Adding Value to the Worthless?
Why Embrace 19th Century Assessments for the 21stCentury?
Guest Commentary by Stephen Stollmack
Public education is part of the conceptual framework of this country. Most accept the basic format of a homeroom teacher keeping the younger children all or most of the day, phasing into different teachers, each one responsible for one of the menu of subjects laid out for every child based on his or her age. Most probably recognize that their children are facing an environment much different from the one they grew up – with ‘high-stakes testing, on-line classes, entirely new Standards for developing classroom modules based on significant advances in the knowledge-base for most every subject and increases in class sizes due to budget cuts and the list goes on and on. At the same time, college costs are going through the roof while we are hearing that approximately 25% of college graduates can’t find full-time jobs. Even parents who are aware of these changes
