The Dec. 28th New York Post had an editorial that shouldn't have surprised me, but it did. The focus was on testing in New York, and the thrust was that we owed more rigorous and lengthier tests to our students...as a demonstration of "genuine achievement". How else can we possibly make schools better; of course the unions and the parents oppose this; other countries want their kids to be smart...shouldn't we?...and so on. I know this paper is a rag-but why does this tripe go unsubstantiated and unchallenged so often?
Here's my response.
The
Post December 28th editorial (NY's proficiency
exams should demand more from
students...) is another example of misdirection
and misinformation. More difficult and
lengthier testing doesn't "raise the
bar", it diverts resources of time, money, and expertise
away from learners-trading
these things for profit in the testing, data collection, and
curriculum industries.
While little is said, the public is becoming more aware that some
countries that
outperform us academically test far less, and focus far more on equity and
social structure. While "reformers" would like to drive us to compete
with countries whose
economies grow through exploitation of labor and the
environment, the truth of how
"trickle down" continues to fail, and
how unwilling the greediest are to be held
accountable is becoming more
apparent. This focus on creating a generation of workers
to serve an unfeeling exterior
"global economy" further diminishes what is already sorely
lacking: character and substance within.
If we want to truly "raise the bar",
that bar needs to be in the area of character and
accountability in policy
making and the media coverage it receives: who directs it and
how.
No comments:
Post a Comment
Thank you for responding and commenting. All comments will be reviewed, and only vulgarity and off-topic strangeness will be removed.