Align America's K-12 Students with International Standards
The sorry state of America’s K-12 public education system is highlighted by how its students fare on the international stage. In math and science, we rank 18th out of 24 industrialized nations. Occasional spikes in PISA test scores only underscore how far we have fallen behind nations like Singapore, Finland and Japan. Our high school dropout rate is a national catastrophe. The symptoms are endless. Even allowing for the tendency to be more pessimistic than what the situation warrants, it is clear that more than financial institutions, what needs urgent overhauling is our public school system. It is perhaps themost critical challenge for the Obama administration.
Recommendations about how to raise the standards of our schools to meet the demands of the 21st century continue to pour forth from various organizations and foundations. Bill Gates, speaking on behalf of the Gates Foundation, acknowledges that small classrooms and breaking up big schools into smaller units didn’t work because a key factor was missing: rigorous accountability. That includes elected school boards, teachers and IT departments. At the center of this is the teachers unions whose main function seem to be to protect teachers at any cost, particularly the incompetent. Gates is a fervent believer in weeding out bad teachers and paying the good ones substantially more than whatthey take home now. He is wary of increased federal intervention in education, which he thinks is fundamentally a state and local matter.
A new report from the National Governors Association, the Council of Chief State School Officers, and Achieve Inc., offers several recommendations for rebuilding America’s public education system. Called “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education,” it lists five steps toward building a globally competitive education system in America.
1. Upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts for grades K-12.
2. Leverage states’ collective influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internationally benchmarked standards.
3. Revise state policies for recruiting, preparing, developing, and supporting teachers and school leaders to reflect the human capital practices of top-performing nations and states around the world.
4. Hold schools and systems accountable through monitoring, interventions, and support to ensure consistently high performance, drawing upon international best practices.
5. Measure state-level education performance globally by examining student achievement and attainment in an international context to ensure that students are receiving the education they need to compete in the 21st century economy.
This is the most detailed report I have seen where performance of American students have been tied to the performance of international students. It is a recognition that we must have the humility to borrow from countries like Finland and Singapore whose educational practices continue to pay enormous educational, economic and social dividends for them. We know what these practices are: Attract the best and the brightest to the teaching profession by training them extensively and rewarding them with high pay, track teacher and student performances rigorously and ruthlessly and take proactive actions where necessary, and never let politics trump accountability and high standards. Not really secrets, are they?
Achieving a common academic standard is a most daunting challenge. As Lou Gerstner, an educator and former chairman of IBM, has pointed out, there are over 15,000 school districts in America, each with its own standards, curriculum, teacher selection, classroom rules and so on.
Can the recommendations of the governors be implemented? The question is: Who can take on the bruising battle with conflicting interest groups and entrenched mindsets that cannot see beyond the next curve in the road? The federal government can go just so far. “No Child Left Behind” has been manipulated beyond recognition in many states. The bar for academic performance has been shamelessly lowered to allow school administrators to claim that their woefully unprepared wards are moving forward and not being left behind. States are in the grips of boards and unions and any call for changes get mired in endless debates and deliberations. (Hence the success of charter schools).
It really is up to the American people. Where there is a will, there is a way. This spirit has guided Americans for more than two centuries, particularly during difficult times. The critical mass is there. Can the Obama administration be the catalyst for bringing about fundamental changes in our K-12 public education system? Unless something goes terribly awry, I believe it can.
Showing posts with label Lou Gerstner. Show all posts
Showing posts with label Lou Gerstner. Show all posts
Tuesday, December 23, 2008
Saturday, December 20, 2008
Cutting the Gordian Knot of America's Public Education System
In a recent opinion piece in the Wall Street Journal (12/1/08), Lou Gerstner, the former CEO of IBM and chairman of the Teaching Commission from 2003-2006, summarized his ideas for rescuing the nation’s failing public school system. They are forceful and provocative and merit attention from Obama and his education secretary.
Gerstner disarms his critics by putting America’s school reformation movement in context. “Despite decade after decade of reform efforts, our public K-12 schools have not improved.” That surely includes the efforts of the Teaching Commission that he led for 4 years. “Why,” he asks, “after millions of pages, in thousands of reports, from hundreds of commissions and task forces, financed by billions of dollars, have we failed to achieve any significant progress?”
As Gerstner notes, the problem isn't "what to do," nor is it a failure of commitment. Instead, he believes that “the problem lies with the structure and corporate governance of our public schools. We have over 15,000 school districts in America; each of them, in its own way, is involved in standards, curriculum, teacher selection, classroom rules and so on. This unbelievably unwieldy structure is incapable of executing a program of fundamental change. While we have islands of excellence as a result of great reform programs, we continually fail to scale up systemic change.”
To transform the school system, he identifies four key elements: 1) Set high academic standards for all of our kids, supported by a rigorous curriculum. 2) Greatly improve the quality of teaching in our classrooms, supported by substantially higher compensation for our best teachers. 3) Measure student and teacher performance on a systematic basis, supported by tests and assessments. 4) Increase "time on task" for all students; this means more time in school each day, and a longer school year.
(Italics are mine to indicate the enormous political challenge these requirements will pose for the Obama administration, even if only a subset is considered).
Who can quarrel with these suggestions? In one form or another, they have been proposed several times over the years, only to die on the vine, as Gerstner himself concedes.
So what can Barack Obama and Arne Duncan do to ensure that it's different this time? As Gerstner sees it, the particular solution he proposes is challenging but doable: a) Abolish all local school districts, saving only 70 from the 20 largest cities in 50 states. b) Establish a set of national standards for a core curriculum comprising, for a start, reading, math, science and social studies. c) Establish a National Skills Day to test every third, sixth, ninth and 12th-grader against the national standards and publish the result. d) Establish national standards for teacher certification and require regular re-evaluations of teacher skills. Teacher skills are to be judged against one criterion only: advances in student learning. Those who succeed must be able to earn well in excess of $100,000 per year while underperforming teachers must be purged. e) Extend the school day and the school year to effectively add 20 more days of schooling for all K-12 students.
Can such a solution, or variations thereof, be implemented? Local school districts will undoubtedly put up bitter fights. There will certainly be the inevitable, debilitating clash between Teachers’ Union and the “progressives.”
But the students themselves are hungry for change and parents and concerned citizens are supportive of overhauling the nation’s public school system. They have given Obama the mandate to do so. The 44th president must make it a priority of his administration to cut the Gordian Knot of America’s public education system and transform it into a source of creativity. America's future depends on it.
In a recent opinion piece in the Wall Street Journal (12/1/08), Lou Gerstner, the former CEO of IBM and chairman of the Teaching Commission from 2003-2006, summarized his ideas for rescuing the nation’s failing public school system. They are forceful and provocative and merit attention from Obama and his education secretary.
Gerstner disarms his critics by putting America’s school reformation movement in context. “Despite decade after decade of reform efforts, our public K-12 schools have not improved.” That surely includes the efforts of the Teaching Commission that he led for 4 years. “Why,” he asks, “after millions of pages, in thousands of reports, from hundreds of commissions and task forces, financed by billions of dollars, have we failed to achieve any significant progress?”
As Gerstner notes, the problem isn't "what to do," nor is it a failure of commitment. Instead, he believes that “the problem lies with the structure and corporate governance of our public schools. We have over 15,000 school districts in America; each of them, in its own way, is involved in standards, curriculum, teacher selection, classroom rules and so on. This unbelievably unwieldy structure is incapable of executing a program of fundamental change. While we have islands of excellence as a result of great reform programs, we continually fail to scale up systemic change.”
To transform the school system, he identifies four key elements: 1) Set high academic standards for all of our kids, supported by a rigorous curriculum. 2) Greatly improve the quality of teaching in our classrooms, supported by substantially higher compensation for our best teachers. 3) Measure student and teacher performance on a systematic basis, supported by tests and assessments. 4) Increase "time on task" for all students; this means more time in school each day, and a longer school year.
(Italics are mine to indicate the enormous political challenge these requirements will pose for the Obama administration, even if only a subset is considered).
Who can quarrel with these suggestions? In one form or another, they have been proposed several times over the years, only to die on the vine, as Gerstner himself concedes.
So what can Barack Obama and Arne Duncan do to ensure that it's different this time? As Gerstner sees it, the particular solution he proposes is challenging but doable: a) Abolish all local school districts, saving only 70 from the 20 largest cities in 50 states. b) Establish a set of national standards for a core curriculum comprising, for a start, reading, math, science and social studies. c) Establish a National Skills Day to test every third, sixth, ninth and 12th-grader against the national standards and publish the result. d) Establish national standards for teacher certification and require regular re-evaluations of teacher skills. Teacher skills are to be judged against one criterion only: advances in student learning. Those who succeed must be able to earn well in excess of $100,000 per year while underperforming teachers must be purged. e) Extend the school day and the school year to effectively add 20 more days of schooling for all K-12 students.
Can such a solution, or variations thereof, be implemented? Local school districts will undoubtedly put up bitter fights. There will certainly be the inevitable, debilitating clash between Teachers’ Union and the “progressives.”
But the students themselves are hungry for change and parents and concerned citizens are supportive of overhauling the nation’s public school system. They have given Obama the mandate to do so. The 44th president must make it a priority of his administration to cut the Gordian Knot of America’s public education system and transform it into a source of creativity. America's future depends on it.
Subscribe to:
Posts (Atom)