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Do You Know What ‘The Procedure’ Is?

You probably do. But what you might not know is how badly it's harming education.
 
 
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Photo Credit: Kolett via Shutterstock.com

 

In a Wall Street Journal op-ed, high-profile education reformer Lou Gerstner, Jr., wrote, “We must start with the recognition that, despite decade after decade of reform efforts, our public K- 12 schools have not improved.”

In a speech to the American Federation of Teachers, multi-billionaire Bill Gates agreed, saying the United States has been “struggling for decades to improve our public schools,” and the results have been “dismal.”

In his December 19, 2013 Education Week blog, Marc Tucker, another influential long-time education reformer, asks, “Why has US education performance flatlined?”

Like Gerstner, Gates, and Tucker, I don’t see any evidence that the army of corporate types who left business suites and corner offices to come to the rescue of American education have done anything but dumb down the public’s conception of the ends of public education and the proper means to more acceptable ends.

Corporate reformers have had two decades to make their case that what ails American education is a lack of rigor, and two decades to test their theory that market forces are the surest way to kick-start that needed rigor. To that end, they’ve introduced competition with a vengeance—kids against kids, parents against parents, teachers against teachers, schools against schools, districts against districts, states against states, nations against nations.
 
And it hasn’t worked. But like all true believers, it doesn’t shake their faith that rigor is the key to quality performance, that competition is the key to rigor, and that more of it will make America the winner in the bubble-in-the-right-oval race.

I come to the reform problem from a simpler, more direct perspective. Although at one time or another I’ve played most of the roles connected to education—student, parent, teacher, researcher, school board member, textbook author, contributor to journals, college professor, consultant, administrator, and so on, I think of myself primarily in the role I most enjoyed and in which I learned the most—a classroom teacher of adolescents, working with kids sent to me against their will, on orders from vague authority figures, behaving as kids could be expected to behave when caged for hours at a time in a small, dull space.
 
For years I wrote newspaper columns for Knight-Ridder, trying to help general readers think freshly about long-ignored school problems. Below is a response to one of my columns from John Perry, a classroom teacher in Central Florida. Read what he has to say and ask yourself how more rigor would solve his problem.

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Marion,

Your comments about the SSS [Florida’s Sunshine State Standards] hit home for me this year because I ended up teaching middle school science. It is unbelievable what we are asked to do to our students. I expected that middle school science might be divided up into, say, physical, earth, and life science in 6th, 7th, and 8th grade respectively. Well, no, even that would make too much sense. Sixth grade science is a survey course of...well, everything under the sun. We have a 776 page book loaded with very concentrated information. There are 23 chapters:  

1. The Nature of Science

2. Measurement  

3. Matter

4. Properties and Changes  

5. Waves  

6. Motion and Forces  

7. Work and Simple Machines  

8. Views of Earth

9. Resources  

10. Atmosphere  

11. Weather  

12. Climate  

13. Ecosystems  

14. The Structure of Organisms  

15. Classifying living things

16. Bacteria  

17. Protists and Fungi  

18. Plants  

 
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