Bush’s Education “Blueprint” Before 9/11

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Before 9/11 of 2001, there was an article printed in The Standard-Times of New Bedford, Massachusetts titled “Bush’s education blueprint bound to be inadequate.” It was published on September 6th.360_bush_sep_11_classroom_hfs_0502

Bush’s education blueprint became No Child Left Behind (NCLB), the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA).

The national discussion of the issues with this reauthorization of federal education law never rose above the rubble left behind by the unfathomable reality of that terrible September day. NCLB’s importance paled in comparison.

I’m presenting the essence of the inadequacies presented in that September 6th article— now— not to point blame at anything or anyone but in hopes of bringing up the conversations that were buried by the 9/11 national tragedy.

About Bush’s education blueprint, Gary Ratner wrote:

“Its approach —increasing accountability— does not address the fundamental need: providing effective teaching, challenging curriculum and family support for all students.”

“If we are serious about maximizing the possibility of all students succeeding, we must provide these conditions for all students.”

“…merely intensifying pressure on employees to improve performance does not succeed where they lack the required knowledge and skills.”

Ratner recommended that President Bush follow a different approach by breaking the chore of school improvement into doable, logical, targeted pieces based on what we know to be common elements of effective schools.

As to curriculum, make it challenging for all classes, for all students.

As to existing teachers, make their professional development directly relevant to improving classroom instruction specific to their needs and the needs of their students. Ensure this happens through a targeted investment in professional development budgets. And, provide better education and training for principals and superintendents so that they are better able to support teachers in improving instruction.

As to future teachers, financially support improvements in teacher preparation, and personally support those individuals seeking to become teachers as well as those existing teachers wishing to advance their education.

As to family supports for student learning, expand adult education programs and parenting skills classes as well as mentoring programs for the students who do not have sufficient family supports.

None of this is new. Some of this is even in the newest reauthorization of the Elementary and Secondary Education Act. But, it is buried under the weight of the standards, testing, and accountability movements’ failed mechanisms of reform that have crippled our educational progress.

We do not have unlimited resources. We must make wise investments in our future.

Ask yourselves, has the progress been adequate enough to meet the needs of our students, our teachers, our families, and our nation?statue-of-libertyCan you see a better way forward?

How Our Great Education Institution Was Created

How do we rebuild what has been so badly damaged?

Start with Public Understanding & Presidential Leadership

“Promote then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.”  George Washington, Farewell Address

And Abraham Lincoln demonstrated presidential leadership in signing the Morrill Act. It promoted “the liberal and practical education of the industrial classes in several pursuits and professions of life.” This set the foundation for the land-grant college system, our agricultural experiment stations, and extension (diffusion) of practical research-based information.

How do we grow a nation?

How do we grow a nation?

 

Lincoln’s belief: “The legitimate object of government is ‘to do for the people what needs to be done, but which they can not, by individual effort, do at all, or do so well, for themselves’.”

Look Closely at the History of American Education as the Country Moved Forward

A hundred years later, lawmakers recognized the need to maintain the integrity of educational research by using public institutions of higher learning. The educational visionaries of the time wrote the 1965 Elementary and Secondary Education Act. And John F. Kennedy clearly expressed the role of the federal government.

“A century of experience with land-grant colleges has demonstrated that Federal financial participation can assist educational progress and growth without Federal control.”

Regional educational laboratories were developed for the basic research and development of practical solutions to the issues facing schools. They would serve as a the bedrock of excellence promoting use of best practices ( Theory of Action). The information provided was then to be disseminated (diffused) to the schools. But a network to freely disseminate information and assist in training at the local level was never fully realized.

Despite Setbacks Excellent Ideas Were Repeatedly Recognized

And time marched on. The Reagan administration pointed to the Cooperative Extension System as an example of America’s can do spirit. Ronald Reagan recognized that…

“Despite the obstacles and difficulties that inhibit the pursuit of superior educational attainment, we are confident, with history as our guide, that we can meet our goal. The American educational system has responded to previous challenges with remarkable success. In the 19th century our land-grant colleges and universities provided the research and training that developed our Nation’s natural resources and the rich agricultural bounty of the American farm.”

How we make progress is up to us.

How we make progress is up to us.

Using the right foundational building blocks, an institution for the diffusion of knowledge can be built to last.

(This is the last of a ten blog series on The Road to Educational Quality and Equality that began with The March Begins.)