Rebellion, Revolution, or Just Pushback?
Two recent articles suggesting an end to the current phase of test-driven accountability and market-based reforms got me thinking about how hard it is to sort out differences between what I hope will occur and what actually is happening.
In one piece–”The Coming Revolution in Public Education”–John Tierney sees current incidents of resistance to current showpieces of school reform from educators, parents, and legislators as a revolution in the making. The evidence he submits to readers comes from instances of teachers refusing to give tests, parents boycotting exams, prosecutors indicting administrators for cheating, and legislators reducing numbers of tests.
In the other piece, “Failing the Test,” David Kirp lists setbacks to current school reforms citing similar evidence that Tierney does but adds instances of districts (e.g., Montgomery County, Maryland, Aldine, Texas, Union City, New Jersey) where long-term efforts have produced solid gains in student achievement without resort to
In one piece–”The Coming Revolution in Public Education”–John Tierney sees current incidents of resistance to current showpieces of school reform from educators, parents, and legislators as a revolution in the making. The evidence he submits to readers comes from instances of teachers refusing to give tests, parents boycotting exams, prosecutors indicting administrators for cheating, and legislators reducing numbers of tests.
In the other piece, “Failing the Test,” David Kirp lists setbacks to current school reforms citing similar evidence that Tierney does but adds instances of districts (e.g., Montgomery County, Maryland, Aldine, Texas, Union City, New Jersey) where long-term efforts have produced solid gains in student achievement without resort to
