Quote of the Day – September 17, 2012
In stark contrast, the current narrative of education reform says that by focusing on the apparent symptoms (e.g. low test scores and too few students prepared for college and career) and treating single organs, such as teacher evaluation and compensation systems, we can cure the causal infection (poverty). In the early 1990s, there was surge of interest in systemic change in education; however, those efforts were short lived in the face of complex problems and mounting impatience for a quick fix. Attempts at systemic change gave way to market-driven competitive solutions and a singular focus on measuring outcomes. We abandoned systemic change for symptomatic change.
To stretch the metaphor a bit, I would argue that the issues that often plague high-poverty schools — such as an overabundance of inexperienced teachers, low expectations among staff and even among families, insufficient challenge and rigor, inequitable distribution of facilities and resources, and inadequate evaluation processes — are akin to the organs. Their prolonged ill health may exacerbate the disease, but they do not cause it. -Excerpted from Valerie Strauss’ article “Why schools alone can’t cure poverty”, published at the The Washington Post online.