If it weren't for my Aspergian tendencies, I'd try to become a lobbyist or politician. Or if I knew I could make a good living off of it I'd do it.
I have some relatives that work in public schools, so I get to hear about lovely programs and solutions-of-the-month that are fed into the public schools by administrators and government. Most of the time I'm just left shaking my head, wondering what the politicians are thinking.
I mean...do they actually spend any time in the classroom to see what effect their various decrees are having?
I was thinking about it again when I found a Time article from a researcher who actually studied the effect of "bribing" kids with money in order to increase achievement in schools. The researcher was an economist, which reminded me of a fantastic book I recently finished, SuperFreakonomics. That book continued to build off the first book, Freakonomics, wherein the economist authors provide both entertaining and informative information while reinforcing the idea that people change their behavior based on the proper incentive (well, that's one of the ideas, anyway...he makes several observations and links between various phenomena of people's behavior).
I was thinking about the way the US is currently trying to increase student achievement. The government finds that our population is stupid. Very stupid. As in, on average, we are scientifically, mathematically, and historically ignorant compared to most other industrialised nations. Recent highlight; the NSF hid results of portions of a recent survey of American regarding the big bang and evolution.
Okay, blame schools, they decide. Enter No Child Left Behind, and the ensuing efforts to standardise education. There are lists of what kids must be able to do by certain grade levels/ages, and if schools keep underperforming, they lose funds, and if it continues to happen, schools are shut down or taken over by outside groups. Kids take a series of tests as dictated by various agencies in various state governments at different times of their educational lives.
There are huge numbers of detractors for the way education is attempting to be reformed, but it seems to me that the most fundamental problem is that the onus of "fixing" education is on the wrong entity.
There is no incentive for students to do better. If they perform poorly, the school is punished. Essentially, the teachers are told that if they have students not doing what they're supposed to be doing, then it's the teacher's fault; the teacher didn't "engage" every kid in the classroom to the point where they want to learn.
This places blame for student stupidity squarely on the teachers, as the blame is placed by politicians on the schools which goes on the administrators who then turn around and blame the teachers. And the blame stops there.
The real problem, as I see it, lay in the community. If the kids screw off in school, the school gets punished. Not them. What incentive is there to learn?
The parents of failing kids rarely seem to care. Usually that sub group is just as ignorant as the kids.
The community as a whole doesn't value education. We have a society that wanted to have a George Bush clone for president because he was someone that the "Average Joe" could sit and have a beer with, while "liberal" candidates were overeducated and out of touch with the average American, apparently because they were educated if you listen closely enough to the criticisms. How can you expect students to want to perform well in academia when we pay sports stars millions of dollars while scientists are begging for funding, usually from corporate interests only funding research that they believe with benefit their own interests?
What it comes down to, in my view, is incentive. Students have no incentive to achieve academically. What happens if they fail math or science? They still have their cell phones, ipods, freedoms for the most part...schools can only limit so much. Even things they're not supposed to have the freedom to do teachers will let kids get away with. "It's study hall, it's not worth taking away the cell phone, so if they want to text go ahead..."
Most parents don't care. The helicopter parents are usually the ones in the conferences and emailing about their child's progress and their kids aren't the ones failing or staying home "sick" for thirty days a year.
Since we don't place incentives or punishments on parents and students, and instead focus on schools being punished, of course schools will fail at getting kids motivated to learn. How do you get kids involved when all teachers hear from the students is, "What do these tests matter? It's not like we're graded on them or something."
It's simply another burden for schools to bear. The funny part is that people still think schools are for learning; they're instead a social program for watching kids. Most parents have no idea how much money is spent on so-called IEP's (this may be different depending on what your state has for helping kids) and special-needs. Schools spend tens if not hundreds of thousands of dollars a year on purchasing special equipment for kids that will never be able to move beyond the most basic of skills; 18 year olds with the mental development of a five year old. Schools spend resources on counseling kids, sports, and various activities that have little if anything to do with academics. It's disingenuous to label a school as an educational institution when it actually fills a niche I like to call "community spackle;" public schools are expected to fill in all the gaps that parents can't be bothered to perform in raising their kids.
The whole "No Child Left Behind" is simply highlighting the shortcomings that have been cultivated in our society so blame can be allocated onto the schools and politicians are able, for the next several years, to both look like they care about making society less stupid while simultaneously looking like they're doing something about it. What it actually does is add a greater burden to schools, which in turn puts a greater squeeze on their employees, which then makes more qualified educators flee from the field and encourage more mediocre teachers to fill teaching posts, thus lowering education quality even more.
In short:
There's little incentive for parents to pressure students to achieve.
There's little incentive for kids to achieve.
There's little incentive for good, qualified educators to stay in the field.
There's little power given to schools to actually affect any change in the situation. They're simply given a directive, and when they fail, they're punished. Ever been put in charge of something that you have no authority to direct? Isn't that the definition of being set up to fail?
There are several things I've found to be screwed up with public education but until we acknowledge that many of these problems begin and end with the public, our nation will continue to carry a reputation of being among the most mediocre countries for education, per capita, among the developed nations of the world.
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