Modern Education

In Colorado we had CSAP—the Colorado Student Assessment Program. In Texas they call it TAKS—Texas Assessment of Knowledge and Skills. You probably have something similar where you live. It is a recognition that public schools seem to be failing to produce graduates who are capable of performing the tasks expected of literate adults, i.e. reading, writing and basic mathematics. So, we need to measure performance of our students, teachers and schools. The concept is pretty simple and one that I learned more than thirty years ago when I was involved in training pilots for the USAF.

Start by defining your objectives. Then establish a standard for measuring achievement of those objectives. It must be measurable and reasonable. Let’s say, for example, if dealing with addition for elementary school, that the student will be able to add columns of up to five numbers of four digit complexity with 95% accuracy. No room for quibbling about that. You either can or you can’t. Then develop teaching methodologies to enable students to reach that standard. Finally administer a test of the skill.

Taken to the essentials, that is what is being demanded in schools today. But, we have gripes about the process. There’s “too much pressure” on the little babies. Teachers “must teach the test.” And, what about meeting the little darlings’ needs for self esteem? Teachers don’t want to do the basic job of teaching to meet a standard of performance. Parents don’t want the responsibilities of over-seeing their children’s education. Students simply would rather goof off than study. There is no responsibility and no accountability.

Want an example of this? Read this heart-warming tale from a respected (sic) educator in Texas published in this morning’s Dallas Fishwrap:

But Do You Feel Good About Yourself?

Students were supposed to be learning Texas history. That would have some relationship to facts such as dates, names, places and at a slightly higher educational level, to causes and effects. Seems like a reasonable educational goal. Objective testing is possible. And, wow—get this, a teacher and a student could be held accountable.

But what does this “educator” do? Why she says, “just write down whatever you’ve learned.” Does it have to be fact? Well, she doesn’t mention that. Could it be fiction, fallacy, fairy-tale or the John Wayne interpretation of events at the Alamo? Well, probably yes!

Then she gives everyone an “A” along with some advice. If a male teacher were to write on a history assignment, "Suzie, I like how you are softening your makeup ... Have you ever tried ... ?" it wouldn’t be more than 24 hours before the sexual harassment charges would be filed and the male teacher suspended. And, what does Suzie’s makeup and David’s foul mouth have to do with Jim Bowie and Sam Houston and William Travis?

When the test came, the students were apparently poorly prepared, but never fear. The grades for everyone would be the “A” given for the feel-good session. It only makes one wonder how this “professional educator” was dealing with math and English classes and their somewhat less flexible standards of performance in the real world.

How about these finishing remarks for insight into modern education:

“This led to a discussion about how testing ruined a good class unless you were as smart as the kids who liked to study. The students talked about how testing could make someone feel stupid and about the fear of failure. They only quieted when I told them they had all made A's on the more personal test the week before.”

Sorry, Honey, but life is subject to failure. The concept that class was ruined unless you were “as smart as the kids who liked to study” is the core of your philosophy of failure. Did you ever consider teaching kids that success takes hard work? Or that you aren’t smart because you like to study, but you study because you would like to get smart? Or that class is more fun and not “ruined” if you prepare and do the work? Learning can and should be fun—but it takes an effort and isn’t free.

“I am appalled at President George Bush's plans for No Child Left Behind, the enormous emphasis on testing in our public schools and the pressure placed on teachers to prepare students for standardized testing. And the teachers must make sure they do not help a student, or there will be charges of cheating against the teacher.”

Pressure to prepare students is exactly what education is about! Helping the students is providing them meaningful lessons, exercising their skills, demanding their performance, and instilling classroom discipline. She certainly knows that “helping” students is one thing and it isn’t cheating. She also should have a darn good idea what cheating means. But, maybe not.

“Teach them life and how they might use that class in years to come. I also believe that all students should pass to the next grade. That is leaving no child behind.”

Can you possibly not feel the slightest gag reflex when reading that? Students should most assuredly not pass to the next grade if they cannot do the required work at the current grade. When these pass-through students eventually complete their time in schools and are not left behind by her standards they will enter the work force unable to compete and ill-prepared to face the challenges of life. So, they will breed, and gripe, and become the next generation of welfare-sucking dependents upon the body politic. But, at least they feel good about themselves…and don’t you just love Suzie’s new look?