School reform: What went wrong, what went right, and what we should do in the future
For years the United States has embarked on an effort to reform its public education system, a civic institution, that has been based on market principles and the belief that standardized testing is the best way to assess students, teachers, principals, schools, districts and states. The results? Not exactly what market reformers had hoped.
A new book edited by William J. Mathis and Tina M. Trujillo takes a look at, as they write in the post below, “what went wrong, what went right, and what we should do in the future.” The book is titled “Learning from the Federal Market-Based Reforms: Lessons for the Every Student Succeeds Act,” and was published by the National Education Policy Center, a think tank at the University of Colorado at Boulder. Mathis and Trujillo asked a number of scholars to assess key aspects of the reform agenda and they assembled the work in a smart, wide-ranging book.
Mathis is the managing director of the NEPC and the former superintendent of schools for the Rutland Northeast Supervisory Union in Brandon, Vermont. He was a National Superintendent of the Year finalist and a Vermont Superintendent of the Year. He currently serves on the Vermont State Board of Education and chairs the legislative committee. He has published or presented research on finance, assessment, accountability, standards, cost-effectiveness, education reform, history, and Constitutional issues. He also serves on various editorial boards and frequently publishes commentary on educational policy issues.
Trujillo is an associate professor at the University of California, Berkeley’s Graduate School of Education. She is a former urban public school teacher, school reform consultant, and educational evaluator. She uses tools from political science and critical policy studies to study the political dimensions of urban district reform, the instructional and democratic consequences of high-stakes testing and accountability policies for students of color and English Learners, and trends in urban educational leadership.
Here’s a piece by Mathis and Trujillo about the book and its findings.
By William J. Mathis and Tina M. Trujillo
Washington was euphoric. In a barren time for bi-partisan cooperation late in 2015, both Democrats and Republicans were happy to get rid of No Child Left Behind (NCLB). The K-12 education law was almost universally excoriated as being a failure — particularly in that most important goal of closing the achievement gap. Looking at long-term trends from the National School reform: What went wrong, what went right, and what we should do in the future - The Washington Post:
