1. Ch141 Contemporary School Reform: The Post-Cold War Era Chapter Fourteen

2. Ch142 The Reagan Presidency:Politics of Excellence & Accountability The Reagan Presidency: Politics of Excellence & Accountability Three campaign promises –The abolition of the federal Department of Education (just created by Carter in 1979) –Tax credits for the tuition paid by parents of private school children –Returning prayer to a prominent place in public schools. Substantial reduction of federal financial support for education (e.g., student loans instead of grants) – Head Start programs were not affected The US Department of Education, Terell Bell, and the report A Nation at Risk Privatization –Tuition tax credits –School choice & vouchers –Home schooling

3. Ch143 Proposals & Responses 1983: A Nation at risk (a proposal, see page 446) 1986: 2 responses (both proposed reforming the school by reforming the teaching profession) –Tomorrow’s Teachers, The Holmes Group Inc. –A Nation Prepared: Teachers for the 21st Century, Carnegie Forum on Education and the Economy 1991: America 2000 (a program) –Schools are in need of a revolution –School people would have to be held accountable for their results –Schools to become learning communities –Prepare for “lifelong learning.” –National standards (voluntary, not mandatory) –National system of voluntary certification for teachers –6 goals 1994: Goals 2000 (a law) –Similar to America 2000 + 2 new goals –The 2 new goals, see p 440, goals #4 (professional development) and #8 (parental involvement)

4. Ch144 The No Child Left Behind Act “An Act to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.” Each state should develop standards for the evaluation of students in the areas of math, English and science (state standards must follow the federal guidelines for excellence) States should collect aggregated data about student performance in state standardized tests. Each year the state agencies will evaluate the performance of schools in terms of student performance. By the year 2014 all students should reach proficiency in the above areas. Schools will be evaluated on the basis of progress they make towards this goal. In other words, schools must demonstrate Adequate Yearly Progress (AYP) for each group of students. If a school fails the AYP mandate, they will have a grace period of three years to comply. During this period schools should follow a restructuring plan provided by the state. In the mean time, parents may choose to enroll their children in another school or receive tutoring services at the expense of the school district. If a school fails to comply within the three year period, the school will undergo total restructuring, which may include hiring new teachers and administrators. Each state should have in place an accountability plan for teachers.

5. Ch145 School Reform in the 1980s and 1990s America 2000 and Goals 2000 Reform as a “first wave” (national consensus on reforms) and “second wave” (implementation at the local level) Alternative framework: reform in response to social and economic changes (as with earlier reforms) in 1980s Decline of manufacturing; rise of technology Decline in ability to compete in world markets Decline in academic skills of students

6. Ch146 Four Major Themes of Reform 1.Academic-achievement definition of “educational excellence” 2.Tension between concerns for “excellence” and concerns for diversity and equity 3.Choice in schooling 4.Restructuring school governance and process and teaching profession

7. Ch147 1. Excellence As Academic Achievement Core subjects Standards, homework, time on task Standardized assessment Accountability

8. Ch148 2. Excellence and Issues of Diversity & Equity Common content and standardized assessment seen as problematic for disadvantaged students While a consensus of cultural values is still missing, so is a commitment to a multicultural perspective

9. Ch149 3. School Choice Parent and student “vote with their feet” Voucher system

10. Ch1410 4. School Restructuring & “Professionalization” of Teaching What Is Restructuring? Tyack’s “magic incantation” Decision making in schools and districts –Chicago’s Local School Councils Reshaping the teaching profession and entry into it –National Reports; National Teaching Board Alter the aims and content of teaching and learning –Coalition for Essential Schools

11. Ch1411 The Results of Early Reform Efforts Many states increased academic requirements for students; more emphasis on math, science, foreign language Many states increased certification requirements and salaries for teachers “Excellence” tended to command more attention than equity Second wave of reforms slower and more erratic Local control increase chances of success Concerns about maintaining focus on higher order thinking skills for students and teachers

12. Ch1412 Contemporary School Reform: A Critical View Did poor schools prompt a faltering economy in the 1970s and 1980s? Was it necessary to shore up our educational system to produce an internationally competitive work force? Was a coalition between state and local governments and business the answer?

13. Ch1413 Contemporary School Reform: A Critical View Capitalism’s loyalty to free markets rather than public good set the stage for problems “Learning to learn” skills; highly educated people not necessary or wanted Economic rebound in 1990s not credited to schools Increasing visible collaboration between business and education continues

14. Ch1414 Current Concerns About School Reform Where are teachers’ voices? –Teachers hear rhetoric, see little backing –Generally not asked for their opinions Whose needs are being met? –Are we supporting recruitment and retention of qualified teachers? –Are we addressing the underlying social issues that block learning?

15. Ch1415 For School Reform to Succeed, We Need… Strong leadership Goals and shared vision Patience, courage, and time Training Flexibility for multiple solutions Willingness to redesign infrastructure Effective management of resources Ongoing self-assessment

16. Ch1416 Continuing Initiatives Sensible use of computer technology Community and parent involvement in schools School-to-work School choice, vouchers, and charters Standards-based professional preparation and development of teachers

17. Ch1417 Concluding Remarks America’s lasting faith in the ability of schools to address and solve social problems leads to questions: –Who decides what the problems are and how to solve them? –Too many social concerns, not enough educational? –What restructuring strategies are best suited to meeting goals? –What gets in the way of confronting the social and educational problems that are obstacles to teaching and learning?