There is so much pressure for change that it actually hinders change. The requirements outlined in the curriculum and standardization are tools for measurement, results, and comparing different demographics. However, the emphasis on the results of those tests has been so great that the curriculum no longer promotes education quality and creativity.
I am writing this blog in anticipation of Diane Ravitch’s visit to Lehigh University. After reading some of her work including chapters from her book, Diane Ravitch was the Assistant Secretary of education during the George H.W. Bush administration. She was involved in the process of creating and implementing the No Child Left Behind Act in 2001. The act proposed that all states have to ensure that all students would meet the national standards through testing. By raising the bar each year, the goal of NCLB was to ensure that all students were passing by 2014 (last year!). 14 years ago the proposal sounded great and possible; however, here we are one year after the expected year of success and nothing has changed in education. Let’s ignore the name of it and just focus on what it proposed.
The first issue, as with many educational reforms, is that it sounds so perfect that it is almost impossible to argue against it. Especially with a name such as “No Child Left Behind”, anyone who attempts to critique it sounds inhumane. After all, who would want to leave any children behind? There were some good amendments in the law, but the bad ones outweigh the good. For instance, there is no time or funding for the tutoring that is mandatory for children that are below standards. Teachers do not have time to focus on helping the students that are behind because they have to ensure the entire class is following the curriculum. Teachers have to choose between spending extra time with students who are behind or spend that time moving everyone else forward by following the curriculum. Both choices are not possible. In either case, the teacher is not meeting a standard.
Another issue is that the law allows for each state to set its own educational standards to meet. Some states’ standards are so low that nearly everyone can pass them to ensure they receive their state funding. Although the school may be technically passing, that does not mean that all of the students are on a proficient learning level for their grade. Teachers have to teach to meet these low standards which hinder the quality of education. On the other hand, states that actually have high standards for their schools are at risk for having more schools that do not pass. A failing school does not receive federal funding or state funding. As a result, the school does not have the funds to purchase resources or programs needed to help these failing students, which attributes to budget cuts such as firing teaching, cutting programs, and increasing the class size. Either way, the children the law claims will not get left behind, are indeed getting left behind
In The Death and Life of the Great American School System, Diane Ravitch quotes Donald T. Campbell who states that “the more any quantitative social indicator (or even some qualitative indicator) is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” In other words, the more value placed on standardization and testing to make decisions such as enrollment, classification, and acceptance the more corrupt that system becomes. Standardized tests are used for benchmarking and comparing students, but they have lost their innocence.
There are now teachers teaching to the test or cheating rather than teaching their students information to prepare them to learn, understand, and succeed. Now looking at the Act, without the context and innocence of its name, the amendments seem nearly impossible. This is the problem with curriculum, standardization, and educational reform in society. There is more focus on creating a proposal that sounds good than actually taking time to make sure it IS good. As Diane Ravitch stated, “there are no fads, no shortcuts, no utopias, no silver bullets” in terms of reforms for fixing educational issues. Teachers have to follow a state or national schedule of teaching rather than teaching based on need. Students learn through at different speeds, styles and have different interests so why teach all kids of various cultures, states, social classes, backgrounds, intellect, and who are so simply different through the same methods?
Questions for Diane Ravitch:
• What made you decide to get so actively involved in educational reform through speaking out on your experiences and writing so many informative books?
• With so much emphasis on testing and standards, what do you think would be a good way to measure progress?
• It seems like a major reason reforms do not end up being successful is due to the high demand for fast progress. Quick fixes clearly do not work, but how should an administrator propose and manage an idea that is longer term and avoid the pressure or force of being fired?
• How do you propose a shift in standardization back to being more of a tool for measurement and less of an emphasis in teaching to the test?
• Race to the Top is yet another education law that sounds appealing and optimistic, what are your thoughts on it? What do you think it will take for it to be successful?
Ravitch, D. (2011). The death and life of the great American school system: How testing and choice are undermining education. NY: Basic Books.