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Education Reform in an Unequal K-12 Education System: Right, Entitlement, or Privilege?
Just as the medical profession manages symptoms through medication, politicians manage the education system by turning a blind eye (ignorant?) to the way education manages its ills. These “solutions” are most easily seen in urban areas.
Politicians, through the power of legislation, expect schools to have all students at or above grade level, which is what the “average” child is expected to know or do. There are kids who can and do, as well as kids who can’t and don’t. All schools are NOT equal, they never can be, as long as we have the freedom to choose where we live and what we do with our personal resources. All children are NOT, and will never be, equal in experiential readiness, developmental readiness, native ability, talents and abilities or interests. When examining the performance of schools, we must consider many things that do not fit into success formulas.
Schools of “law”
In the US, by law, children have the right to a free and appropriate public education. Complex social, political, and legal changes have created standardized instruction, ostensibly to ensure adequate and equal educational opportunity. The goal is for every child to learn skills to be productive members of the workforce. General education schools are the result. These schools often have an alarmingly low graduation rate, for many reasons. One reason is that higher-achieving and better-achieving students attend “entitlement” or “privileged” schools.
In larger or more urban areas, the public school district may have specialized schools for any level of education (elementary, middle, high school). High-achieving (gifted) students usually attend middle and/or high school. Magnet schools focus arduous or intensive instruction in special fields of career interest (math, science, arts, career options, etc.) in middle and/or high schools. “Traditional” schools emphasize instructional fundamentals; usually, these are primary and/or secondary schools. Charter schools require direct parental involvement and can be elementary, middle, or high school. Typically, all these specialist schools expect parental support and involvement for students in terms of their assignments, achievements and appropriate attitudes, behavior and dress at school.
These are law schools; Students must meet certain criteria or standards in order to attend. These standards do not guarantee attendance; not all applicants attend. Quotas determine how many students are in the classes, and when they are full, the doors close. Students who do not meet the standards of behavior and/or scholarship will not be allowed to continue to attend. “Territory” schools have high graduation rates, because there is a mental and emotional investment by adults and students.
Another type of school, questionably included in the “author” category, is the alternative school: the school for students who are behaviorally and/or emotionally unsuitable for the “correct” school and permanently excluded from schools of “privilege”. Students, removed from their “correct” placement school for serious behavioral and/or disciplinary reasons, may or may not return to the mainstream in the future; they typically have little interest in academic achievement.
Parents who can afford and value challenging educational opportunities for their children ensure that their children benefit. Those with sufficient incomes, typically upper-middle and upper-middle class, send their children to private schools, either day or boarding. The standards for these teachers and students are high, mainly because parents are committed to their children’s education; they pay tuition and fees to cover expensive structures, uniforms, books, educational trips and other experiences to enhance their children’s optimal growth and connections for their future. Those who choose local schools live where public schools are highly rated and have a reputation for excellent teachers, often attracted equally by high salaries and exceptionally profitable students. Housing costs prevent lower income families from attending. When parents, due to employment or other limitations of where they live, cannot afford these exceptional public schools, they can still look for specialized schools. Many of these schools, attached to a religious organization, reinforce the common values of the attending families. Graduation rates from “privilege” schools are high.
What do we really know?
All educators have extensive training; most teachers work hard, long hours, but cannot stop the multitude of influences outside the classrooms that prevent the student from achieving. Research and statistics, as we currently use them, are NOT adequate for evaluating education; we cannot statistically evaluate education while aspects of poverty affect children’s learning. Assumptions about people, attitudes, values and beliefs drive policies that don’t work.
Everyone can contribute to the solutions; this is a revolutionary approach that could help identify our personal and collective weaknesses and blind spots. Exposing the personal and national attitudes and beliefs that keep us stuck in habitual approaches can enable us to initiate effective educational reform.
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