The general public, the people whose education system we are talking about, can’t possibly be clear about what is really happening to their system. And how can they possibly crack the “code”?
I personally can’t help with deciphering everything but I can help with one item of reform that we should all sincerely try hard to understand – The Elementary and Secondary Education Act (ESEA) of 1965. I will say right up front, Harold “Doc” Howe II, the commissioner of education in charge of enacting the law said,…
“I doubt that anyone could have dreamed up a series of education programs more difficult to administer . . . but ESEA was not designed with that in mind.”
It was designed to provide equal access to quality educational opportunities. It was going to “level the playing field,” as we like to say. And it was going to accomplish this by addressing the needs of children from low-income families. The policy sttod on the principle that “a rising tide lifts all boats.” When we improve the educational opportunity for the under-privileged, we improve opportunity for others in the process.
But the “process” can’t be explained in a blog or a three minute testimony.
So, please don’t get thrown by a person’s choice of words. “Turnaround” doesn’t ALWAYS mean the Race to the Top ways, “indicators” or even “assessments” don’t ALWAYS mean standardized tests, and even “always” rarely means “always.” You get my drift. And also keep in mind that if you are talking to a teacher, they have been hyper-sensitized; they have been in the trenches of the education reform wars for far too long.
Right now, the right education battle is the one for clarity. We win that battle and all children could have a shot at being fully educated to the limits of their potential.
When someone pulls your trigger, or you find yourself wondering “what is this person talking about?” – my advice is to slow down. Ask questions and listen to the answers. Isn’t that the very thing we would expect from good students?