Education

by David Safier UCLA's Civil Rights Project has pulled together a number of abstracts and papers about Arizona's 4 hour English Immersion policy for ELL students. Two of the studies come from UA. The verdict: At best, the program is no more effective than other states' ELL programs. At worst, it's harmful to the students. … Read more

California, Washington, Michigan and Nebraska: what do all of these states have in common? Each of these states have been the victim of the American Civil Rights Initiative (ACRI) – a deceptively named national campaign founded by Ward Connerly to work state-by-state to eliminate affirmative action programs. In each state, a seemingly benign ballot initiative is put … Read more

by David Safier

You know which people are conspicuously absent from the front lines of today's "educational reform movement"?

Educators.

In education today, data is king, and data crunchers, often economists and mathematicians, are telling us what we need to do to improve the way we teach our children. People from the business community are taking over more and more superintendent jobs, and gazillions of dollars are being poured into education by foundations run by business tycoons. The foundations aren't just putting in money; they're directing exactly how it should be spent, based on their business-based "expertise" in education.

Better Education, Brought to you by the People Who Brought You the
Housing Bubble and the Financial Meltdown!

What could go wrong?

Our current financial mess was created by "visionary" business leaders, aided and abetted by economists and math wizards. They took all the financial data they could find, then crunched and re-crunched the numbers until they came up with can't-miss schemes to make money.

"Wow!" everyone said, "This can't miss!" The profits went up and up, until they came tumbling down.

The people who formulated the schemes had their eyes set on one narrow prize: bringing in more money in the short term by any means necessary. Proof that it was working was that yearly profits were up. They lost sight of the larger financial picture — long term financial stability and growth — until it was too late.

We're in danger of creating the same situation in our schools.

The current educational reform movement is based on data from three forms of standardized tests: reading, writing and math. "Profit" is defined as higher test scores in those three areas.

How do you get those "profits" — those higher test scores? You focus all your energies on one task: raising scores. That means figuring out ways for students to get more right answers on tests. By any means necessary.

So you employ a simple two part strategy: (1) teach to the test; and (2) teach students how to be better test takers.

If that creates higher scores, you're a success! If it doesn't, you try to figure out better ways to teach to the test and make students better test takers.

Since you know what skills are going to be tested — reading, writing and math — you focus like a laser on those three skills. And since you know what parts of those skills are testable, those are the aspects you focus on. The aspects of reading, writing and math that can't be measured by fill-in-the-bubble tests or select-a-topic writing samples get far less attention than testable skills.

And what about parts of the curriculum that aren't tested at all, like history/social studies, science, art, music, etc.? They're only important insofar as they can help students perform better on tests.

An crazed obsession with quarterly and yearly profits in business distorts the marketplace and often leads to individual failures or, occasionally, huge financial disasters.

A business-model obsession with tests and data can distort schools into places where the larger picture — teaching students about the world, teaching them how to formulate ideas, find information, become thinking, questioning people and so on — is ignored.

Standardized testing and data mining are part of our educational world and forevermore shall be. But we make them the drivers of education at our children's peril. Education can't be boiled down to a few bits of test data. That kind of process may make sense in the business world where profit, not societal benefit, is the primary concern, but not in the world of education. Education has to think bigger than that.

Testing should be the servant of education. Education must not be the servant of testing.

For those of you who are amused by the intellectual frailty of number crunchers, you'll find a classic example below the fold.