The Puzzle of School Reform Cycles
Anyone over the age of 40 who is familiar with public schools knows that similar reforms come again and again as if policy makers suffered amnesia. Consider, for example, the fundamental (and familiar) question that has launched periods of reform like changing seasons: Should all students study the same content and acquire the same skills?
The policy question was asked initially in the 1890s–a politically conservativeera–and answered yes (see here and here). Then two decades later after World War I, policymakers working in a liberal political climate, asked the question and answered no. Students should be able to choose whether they want to go to college, work in white- and blue-collar jobs (see here and here). Then in the late 1950s in the middle of the Cold War–a politically conservative era, the policy question arose again and the answer was yes; all students should study rigorous subject matter in math, sciences, and social studies (see here and here). Between the 1960s and the 1970s, policymakers asked the question again, and answered it yes at one time and no at another (see here and here).
And since the early 1980s ( a Nation at Risk report being a marker of that politically conservative era) the curriculum standards, testing, and accountability movement now including the Common Core standards, all students are expected to learn the same content and skills.
In each instance since the 1890s, then, as times became conservative and liberal, school curricula cycled back and forth between all students studying the same content and skills and students (and their parents) being able to choose what content and skills they want to focus on.
Similar reform cycles on how best to teach (teacher-centered or student-centered) have marked policy debates then and now (see here). Ditto for how The Puzzle of School Reform Cycles | Larry Cuban on School Reform and Classroom Practice:
