Amidst Americans’ explicit concerns with the economy and foreign policy, our nation must also concentrate on a weakening public education system. Even with
49.8 million young people attending public elementary and secondary schools this season, a great discrepancy in achievement is growing amongst these students. Millions of them underperform — failing to meet benchmarks, graduate, pursue higher education and find professional success.
Average Americans, education specialists, and politicians differ, however, on the way to deliver a better system. A revaluation of current policy along with stronger connection between government and education will positively influence American education. Yet, with any more neglect, this system will negatively impact the growth that is critical to America’s global competition with regards to domestic and foreign affairs.
The context behind current circumstances is better understood with background in modern education reform and the role of the federal government. The Progressive Era of the early twentieth century laid the philosophical and administrative foundation for current education policy. Progressive reformers such as John Dewey believed in the connection between education and good
democracy.
“Dewey's vision for the school was inextricably tied to his larger vision of the good society, wherein education–as a deliberately conducted practice of investigation, of problem solving, and of both personal and community growth–was the wellspring of democracy itself.”
This movement (in contrast to nineteenth century classical education) concentrated on practical, less formal education for the overall benefit of society. Critics argued, however, that students preferred learning more rational information as opposed to general principle. A subset of this movement, administrative progressive education, envisioned a more bureaucratic and centralized system to conduct mass testing. Although the entire progressive movement eventually lost momentum, it raised questions such as “What is the relationship between education and democratic citizenship, between teachers and students? To what extent is the school responsible for the emotional as well as intellectual development of its pupils? Do achievement tests provide valid and reliable measures of student learning?” All these questions pertain to the condition of present day education.
Decades later, the Civil Rights movement stirred education activists who promoted equal opportunity for students of all races. The role of the federal government was imperative in enforcing the ruling behind Brown vs. Board of Education. The
decision read:
“It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment.”
In 1964, the Elementary and Secondary Education Act program increased federal financial involvement in schools, especially in inner-city areas with disadvantaged social and economic conditions. In addition, the Education for All Handicapped Children Act of 1975 required individualized instructional programs for students with disabilities. Finally, equal (free) access to education was least ensured in theory to all young people (regardless of race, gender, economic background etc.) Despite outcries from Republicans, President Jimmy Carter expanded the government in 1979 to include the Department of Education. Its
purpose today is to:
1. Establish(ing) policies on federal financial aid for education, and distributing as well as monitoring those funds.
2. Collect(ing) data on America's schools and disseminating research.
3. Focus(ing) national attention on key educational issues.
4. Prohibit(ing) discrimination and ensuring equal access to education
In 1983, the Reagan administration released a Nation At Risk, a highly publicized report outlining the relationship between the problems with the education system and fading American status in the world. “Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. The report permanently added education to the national political agenda. As Edward Fiske
describes in a 2008 NY Times piece, “the last 25 years have seen a succession of projects and movements aimed at increasing the quality of American primary and secondary schools: standards-based reform, the 1989 “education summit” that set six “national goals” for education, the push for school choice and, most recently, the No Child Left Behind legislation.” A Nation At Rick cited students’ inadequacies with regards to literacy, testing, math, science and general intellectual skills. Yet, on the other hand, the
report asked for America’s help with:
1. The commitment of the Nation to high retention rates in schools and colleges and to full access to education for all
2. The persistent and authentic American dream that superior performance can raise one's state in life and shape one's own future;
3. The dedication, against all odds, that keeps teachers serving in schools and colleges, even as the rewards diminish
4. The voluntary efforts of individuals, businesses, and parent and civic groups to cooperate in strengthening educational programs
During the last two decades, the government narrowed down policy to outcome based and standards based education. Both reforms highlighted the importance of measuring results to ensure school accountability. By end of the twentieth century, nearly every state had implemented a system of testing to compare achievement and understand the widening gaps. In 2001, President Bush signed No Child Left Behind (NCLB) requiring each state to establish measurable goals for students. The
objective remains for every student to read and do math at or above grade level by 2014. Both parties agreed, however, that “strengthening the nation's schools is essential for preparing our citizens to compete and win in the global economy,” as Senator Ted Kennedy said in the
Washington Post. Senator Kennedy, a co-sponsor on NCLB, also agreed that his legislation has not met full expectations and still needs change.
Even with the results from NCLB, the current American education system falls short of saving the public education system. According to the Center for Education Reform, 30 percent of U.S. high school students will not graduate in 2008. The results of the last three Nation's Report Cards in reading, math and history show that barely a third of 4th graders and 8th graders are proficient. Also, American students scored lower than 23 other industrialized countries in mathematics and lower than 16 others in scientific literacy on a 2006
assessment. Although most politicians believe in some of the general principles behind NCLB, others understand the need for more reform.
Considering the relevance of the subject, I am most interested in how future policy makers plan to improve the problem. Even though the issue will not decide the November election, increased competition across the globe requires a higher quality of American education. Fundamentally, Democrats and Republicans disagree on the role and size of the federal government. Despite bipartisan agreement for NCLB, differences still exist between the right and the left sides of the aisle. The Republicans typically offer a more fundamental approach to education, emphasizing the basics of reading, writing and arithmetic. Conversely, the left manages education with a more experimental approach, focusing less on tradition. For example, Democrats currently seeks greater funding for special education, easier access to pre kindergarten and college education, while Republicans seek more school choices and more accountability through testing.
In the first Presidential Debate, Senator Obama thrust education into the conversation on three occasions compared with zero mentions from Senator McCain. Obama
said issue of education was one example “of how we're going to keep America safe. [By] sending a message to the world that we are going to invest in issues like education, we are going to invest in issues that -- that relate to how ordinary people are able to live out their dreams.” (In an interview with the Des Moines Register, Senator McCain
said, “the education level in America has to provide the workforce, especially in the information technology sector, [with enough so] that we can maintain out lead over the rest of the world." Obama and McCain both support NCLB, while Obama seeks greater overhaul and more funding from the government to schools. Still, traditional Democratic Party loyalists challenge Obama’s NCLB support. Teachers unions, especially the National Education Association (NEA)
disagree with the law’s rigid structure and merit pay plans. New Mexico Chapter President Eduard Holguin argues that:
“parents, teachers, and other school employees know very well that each child learns in their own way and on their own pace. We also know that schools in need of assistance won’t improve if they’re made to use scarce resources on things that won’t better their instruction AND if they’re shortchanged of the funds promised them at the onset of the law.”
In addition, civil rights groups disagree with the policy’s different treatment of children from urban and suburban schools. Harvard Civil Rights Project
research has shown that the NCLB “has actually done more to shortchange schools and students that need the most help.” Interestingly, academics
argued that the policy discourages students to excel to their limit, forcing schools to subsidizing the education of the least gifted and gifted programs have suffered.
With a new president and a new Congress, policy makers must weigh a wide variety of additions or reinforcements to education legislation. Thomas Toch and Douglas Harris of Education Week
argued that NCLB cannot hold schools accountable for factors they cannot control (such as family income and parental education) in national ratings. As schools continue to fail the standards, the next president must increase incentives for teachers, include parents in the process, and pay attention to education from bottom to top, pre-school to college. John McCain suggested offering tax credit to teachers to create incentive, while both Senators agree on merit pay. In general, however, policy must motivate our students to be excited to learn. The good of the democracy rests on the ability for our young people to think and act with intelligence. Testing may not be the best measure of intelligence, as the
“American mystery” of the 1960s was incredible performance (sound economic growth) but low test scores. Interestingly, Newsweek International's Fareed Zakaria
noted Singapore's success on international math and science exams, but asked Education Minister Tharman Shanmugaratnam why Singapore produced so few top-ranked professionals. "We both have meritocracies," he replied. America's "is a talent meritocracy, ours is an exam meritocracy. There are some parts of the intellect that we are not able to test well -- like creativity, curiosity, a sense of adventure, ambition.
Although NCLB concentrates on merits, it should also encourage additional funding for vocational and charter schools, great scholarship from private schools and additional technology outlets in all classrooms. Despite economic fears, the government should be maintaining a critical role in the education system. The recent bailout legislation actually included
funding for struggling rural school. According to a recent Gallup Poll, fewer than 2 of 10 Americans believe that NCLB legislation should be continued without change. With this in mind, education reform must be a priority for federal government.
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