Sunday, September 28, 2003

Why the Bloomberg/Klein Educational Reforms Will Not Work

This article was sent to me by Jeff B., one of my original readers. I have lots of thoughts on the article, so I wanted to respond to it. When I could not find a link to it on the internet, I wrote to Professor Singer and received permission to publish it. You read it here first! My comments will follow in a later post (probably not today).

Lab report update: 50 down, 60 to go.

*****

Why the Bloomberg/Klein Educational Reforms Will Not Work
By Alan Singer, Hofstra University

In August, a New York City Department of Education spokesperson expressed concern that the general public did not seem to buy into the mayor and school chancellor's reorganization plan. The problem was supposedly a communications failure. That same week the department announced a decision to hire thousands of parents as school-community liaisons. Apparently, one of their primary tasks will be selling the reforms.

However, the real problems are not being addressed. The Bloomberg/Klein educational reforms are based on faulty premises and will not work. The most obvious changes, the dismantling of the community school districts and the imposition of centralized mayoral control, were intended to make educational reform go smoothly. But what is the substance of the reform? There are basically three components: a more standardized curriculum, top-down management, and investment in smaller experimental schools.

Few educators dispute the value of better coordinated instruction and the actual reading package for the lower grades allows for flexibility and seems to make sense. Unfortunately, it is being presented to teachers as a series of scripted directives to be followed by them and the kids. The things that make learning fun and contagious – art, music, dance, drama, sport, play, an appreciation of diverse cultures, friendship, investigation, speculation, the discovery of new things, and the give and take between human beings, are being squeezed out.

In the middle schools and high schools, failure will be compounded as students are forced into extended remediation sessions. Locked into double period blocks of preparation for standardized reading and math tests, they will fail to learn the same things they failed to learn in the past. For lower performing students, perhaps for the bulk of them, not only will the arts be shunted aside, but probably also social studies, history, literature and the sciences.

The heart of the Bloomberg/Klein plan is a business organization model that is autocratic and has little relevance for the education of people. It has not worked for the delivery of electricity, health care or gasoline, and it will not work for schools.

It treats education as a commodity to be produced efficiently and delivered for the lowest possible price. In this model, children are raw material to be manipulated and if resistant, discarded. Teachers become little more than cogs in a machine, part of a delivery process. Parents are seen as consumers who should be instructed on how to purchase the best pair of jeans, sneakers, or schools- assuming such schools are actually available to them. School-based administrations become middle managers instead of educational leaders. Their job is the unquestioning enforcement of arbitrary directives. If you want to see how this model works in practice, look at the beginning o f Charlie Chaplin’s classic movie, Modern Times. In factory-like schools run on a business model, no one gets treated like a human being.

The better educated and more savvy parents will never accept this kind of education for their children. Would Mayor Bloomberg, Chancellor Klein or Caroline Kennedy? To keep these families in the public school system, their children will attend specialized academic schools or new "designer" programs in the experimental, and well-funded, mini-schools. To maintain an air of equity, high achieving minority youngsters, or those with the most pushy parents, will also be channeled into these programs. While they are being presented as models for the future, they are little more than oases in an educational desert. Most youngsters will remain in overcrowded, under-funded, mediocre remediation centers.

Genuine school reform means recognizing that there are no quick fixes for the schools and that it will take money and probably greater attention to social inequality in American society. Numerous studies have shown that the surest way to improve the educational performance of students is to raise the socio-economic status of families. In the meantime, some proposals make more sense than others.

Our schools must treat children, teachers and parents as human beings. They must acknowledge and respect individual differences, not try to pound square pegs into round holes. This means focusing on teaching children, not learning packages. It means convincing students of the value of learning, not forcing them to complete what appear to them as meaningless tasks. This approach to reform means involving teachers in planning and decision-making, not just giving them directives to implement. It means treating parents as partners in the education of children, not obstacles and the subject of blame. It means providing parents with support through parenting and literacy classes and instruction on how to help children learn, instead of using them to deliver corporal punishment when teachers cannot engage their children.

We already know what can work. The best private and suburban public schools augment student achievement through enrichment programs and by building teams of teachers, administrators, counselors, support personnel, and parents that coordinate instruction and address the needs of individuals. Even in the most troubled inner-city schools, informal teams of teachers have always figured out ways of working together to improve education for their students.

The Bloomberg/Klein reform plan cannot work because it ignores the reality of the life of young people and their families, what we know about how adults work and children learn, and broader social inequality. It is a prescription for disaster.

3 Comments:

Blogger YoYo said...

豆豆聊天室 aio交友愛情館 2008真情寫真 2009真情寫真 aa片免費看 捷克論壇 微風論壇 大眾論壇 plus論壇 080視訊聊天室 情色視訊交友90739 美女交友-成人聊天室 色情小說 做愛成人圖片區 豆豆色情聊天室 080豆豆聊天室 小辣妹影音交友網 台中情人聊天室 桃園星願聊天室 高雄網友聊天室 新中台灣聊天室 中部網友聊天室 嘉義之光聊天室 基隆海岸聊天室 中壢網友聊天室 南台灣聊天室 南部聊坊聊天室 台南不夜城聊天室 南部網友聊天室 屏東網友聊天室 台南網友聊天室 屏東聊坊聊天室 雲林網友聊天室 大學生BBS聊天室 網路學院聊天室 屏東夜語聊天室 孤男寡女聊天室 一網情深聊天室 心靈饗宴聊天室 流星花園聊天室 食色男女色情聊天室 真愛宣言交友聊天室 情人皇朝聊天室 上班族成人聊天室 上班族f1影音視訊聊天室 哈雷視訊聊天室 080影音視訊聊天室 38不夜城聊天室 援交聊天室080 080哈啦聊天室 台北已婚聊天室 已婚廣場聊天室 夢幻家族聊天室 摸摸扣扣同學會聊天室 520情色聊天室 QQ成人交友聊天室 免費視訊網愛聊天室 愛情公寓免費聊天室 拉子性愛聊天室 柔情網友聊天室 哈啦影音交友網 哈啦影音視訊聊天室 櫻井莉亞三點全露寫真集 123上班族聊天室 尋夢園上班族聊天室 成人聊天室上班族 080上班族聊天室 6k聊天室 粉紅豆豆聊天室 080豆豆聊天網 新豆豆聊天室 080聊天室 免費音樂試聽 流行音樂試聽 免費aa片試看A片 免費a長片線上看 色情貼影片 免費a長片 本土成人貼圖站 大台灣情色網 台灣男人幫論壇 A圖網 嘟嘟成人電影網 火辣春夢貼圖網 情色貼圖俱樂部 台灣成人電影 絲襪美腿樂園 18美女貼圖區 柔情聊天網 707網愛聊天室聯盟 台北69色情貼圖區 38女孩情色網 台灣映像館 波波成人情色網站 美女成人貼圖區 無碼貼圖力量 色妹妹性愛貼圖區 日本女優貼圖網 日本美少女貼圖區 亞洲風暴情色貼圖網 哈啦聊天室 美少女自拍貼圖 辣妹成人情色網 台北女孩情色網 辣手貼圖情色網 AV無碼女優影片 男女情色寫真貼圖 a片天使俱樂部 萍水相逢遊戲區 平水相逢遊戲區 免費視訊交友90739 免費視訊聊天 辣妹視訊 - 影音聊天網 080視訊聊天室 日本美女肛交 美女工廠貼圖區 百分百貼圖區 亞洲成人電影情色網 台灣本土自拍貼圖網 麻辣貼圖情色網 好色客成人圖片貼圖區 711成人AV貼圖區 台灣美女貼圖區 筱萱成人論壇 咪咪情色貼圖區 momokoko同學會視訊 kk272視訊 情色文學小站 成人情色貼圖區 嘟嘟成人網 嘟嘟情人色網 - 貼圖區 免費色情a片下載 台灣情色論壇 成人影片分享 免費視訊聊天區 微風 成人 論壇 kiss文學區 taiwankiss文學區

12:58 PM  
Blogger real_tips said...

education is important to everyone.. thanks for sharing..

http://subprime-mortgage-lender.blogspot.com

http://remedy-helpdesk.blogspot.com

http://purchase-contact-lenses.blogspot.com

11:13 PM  
Blogger real_tips said...

http://the-anxiety-disorders.blogspot.com/

7:40 PM  

Post a Comment

Links to this post:

Create a Link

<< Home