enrolling the children of actively involved parents who value education enough to effectively seek out a “choice”?

Help me, if you would. I think the closest thing to a response I could respect came from Chris Stewart who said something like:

“I don’t care about the politics of choice I want better schools…”.

(Chris, if you read this and I’m getting it wrong please correct me. Just know that this is the kind of honest response and commitment to a real agenda I respect, so I am not trying to use this against your position. “Better schools” is a great position. How that needs to happen, and who deserves praise/criticism for what might be where we diverge).

But towards a wrap-up: Where I, as a parent and a teacher start to back away from “choice” is when it becomes clear that not all parents and choices are welcome if they don’t promote/protect the “choice” narrative. I once posted a piece about a parent whose child struggled with the same condition my daughter did, and was being threatened, persecuted, almost prosecuted by the “high-performing” Florida charter her child was in because the school didn’t want to provide that child services.

A champion of parents’ rights and choice schools asked: “Did you contact the school for their side, or just take the parent’s word on faith?” A fair standard if equitably applied.

But Lane, while you are one of the few who has attempted to do this honest sort of reach out, the stories of parents not served in their public schools (who fled to a charter that provided the support/programming that helped their children thrive), are used intentionally and ubiquitously. It’s the silence on “choice” inconsistencies, even if unintentional, that is the tell.

Teachers, like parents, know that it all starts with the child, the learner, and their needs. And if a student has a need, then their school should be empowered to provide for it. The choices for pathways and programming and resources and equipment should be available, not “accessible” (like the GOP “health care” vision). In their schools, provided by professionals, all supported by the community, all stakeholders are held accountable…

It starts with the children and their needs. Any deflection from that is the real “dodge”, not questioning the lame diversionary system of reform through testing and choice being pushed.

I’ve got Dad stuff to do, and might do more later. For now, check this out and consider the facets of that wagon wheel as the framework for honest accountability and the starting point for a better conversation.

Sincerely,

Dan

Four steps to better education reform (Introduction to MEGA)

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This will be the first installment of several in a “Better Education Reform” series. As I continue, I will be linking to associated definitions and explanations between installments, and at the end will include a glossary for some of the more colloquial-type terms I use. I try to tone it down a little, but hey-I can only water it down so much.

Introduction:

America needs to be better at educating its citizens. I say this for a couple of reasons. Mainly, the disparity in outcomes in our population is concerning-especially when that disparity is linked to race, gender and socioeconomic status.  It suggests either systemic ineffectiveness, intent, and possibly both. Secondly, the political mechanisms that drive this disparity are almost wholly owned and operated by the most privileged class and their nearly as privileged agents. This has led to a situation where the vehicle we call democracy is like some eyesore the losers next door park on the lawn and tear up and down the street in at all hours. We can’t really deny democracy exists, I mean it’s parked right there. But it’s right to wonder if it works, worry about how safe it is and what might happen to us, our property and our children with those losers behind the wheel. Seriously- all they ever do is a crappy touch-up with some spray cans and tint the windows so you can’t see what the $#%& is going on inside of it!

Donald Trump is that eyesore. Who the hell knows what goes on in his head? And our “elected” leaders and the system preserving them are driving him around. But guess what? Trump is the president. That doesn’t happen absent a decline in the character, practical intelligence, and moral commitment in the citizenry and the system. And those things-character, practical intelligence, depend on an effective comprehensive education. A real education.

That’s quite different than schooling, which uses the sterile and dehumanizing language of industry (e.g. standards, tests, achievement, proficiency…) and is focused on the task-mastering of academic skills-an approach that supports control of the masses below by the few above. Real education reform should be an honest effort, and provide much more in terms of a foundation of soft skills and a content of character that allow a person to pursue, communicate, exercise their civic duties and responsibilities, connect effectively with the world, achieve, adapt, cooperate…Basically, education imparts the qualities that shape the person who applies the academic skills acquired through schooling.

By acknowledging, legislating and working through this more comprehensive approach to education, and a more shared accountability for the components that are required, the nation can improve outcomes for traditionally underachieving groups.

Part 1: the four steps

One of the primary roadblocks to better outcomes is the bipartisan cooperation in refusing to do what is right. In other words there is a lack of the political will to do right in our leaders. I will get more deeply into practical intelligence, quality, comprehensive education, and political will in just a bit. I’ll also address the concepts of systemic ineffectiveness and intent-“intent” meaning that some of the ineffectiveness might be purposeful and used by those in power to suppress those with less in order to preserve an inequitable system.

But first things first.

The key to better education reform, more equitable outcomes and reaching for that effective, comprehensive education is informing, preparing and activating the citizenry. Once that happens, education and reform can be freed from the tightly defined box constructed by and for the wealthy and powerful establishment who ironically use it as a tool of suppression. That paradigm of suppression has led to stagnant or unimpressive societal and academic improvements. Changing the paradigm and making education great again (that’s MEGA, folks- I’ll trademark it and begin making the red hats soon) won’t be easy, but here are the four things I suggest to get us moving in the MEGA direction towards improving outcomes:

Four steps to MEGA:

1) Admit that accountability is shared for education outcomes, between policymakers, community, families and schools. Have mechanisms for measurement, evaluation and accountability that are collaboratively created by these stakeholders and keep all stakeholders involved and accountable.

2) Apply electoral and non-electoral leverage strategically to affect policy and distribute resources based  on needs. That means targeting policymakers, communities, families, and schools with transparency, honesty and a purpose that is learner and future-focused.

3) Shift the stale paradigm for how schooling works and how outcomes are defined, and provide real opportunities to pursue both collective priorities (public education should serve the public, the same way public spaces, utilities and services do) and individual goals. This is a shift from the current impersonal demands for a standardized version of “proficiency”.

4) Effectively advocate not just for the literal lives of children, but their quality of life as well. The key word being “effectively”.

Next, “The four steps explained”.

Holding Schools Accountable

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While sorting through some old, old stuff, I came across a hard copy of this. I think it predated flash drives, I’m not really sure. Thank god I have a beautiful young typist that will ask for little more than a burger and maybe a few bucks. About 16 years ago, I think it was, and yet it could be today. 

 

National Standards:

Holding Schools Accountable

by

Daniel McConnell, Jr.

State University of New York

Cortland, 2002

 

Introduction

            While on the surface educational standards appear to be merely a logical move to provide cohesive instruction, the forces behind their origin and the pairing of standards with a call for “accountability” reveal other motives. Historically, the United States has taken great efforts to achieve and maintain a dominant world presence, much through advances in military technology (which are closely linked to the math and science fields). Most notably since the launch of Sputnik in 1957, when the former USSR beat the United States into space, policy makers have demanded that schools prepare students to be an active part in the US- led future. When “A Nation At Risk” was published in 1983, warning of pending failure in the competitive world market, the cry for school reform was renewed with a focus on curriculum standards, and accountability for schools not demonstrating student achievement of those standards. While doing this, policy makers ignore their own accountability in helping to nurture capable students and productive future citizens.

Background

            “Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.” (A Nation At Risk, 1983)

After a brief statement of educational philosophy, A Nation At Risk begins with this ominous warning. It does not warn against a pending invasion by a foreign power, or a nuclear attack, or even an anonymous biological threat. The threat, it seems, is economic: based on the ability of the US to compete and profit (to a greater degree than other nations of the world) in the global market. But the insinuation, if it could even be considered as subtle as that, is that the threat is just as dire: “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.” (p.1). The tone of A Nation demonstrates a shift in perspective regarding the nature of America’s “world leader” role, and the responsibilities of schools to support that role. Once in the business of promoting the rights of citizens by educating those citizens to exercise them in a responsible manner, schools have gradually found their role shifting from responsibility to protect the nation from tyranny to supporting the near-tyrannical forces of a corporate driven system. This system places monetary profit and domination of the world market high on the priority list, while subjugating the needs and desires of present and future citizens (i.e. the students themselves). With current US policy funded, advised and driven largely by leaders in the corporate world, legislation tends to favor the already wealthy and powerful minority at the cost of the less wealthy majority of Americans. This legislation includes the educational standards, and the standards-based reform movement that began largely as a result of A Nation At Risk. While staying competitive in the fields of math and science (which are cornerstones of the tech market and essential in maintaining military dominance) is important for the economic health of the nation, current efforts to impose standards and high-stakes standardized tests should be closely evaluated to determine whose needs they truly serve.

The History of Reform: Sputnik and the Science Scare

“Unless future generations appreciate the role of science in modern society and understand the conditions under which science thrives”, he (Dr. Elmer Hutchisson, Director of the American Institute of Physics) said, “our way of life is, I am certain, doomed to rapid extinction.” (New York Times, Oct. 8, 1957)

America’s public school system has, since its inception, been a source of hope and a focus of criticism. It has been given the responsibility for shaping society at times, blamed for not doing so (or doing so in a misguided fashion) at other times. One time from our not so distant history that many believed revealed a weakness in our education system was in 1957, the year Russia launched the first space vehicle, Sputnik. At a time when the nations of the world were just beginning to consider the possibilities of space exploration, and most believed that the US would lead the way with its Vanguard program, the Soviets caught the world off guard when it launched a satellite weighing eight times that of the one the US intended to launch. The possibility that the Soviets had outmatched the United States in its ability to not only launch a satellite, but to launch a significantly heavier one gave rise to two fears: 1) the capitalist beacon of hope that was the US was technologically inferior to the other world power- the communist threat that was the USSR, and 2) If the Soviets could launch a satellite into space, they could launch a nuclear missile that could reach the United States.

Dr. Elmer Hutchisson, director of the American Institute of Physics at the time Sputnik was launched, gave the statement at the beginning of this section. In addition to the accusations from others that the Eisenhower administration was under-funding satellite research, Dr. Hutchisson added a warning about the science education students were receiving

 ..the United States must distinguish carefully between ‘highly accumulative’             scientific knowledge that can be taught by rigorous discipline and the namby-                pamby kind of learning’ that seeks to protect children against inhibition of their              individuality or their laziness“

According to James Rutherford, former director of Project 2061, the American Association for Advancement of Science’s program for revamping K-12 science education, the efforts to improve science curriculum and training throughout the educational system began shortly after Sputnik, but then halted after the United States put the first man on the moon (Harvard Educational Letter: Research Online, Sept/Oct, 1998).

Not surprisingly, this article states, results from the Third International Mathematics and Science Study (TIMSS, 1997) showed that US students scored lower than half of the students in other developed countries by the eighth grade, and “dead last” by the final year of secondary school. Despite the call for creation of standards across subject areas by the first President Bush in 1989, America’s schools are still having difficulty meeting the high expectations implicit in the new standardized assessments.

The Confounds Regarding Success in Reaching the Standards

“The average grade for all the standards he [L. Lerner] appraised is C-minus…In fact, we can only be confident from this analysis that six of our fifty states have first-rate science standards.” (The Fordham Foundation, 1998)

While students are apparently not performing as well as those calling for standards and accountability suggest they should, other influences confounding those goals exist. Once source blocking student success is the standards themselves. Vague and/or poorly written for many states, teachers with standards that are not clear are left unsure of what to teach and how best to teach it. Another source of poor student performance is the “baggage” that students bring to school with them. An issue highly stressed in the current reform movement is the “achievement gap” between the high and low socioeconomic groups.

Schools have been called upon to reduce this gap, with the hope that it can be eliminated, but research shows what teachers know: students that come from stable, nurturing and supporting homes are more likely to succeed academically (Pianta, 2002). Instead of pushing policy that would enable lower class families to lead more enriched lives, devoting more time to bestowing the school readiness skills that are associated with future success for students, policy makers choose to make schools the repair shops- charged with fixing the damage done to the family unit by corporate-centered policy.

That the standards themselves need fixing is an ongoing issue. With individual states being responsible for their own, variance in style and quality of those standards is to be expected, and so then is variance in what is taught and how students perform. The Fordham Foundation is one organization involved in the education reform movement, and in 1998 they published a report on the progress states were making in their effort to write science standards. An excerpt from that report reads like a scolding:

            “Among the thirty-six jurisdictions with elementary/secondary science standards fit  for appraisal, he found six that deserve “A” grades and seven that earn “B’s”. Good grades for more than a third of the states! Yet that sounds good mostly because our expectations in such matters have fallen so low. Here’s another way to look at the  results: Dr. Lerner conferred nine failing grades and seven “D’s”: three more than won honors. Seven states earned “C’s.” (New York was among the “C’s”)”

This repost goes through each of the thirty-six states evaluated and thoroughly analyzes the quality and substance of the standards the state has developed for science, as well as the examples of properly achieving them. Without arguing the foundation’s qualifications to do so, one could suggest that the nation’s leaders have given little support for this monumental task, merely directives. If, after all, a standardized result were the expectation, then a more centralized and standard approach would be the best from the beginning. Rather than having fifty different sets of standards and exemplars with the hopes of reaching a similar achievement goal, one set for all to follow would be a more sensible approach.

In addition to standards that provide little help in reaching lofty new goals, administration officials have lumped in a healthy scoop of criticism- as well as a call for “accountability”. Unfortunately, they overlook their own accountability in helping students reach their true potential, and fail to notice that very early in A Nation At Risk, the authors admit as much:

            “That we have compromised this commitment is, upon reflecting, hardly surprising, given the multitude of often conflicting demands we have placed on our nation’s schools and  colleges. They are routinely called on to provide solutions to personal, social, and political problems that the home and other institutions either will not or cannot resolve. We must understand that these demands on our schools and colleges often exact an educational cost as well as a financial one.” (p.6)

Rather  than overhaul policy that has served the desires of the wealthy few (campaign finance, corporate reform, foreign trade initiatives) at the expense of working families, the finger has been pointed in another direction. More recently, the attack has turned ugly: Following in his father’s school reform footsteps, President George W. Bush has lent his straightforward approach to the reform movement. Consider his words as he addresses the audience at the signing of the Education Bill in Hamilton, Ohio (Jan. 8, 2002):

            “If we’ve learned anything over the last generations, money alone doesn’t make a good  school. It certainly helps. But as John mentioned, we’ve spent billions of dollars with lousy results. So now it’s time to spend billions of dollars and get good results.“

The message from The White House seems clear (if not unsettling): a lot of money has been wasted, and now it’s time to all the public school system to the carpet and make it do its job. But what does the president mean by “lousy results” and “billions of dollars”? The “No Child Left Behind Act” fact sheet released by The White House on the day of its signing by the President conveniently arranges the reform position in a problem/solution format. In regards to money spent and the results that have gone unrealized, it says:

 -Since the original Elementary and Early Secondary Education Act (ESEA) was                    signed into law in 1965, the federal government has spent more than $130 billion               to improve public schools.

 -Unfortunately, this investment in education has not reduced the achievement                     gap between the well-off and lower-income students or between minority and                     non-minority students (p.2).

The evidence is neatly laid out, but goes unexamined. Although $130 billion sounds like a lot of money, if you do the math and divide it across the years it was spent, it comes to a mere pittance when matched against other national budgeting priorities. Thirty-seven years passed while that $130 billion was spent, which raised two interesting questions: 1) If The White House wants to insist that this amount of money spent on the public school system should have been sufficient to close the achievement gap between the well-off and lower-income students, then why have they failed to consider some other source for failure in closing this gap other than schools- mainly, some function of the inequitable class system which creates “well-off” and “lower-income” students? And 2) With military spending far outpacing any developed country in the world many times greater than the money allocated to public schools (not to mention the hundreds of billions being allocated into new “homeland security” measures) how can the White House justify this indignant attitude of having spent “billions of dollars with lousy results”? If the future of our country was to truly be invested in and protected, it would be reflected in a national budget that better funded schools, and made it possible for struggling families to spend more time at home building the skills and experiences that foster school success.

The Issue Of Accountability

“You know, a huge percentage of children in poverty can’t read at grade level. That’s not right in America.” (George W. Bush)

According to New York University’s Edward Wolff, and expert on the wealth gap, a wealth tax starting at one-twentieth of one percent on net worths of $1 million, and rising to one percent on the super rich, would yield about $50 billion per year. Imagine earmarking this for, say, the education of poor kids.

As a teacher, I can accept that I am responsible for helping my students achieve the educational standards set for my students. It is, after all, my job. I resent, though, the treatment of my profession as if it were some magical machine that can turn the star-bellied sneeches and the ones with no stars upon thars (apologies to Dr. Seuss) into standardized products with equal potential and opportunity. Children come to my classroom from vastly different homes and those differences manifest themselves in all sorts of measures of behavior and achievement. It is a difficult thing to do, and has historically come with its own drawbacks, but I think the best way is to treat children as individuals- helping children meet their own goals to the best of their abilities. True, a sound set of standards that reinforce necessary basic skills is needed. But we have to avoid turning students into numbers within a statistical framework, and expect them to become “standardized”. Human beings, with their wide variety in desires, abilities and learning styles- not to mention home environments, just don’t work that way. Children are coming to school every morning from all sorts of family situations and it is reflected in what they are ready to do. At the end of the day, they go back to that home again. The connections are logical, even without hard evidence. More stable homes generally display stability across economic resources and family configuration. Families with two parents making a decent living wage have more time to be involved and supportive, have some history with and/or appreciation for education, and pass these values on to their children. They often are less stressed by the demands felt by lower income families who may not have the time to spend fostering the “readiness” skills (mostly communication, listening, and language skills). which are valuable to students (and the teachers who have them in their classes). Despite this, teachers must accept the responsibility for helping all children meet tough academic goals, with the expectations and demands continually rising.

Conclusion

While teachers, on the one hand, must accept accountability for their results, there is only avoidance of accountability from those imposing standards upon schools and students. District report cards outlining in detail how schools perform on high-stakes standardized tests appear in huge spreads in local newspapers. How our elected officials are voting on specific legislation and specifically whose agenda is being forwarded on Capitol Hill is information that requires extensive searching and investigation to uncover. Having clearly acknowledged the achievement gap between classes, our elected officials have chosen to avoid the issue of inequity in wealth and resources (including a parents’ ability to spend quality time with their children) between the classes. Instead, “leaders” have chosen to subject the public schools to accountability for making up for this inequity. But if a standardized product is expected, then the materials that go into making that product must be standardized, as well.

The demand for standardization needs to be turned around and slid back across the table to the policy makers of America. If they will spend the time and resources to close the gap between the classes, they may see the achievement gap start to close, as well.

References

Harvard Educational Letter: Research Online (Sept/Oct, 1998). From Sputnik to TIMSS: Reforms in Science Education Make Headway Despite Setbacks. More time is needed for widespread classroom changes, By Naomi Freundlich. (http://www.edletter.org/past/issues/1998-so/sputnik.shtml)

Lawrence S. Lerner (March, 1998) An appraisal of science standards in 36 states. Fordham Report; Vol 2, 4

National Commission on Excellence in Education (1983). A nation at risk: The imperatives for educational reform. Washington DC: U.S. Department of Education

Pianta, Robert (2002). School readiness: A focus on children, families, communities and schools. Educational Research Service, Arlington, VA.

Schmeck, Harlold M. (October, 1957). Nation is warned to stress science. Times looks back: Sputnik. The New York Times learning network. (http://www.nytimes.com/learning/general/specials/sputnik/sput-15.html)

The White House (January 8, 2002). Remarks by the president at education bill signing. Office of the Press Secretary (Boston, Massachusetts). Hamilton High School Hamilton, OH.

The White House (April 4, 2002). Fact sheet: No child left behind. (On-line). (http://www.whitehouse.gov/news/releases/2002/01/20020108.html)