How, and How Not, to Improve the Schools
March 22, 2012
Diane Ravitch
Finnish Lessons: What Can the World Learn from Educational Change in Finland?
by Pasi Sahlberg
Teachers College Press, 167 pp., $34.95 (paper)
A Chance to Make History: What Works and What Doesn’t in Providing an Excellent Education for All
by Wendy Kopp with Steven Farr
PublicAffairs, 229 pp., $25.99
In his 2012 State of the Union address, President Barack Obama
proposed that teachers should “stop teaching to the test” and that the
nation should “reward the best ones” and “replace teachers who just
aren’t helping kids learn.” This all sounds sensible, but it is in fact a
contradictory message. The president’s signature education program,
called Race to the Top, encourages states to award bonuses to teachers
whose students get higher test scores (they are, presumably “the best
ones”) and to fire teachers if their students get lower test scores
(presumably the teachers “who just aren’t helping kids”). If teachers
want to stay employed, they must “teach to the test.” The president
recommends that teachers stop doing what his own policies make necessary
and prudent.
Like George W. Bush’s No Child Left Behind, Barack
Obama’s Race to the Top program is part of what Pasi Sahlberg calls “the
Global Education Reform Movement,” or
GERM.
GERM demands teaching to the test.
GERM assumes
that students must be constantly tested, and that the results of these
tests are the most important measures and outcomes of education. The
scores can be used not only to grade the quality of every school, but to
punish or reward students, teachers, principals, and schools. Those at
the top of the education system, the elected officials and leaders who
make the rules, create the budgets, and allocate resources, are never
accountable for the consequences of their decisions.
GERM assumes that people who work in schools need carrots and sticks to persuade (or compel) them to do their best.