For all the research to the contrary, US public education continues to bow down at the feet of the mighty monopoly that is Pearson publishing. Although study after study demonstrates the need for education to be interested driven and project based in order to develop critical thinking skills, states, districts, and administrators turn to the easy solution, a one-size-fits-none approach provided by a single company.
Pearson has aggressive lobbyists, top-notch marketing and a highly skilled sales team. Until the New York attorney general cracked down in late 2013, Pearson’s charitable foundation made a practice of treating school officials from across the nation to trips abroad, to conferences where the only education company represented was Pearson….
The story of Pearson’s rise is very much a story about America’s obsession with education reform over the past few decades.
Ever since a federal commission published “A Nation at Risk” in 1983 — warning that public education was being eroded by “a rising tide of mediocrity that threatens our very future as a nation and a people” — American schools have been enveloped in a sense of crisis. Politicians have raced to tout one fix after the next: new tests, new standards, new classroom technology, new partnerships with the private sector.
K-12 superintendents and college administrators alike struggle to boost enrollment, raise graduation rates, improve academic outcomes — and to do it all while cutting costs.
In this atmosphere of crisis, Pearson promises solutions. It sells the latest and greatest, and it’s no fly-by-night startup; it calls itself the world’s leading learning company. Public officials have seized it as a lifeline.
How can a company meet the individual needs of students in a diverse nation such as the US? The short answer: it can’t. Yet every year, more schools turn to Pearson for a quick solution to a political problem. Teachers in the classroom are painfully aware that with every additional test from Pearson students fall further behind. They lose interest in the learning process as creativity is discouraged and interest-driven study is relegated to after school activities. Is it any wonder the home school movement is gaining steam? Critical thinking is developed by problem solving, collaboration, and desire to progress. Pearson’s single strategy does nothing but develop excellent test-takers who do not retain information because there is no context or relevance for any of it once the test is over.
Parents and teachers and voters need to insist that education is customized for the students in their districts. Student needs change from urban areas to rural, and geographical variances. There are some common elements required, but once the basics of reading and mathematics is established, education must offer flexibility if US students are to be competitive on a world market. Until the system values innovation, creativity, and self-driven learning, US students will continue to fall behind the rest of the world.
Read more: http://www.politico.com/story/2015/02/pearson-education-115026.html#ixzz3S3UhOYVk
Innovation requires out-of-the-box vision. We respect and revere men like Steve Jobs for their vision and for their ability to see the potential in ideas. Yet we don’t teach our teenagers to think for themselves. Teachers in the humanities need to encourage students to find their OWN insights into literature along with learning what other scholars think. History should be a captivating story of society and cultures, how it rises and falls, evolves, changes, succeeds, and fails. We learned early on that “in fourteen hundred and ninety two Columbus sailed the ocean blue” but why? What motivated him? How is he like Neil Armstrong or Walt Disney or Bill Gates? The connections are what make history come to life. But the connections don’t matter on a standardized test so we don’t ask. But, why NOT? Teachers are supposed to train learners, aren’t they? Doesn’t it follow that a kid who finds relevant connections to history and literature and economics is going to do just fine on the standardized tests?
I’m a big fan of asking questions. First of all, I don’t have all of the answers. And if you’re honest, you don’t either. Secondly, as compelling as I think I am, no one wants to listen to me tell facts about this or that. Facts matter, yes, but only as a foundation for discourse. The interesting stuff starts to happen when students make connections between facts and themselves. Students recognize this, too, even though they may not know it yet. When I teach F451, most students intuitively like Clarisse and dislike Mildred. Why is that? Mildred represents everything we seem to value: she has material goods, friends who make her feel good about herself, and a place in a society that is a perfect fit for her. She may not be in the A-list group, but she isn’t the bottom of the heap, either. Clarisse, on the other hand, is a loner, ostracized by her peer group, ridiculed in school, unconventional in her interests, habits, and appearance. Clarisse is, in her society, weird. Mildred is normal. It never fails, though. Every reader sees Clarisse as the more appealing character. Clarisse thinks deeply. Clarisse questions authority. Clarisse wonders and reads and talks. Students want to do the same, but too often we tell them the answer we want to hear and expect them to parrot it back to us. This is counter-productive. Is Clarisse a symbol? Perhaps, but more importantly to this generation, Clarisse gives teenagers permission to be unorthodox enough to find wisdom. Our job as teachers should be to show students the joy of imagination and wonder and discovery.
This is a work in progress…mostly a rant, but eventually something more.
I am a teacher. I can’t help it. It’s how I am wired. I don’t need a classroom; in fact I am probably better outside the traditional classroom because I hate busywork, irrelevant information, and standardized tests.
I teach because I love to learn and I want everyone around me to get excited about learning with me. In this country’s value system however, I am unorthodox. I don’t believe in standardized tests. I think they are the single greatest waste of time, resources, and energy ever created by government to ensure that no one thinks critically. Every question in education can be sufficiently posed and answered on a bubble form sent through a machine that marks the answers as either right or wrong. And they call that education.
NO! (I’d add a few choice words for emphasis, but you can add them in your heads on my behalf.) It is the most ridiculous thing in the world to limit answers to A, B, C, D, or E (with E being “all of the above”). Yes, there are right and wrong answers in education. 2+2 does in fact equal four and nothing else. The air we breathe is indeed a particular combination of oxygen, nitrogen, and a touch of argon. There are facts that are right or wrong, but knowing facts is not education. Recitation is boring. And yes, there are things that must be memorized in order for understanding to evolve, but our current education system has focused so much on right answers that we neglect to teach WHY the answers matter and HOW the answers affect us.
The unorthodox teacher, no matter what his or her classroom, is one who challenges students to understand why and how along with teaching the who, what, and where. And a standardized test can’t measure that.