Educational Reform Chapter 11 Essential Question: How Do We Determine What is Worth Learning?

I would change my high school…. 1. Not at all, it was perfect 2. By improving teacher quality 3. By standardizing curricula 4. By tailoring it to students as individuals 5. By funding it better

Chapter Overview Late 20 th Century marked be numerous reports, calls for reforms Achievement Gap a reality in American Schools Schools and safety – resources Inadequate funding” Policy and Philosophical difference How do we know what is worth learning is at the core of many reform issues? Standards-based education versus individualized learning – a constant tension Standards and alignment – depends on philosophical dispositions Alternatives to public schools exist Global challenges mean reform

1983 A Nation at Risk A call for radical reform to reinstute ‘back-to- the basics’ education in favor of literacy, numeracy. Our education system would produce our demise as a nation, otherwise Metaphor – Cold War Politics Metaphor -- Capitalist Competition Metaphor -- the Jeremiad (remember Puritans?)

I think U.S. schools 1. Have gotten worse over time 2. Have improved over time 3. Are more or less the same as ever 4. Should change constantly 5. Should strive for stability

Bush / Clinton Years America 2000 Goals 2000: Educate America Act Emphasis on standards, state progress on creating standards, competition, and charter schools. Read the Goals 2000 statement – To what extent did American schools do this vision of reform?

NCLB Reauthorization of the ESEA (1965) in a new form: Accountability Flexibility Proven Education Models Parental Choic

NCLB Accountability – schools and states have to show progress with real data (disaggregated). AYP is an issue Flexibility – arguably, schools and states can make ways to show accountability Proven Models – evidence-based, scientific research Parental Choice – parents can ‘shop’ schools, including leaving failing schools.

Standardized Reforms Plus – Essential skills, literacy, numeracy. Accountability and standardized nationally (or state- wide). Core Knowledge. Eliminate Achievement gap = NCLB. Negative – A model of transmissive teaching. Authority and test-based. Not student-centered. Not critical thinking. Teacher autonomy, subject areas compromised?

Testing Portfolio Model and 1990’s in Minnesota NCLB means more standardized tests Use of MCA’s in critical grades AYP and schools Achievement gap?

Standardized Testing Redux of early 1900’s? Intelligence Testing Racial, cultural, SES bias? Teaching to the test? Gaming the system? Punishing the victims – weak schools?

Standardized tests mean this to me…. 1. Inevitable mis-characterization of students 2. The fairest solution 3. Often culturally or socially irrelevant 4. May have improved my education 5. Are possibly discriminatory

Teachers Credentializing Movement is a part of NCLB – Beyond licensure Use of ‘highly-qualified’ teacher language Urban, rural, suburban? Praxis NBTS – elite teacher credentials Note– many business advocates argue for non- credentialed teachers

Varieties of School Choice: Magnet Schools Charter Schools For-Profit Schools Vouchers – Religions, Private, Independent The Essential School (Sizer) Edison (Whittle) The Community School Home Schooling Virtual Schools

School Choice makes this sense to me…. 1. A lot ….the more choices the better 2. Something….a religious school choice is needed 3. A threat ….American public schools need to be defended 4. A lot…competition works 5. Not much…competition makes things worse

Globalism Listening to calls for competition and competency within the international schools community: Recent Examples: Finnish schools Film on High schools