Recently a summit on the achievement gap was held in Sacramento, California. What was presented at that summit has stirred up much conversation and debate. One such conversation/debate was between Richard Rothstein and Russlynn Ali which was printed daily for a week in the
Los Angeles Times.A couple of days ago I had the opportunity to access the whole transcript. While reading it, I found myself highlighting, writing "YES!!!" and starring Richard Rothstein's ideas, thoughts, and suggestions. For the next few days I'm going to draw upon his comments for my daily post.
Today I'm going to address an issue that takes us back to former posts centered on David McCullough and the need for history.
Rothstein notes one great harm NCLB (No Child Left Behind) has done to American education, particularly to disadvantaged children, and that is something called
curriculum narrowing. At this point in time the law only holds schools accountable for math and reading. Inevitable result?- Something which sociologists have long called "goal displacement"--doing more of what you are accountable for and less of what you are not.
I would add something that I learned in my leadership class with Dr. Julie Hite at BYU--- "goal displacement" can cause an organization to focus on peripheral goals only because they are easy to measure, and not because they have any relationship to the long term vision or mission or goal of education. Thus, the most important educational goals are sacrificed.
Rothstein goes onto say that this is something well known in organizational theory. Management expert W. Edwards Deming urged businesses to "eliminate management by numbers, numerical goals" because they encourage a focus on short, not long-term, results. Peter Druker gave similar advice. What management experts are suggesting today is to use "balanced score cards" to measure success and not rely solely on financial indicators.
According to Rothstein, nobody is suggesting that better math and reading instruction be ignored. Yet, and this is an important "yet," to increase the low-income and minority children's chances for success, we must guarantee them a balanced education that includes more than math and reading instruction.
Rothstein comments that in Senate testimony, historian David McCullough observed, "Because of No Child Left Behind, sadly, history is being put on a back burner or taken off the stove altogether in many of our schools in favor of math or reading."
When schools only focus on reading and math, there is a decreased focus on social studies, history, science, art, music, etc., particularly in schools that serve low-income and minority students because this is where reading and math scores are the lowest. Even if the gap were narrowing in math and reading (which it is not), the gap is widening in other areas that are equally important but may be harder to measure numerically. And I would add that for minority students, especially English Language Learners, participating in subjects such as art, music, science, and history can help build self-confidence that can then translate into greater success with reading and math.
Rothstein quotes Chester Finn and Diane Ravitch, both once prominent NCLB advocates: If NCLB continues they write: "Rich kids will study philosophy and art, music and history, while their poor peers fill in bubbles on test sheets. The lucky few will spawn the next generation of tycoons, political leaders, investors, authors, artists and entrepreneurs. The less lucky masses will see narrower opportunities."
Although NCLB has made us recognize and acknowledge achievement gaps which we must do if we are to better meet the needs of our diverse learners, it is a draft that must be revised or even possibly rewritten altogether. This is true of even the best well laid plans.
And although NCLB's vision may be noble, I would question whether it is a vision. I see it as a goal to achieve a vision. That is part of the problem. We have not, yet, done what needs to be done to clearly articulate an education vision that will identify the purpose of education itself. NCLB may have been putting the cart before the horse, and therefore, we have focused on all kinds of "displaced goals," jeopardizing the realization of the true education vision we haven't yet identified.
Without a proper clear, articulated vision, we may win a battle, but lose the war. The "won battle" may be that we have children who have reading and math skills while we "lose the war" to have a well-educated society because we've neglected and sacrificed other important and critical aspects of education.
One of these important and critical aspects is history and civic learning. Rothstein quotes from the Campaign for the Civic Mission of Schools that Retired Supreme Court Justice Sandra Day O'Connor now co- chairs: "As civic learning has been pushed aside, society has neglected a fundamental purpose of American education, putting the health of our democracy at risk."
