I just read a piece that doesn't necessarily say anything new, but puts it all in a useful frame. Let me show you the first paragraph:
There’s no such thing as a “good school” in the abstract. Every school serves a particular community, in a particular time and place, with its own needs and desires. A good school in rural Montana might not be a good school in Midtown Manhattan, just as a good school in 1920 might not be a good school today. This doesn’t mean that we can’t define school quality. It does, however, mean that we can’t define quality without first considering the needs of a school’s time and place.
This is from the Phi Delta Kappan, a publication I don't always trust (hell, they give a platform to William Bennett), written by Jon Valant, a fellow at the Brooking Institution, a place that often demonstrates why economists should stay the heck away from education policy. "Good schools for a troubled democracy" has the hallmark of Brookings writings, a sort of odd atonality tied to the sensation that perhaps within Brookings they never actually read any of the mountains of prose about education policy.
Valant's thesis is that "the school system we have today in the United States--and our conception of a good school--is mismatched to the needs of our time." This will make more sense if you don't think of yourself as included in "we" and "our." His basic framing of modern education history is what makes this piece worthwhile.
Valant focuses on the 1983 report, A Nation at Risk, the infamous Reagan era hit job on public education. While Valant notes that the report did mention the needs for education to create better citizens, "the rhetoric of economic ruin and international competition drowned out the message."
According to the logic of the times, the nation’s most pressing need — and, consequently, the most urgent task for our public CONTINUE READING: CURMUDGUCATION: Schooling For Democracy (Or What Is Education For)