The Stealth Campaign Against Public Schools and the Public Space
Sheila posted this exactly two years ago and her words are still stunning. The post has been recirculating and I wanted to highlight it. Many thanks to Sheila Resseger for her passionate and pointed writing.
By Sheila Resseger, M.A.
Instead of seeing these children for the blessings that they are, we are measuring them only by the standard of whether they will be future deficits or assets for our nation’s competitive needs.
Jonathan Kozol
Our children, our families, our neighborhoods, our public schools, and our democracy itself have become pawns in a vast and inter-connected scheme to undermine public institutions for private profit. The vehicle for this travesty in the arena of education is the Common Core State (sic) (Stealth) Standards and their accompanying high-stakes standardized testing—PARCC or SBAC. This incessant testing, orchestrated to be taken on computers, intensifies the myth that 21st century teaching depends on the innovation of software programs that “personalize” education for each child. Nothing could be further from the truth. The entrenched belief that accounting/accountability, i.e. data collection, is the answer to lagging scores on standardized tests as compared to other nations is a travesty.
Human beings learn from other human beings. Human beings are inspired to learn in trusted relationships. The factory model of standardization and culling of the defective is antithetical to a diverse, democratic society. This is a travesty of the extreme right wing (e.g. ALEC, American Legislative Exchange Council), the Democratic left (e.g. Democrats for Education Reform and the White House), the business community (e.g. the Chamber of Commerce), and the ed tech entrepreneurs/corporatists (e.g. Bill Gates/Microsoft), with the willing collusion of the federal Department of Education. Critics of this “innovative” strategy are accused of wallowing in the status quo. It is true The Stealth Campaign Against Public Schools and the Public Space:
