Parents, Policymakers, and Truth

When looking at the wide divergence between parents and policymakers about school reform, the data shows that parents think the problems are social (cultural problems) and politicians tend to believe the problems are related to curriculum and standards. The teachers overwhelmingly favor the parents view and believe social habits and behavior of the current crop of kids is the largest problem.

The truth is, both sides are right. The data clearly shows that social factors such as parental income and education contribute mightily to both student and school success. Wealthier kids seem to go to better schools where achievement is measured by the number of kids who attend Ivy League schools each year. Poor kids measure success by the number of kids who don't drop out of school. In the poor school, the curriculum being taught is less rigorous than that taught in the wealthy school. The culture and societal factors affect the curriculum.

A survey then said that 69% of parents thought that their kids were "Ready for College." Surveys have also said that parents generally think that the schools that their kids attend is pretty good (74%). Policymakers think that we should ramp up the math and science skills of students, but parents think that science and math education is currently sufficient.

One would have to agree with the policymakers on this count. When one walks through the typical graduate engineering department at a University of California campus, one is often hard pressed to find a native-born American student in the program. Bill Gates has long decried the lack of qualified people to program computers. So, it would appear that we have not done an adequate job of pushing the math and science envelope.

The policymakers also tend to hear another startling statistic. When compared against other industrial nations, the United States is middle of the road academically. We are a country that is abandoning manufacturing to become a knowledge based economy. Problem is, it will be pretty tough for us to maintain a lead based on intellectual capital if our citizens are stuck in the middle of the intellectual pack.

The truth is, in our K-12 education system, we must do things better. We have to find ways to lift the American student out of the middle of the pack. Whether we like it or not, the expansion of knowledge has made education more important than ever. So, is academic rigor the problem? Is the crazy culture a problem? Yes and yes. The truth is, both problems have to be solved to get our schools to the level they need to be.

Arne Duncan: Same old promises for education

Secretary of Education, Arne Duncan recently gave the American education system a "B" grade in an article ($5 Billion bet on education). An article that quotes Duncan, "A $5 billion bet on Education," points out that the United States' students fail to graduate on-time about 25% of the time and that the country ranks 18th out of 36 industrialized countries in education. Secretary Duncan thinks that with the backing of Obama's stimulus money, he said "With unprecedented resources and unprecedented reform, I think we have a fundamental and historic breakthrough." One has to wonder what planet Mr. Duncan is on.

The "reform" that Duncan has proposed: improving teacher quality; higher standards; overhauling low-performing schools; and better tracking of student performance were all part of the Bush education plan. How is Mr. Duncan's plan supposed to evoke a historic breakthrough when there are no fundamental new ideas to base change.

There are about 2.5 million teachers in the United States and we've just completed summer break. How is the improvement of teacher quality supposed to occur? Is education supposed to improve because teachers are getting better? How? Are teachers being taught better; are they smarter? What is the change among teachers that will bring about a "breakthrough." Higher standards is a stupid idea. Let's set the standard as "Every child must learn Calculus" before graduating." Is that a high enough standard? The problem is that is that it will not happen. Setting hihger standards does not mean that change what happens in the classroom. It's good to overhaul poor schools, but what is the "newer and better" system that replaces the poor school? Finally, a tracking system is good, but unless there is a plan to keep parents and students appraised of their progress, this too can be a moot point. What Duncan needs is a coherent plan to improve the system.

Fundamental changes in the classroom will occur when the quality of instruction in the classroom occurs. At present, there is no comprehensive vehicle for improving instruction in classrooms. What we have is a new Secretary of Education promising to escape the pull of gravity without a vehicle to escape. Education will not improve using the same methods. "Improving the Odds: raising the class" describes the fundamental flaw of the education system to be the system itself. We do not have effective ways to transfer information in a classroom setting. Until we do, it will be the same promises for education.