Chapters 7-8 -
European Settlement-
American Educational Reformers
Educational Reform
In 1981, the Secretary of Education, T. H. Bell formed the National Commission on Excellence in Education to report on educational quality in America. Members of the commission and chairperson David P. Gardner relased their report in 1983: A Nation At Risk: The Imperative For Educational Reform. Educational reform is seen throughout our readings. Is educational reform any different today than in 1983, when " "Some 23 million American adults are functionally illiterate by the simplest tests of everyday reading, writing, and comprehension." ( A Nation at risk, 1983).
Is reform any more effective today? Discuss implications and recommendations for educational reform. Is educational reform a cycle?
My answer is comment one.
5 comments:
A Nation at Risk released in 1983 compared the content of curriculums from 1964-69 with course patterns in 1976-81. The findings suggested “cafeteria style curriculum in which the appetizers and desserts can easily be mistaken for the main courses,” with student achievement declining, students with no study skills, and teacher’s unqualified for specific content areas.
Horace Mann likewise suggested educational reform in the mid 1800’s with many of the same issues as in 1983. In their meta-analysis of school reform and student achievement Borman, Hewes, Overman, and Brown (2003) likened school reform to” a -pendulum swing- with little evidence of national progress.” (p. 123). The authors suggested school reform is a cycle in need of national reform and policymakers to fund effective school programs and research-based innovations.
“The problem is that the complex educational changes demanded by current standards-based reform initiatives, combined with an increasingly heterogeneous student population largely composed of students whom schools traditionally have failed, have pushed the technology of schooling to unprecedented levels of complexity” (p. 137).
However, Rothstein (2008) disagrees with the findings of the 1983 report and suggested the much of the findings of the commission were based on SAT scores (1963-1980) and these were due to the changing composition of student populations and not learning. Rothstein’s statistics on reading scores for whites were not substantially better now than in 1978, at the fourth, eighth, or twelfth grade levels.
Finally he suggested the report did have positive impact on education in one major form, “the changing nature of work requires a new way of thinking about education.”
A Nation at Risk recommended:
1. State and local high school graduation requirements be strengthened and that, at a minimum, all students seeking a diploma be required to lay the foundations in the Five New Basics by taking the following curriculum during their 4 years of high school: (a) 4 years of English; (b) 3 years of mathematics; (c) 3 years of science; (d) 3 years of social studies; and (e) one-half year of computer science. For the college-bound, 2 years of foreign language in high school are strongly recommended in addition to those taken earlier.
2. Schools, colleges, and universities adopt more rigorous and measurable standards, and higher expectations, for academic performance and student conduct, and that 4-year colleges and universities raise their requirements for admission. This will help students do their best educationally with challenging materials in an environment that supports learning and authentic accomplishment.
3. significantly more time be devoted to learning the New Basics. This will require more effective use of the existing school day, a longer school day, or a lengthened school year.
“Reform of our educational system will take time and unwavering commitment”
It’s interesting to read what was written about educational reform in the mid 1800’s, again in 1983, and today (2008) we face many of these same challenges particularly in regards to gifted and talented students, the socioeconomically disadvantaged, minority and language minority students, etc. Educational reform requires a vested interest by parents, educators, and policymakers.
References
A Nation at Risk Retrieved June 16, 2008.
http://www.ed.gov/pubs/NatAtRisk/title.html
Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2), 125-230.
Rothstein, R. (2008). A nation at risk: Twenty-five years later. Cato Unbound. Retrieved June 20, 2008, http://www.cato-unbound.org/2008/04/07/richard-rothstein/a-nation-at-risk-twenty-five-years-later/
After reading the history of schooling, it is surprising how closely many of the issues for student performance and teacher professional development parallel today's concerns. I do not think reform is more effective today. Sometimes it is politically driven by power and money and what has come to be called by many in the reading field as a created crisis. Richard Allington addresses this in his book, Big Brother and the National Reading Curriculum.
Those behind reform are sometimes running their own agenda while seeming to be concerned about the students and teachers.
I do see this as a cycle where new trends, social/cultural influences, and/or the political climate can dictate what reforms may come to the forefront. It is certainly a complicated process. I would like to see those in the profession advocate for more influence in the reform process. Look at the state board of education in Texas - mostly business people with few teacher interests represented. I don't think lawyers or doctors would stand for outsiders to dictate their professional responsibilities and reform for their professions.
After reading the history of schooling, it is surprising how closely many of the issues for student performance and teacher professional development parallel today's concerns. I do not think reform is more effective today. Sometimes it is politically driven by power and money and what has come to be called by many in the reading field as a created crisis. Richard Allington addresses this in his book, Big Brother and the National Reading Curriculum.
Those behind reform are sometimes running their own agenda while seeming to be concerned about the students and teachers.
I do see this as a cycle where new trends, social/cultural influences, and/or the political climate can dictate what reforms may come to the forefront. It is certainly a complicated process. I would like to see those in the profession advocate for more influence in the reform process. Look at the state board of education in Texas - mostly business people with few teacher interests represented. I don't think lawyers or doctors would stand for outsiders to dictate their professional responsibilities and reform for their professions.
I think reform is just as effective as it has always been. It depends on the reform, the diligence of the reformer, and the atmosphere to the long-lasting effects of a reform. Horace Mann had sought for a free education with an emphasis on moral character and a decrease of corporal punishment. He sought accountability for school boards on how children are taught. He actively pursued his goals through the political channel and publications. These ideas are still prevalent in today’s society
Elizabeth Peabody convinced Harris to add kindergarten to the public school system, a reform that is still with us today.
G. Stanley Hall, founder of the Child Study, thought to improve education to studying children and their cognitive processes in order to better fit education to children’s learning.
The Progressive Movements sought to improve education for social reforms by looking at children as individual with needs and desires and to provide an appropriate education.
Today’s reforms are similar. Politicians want accountability of the schools and teachers for children’s education, and the child development field studies children discovering how children’s brains process and what is developmentally appropriate and children should be viewed as individuals. The problem lies in the politician and the child develop mentalists do not have a meeting of the minds.
Educational reforms appear to be a cycle. The same issues maybe dressed slightly different and viewed by different eyes with many of the same solutions. Its like a seesaw one side is up, then the other but it’s the same see saw.
Great questions!
I think that as many things in education, reform is a cycle. It amazes me when I read various works from different historical periods how there are many similarities in the educational concerns of these writers and our current situation.
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