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Contemporary School Reform: Contemporary School Reform: The Post-Cold War EraThe Post-Cold War Era

Chapter Fourteen

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The Reagan Presidency:The Reagan Presidency: Politics of Politics of Excellence & AccountabilityExcellence & Accountability

• Three campaign promises– The abolition of the federal Department of Education (just created by

Carter in 1979)– Tax credits for the tuition paid by parents of private school children– Returning prayer to a prominent place in public schools.

• Substantial reduction of federal financial support for education (e.g., student loans instead of grants) – Head Start programs were not affected

• The US Department of Education, Terell Bell, and the report A Nation at Risk

• Privatization– Tuition tax credits– School choice & vouchers– Home schooling

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Proposals & ResponsesProposals & Responses• 1983: A Nation at risk (a proposal, see page 446)• 1986: 2 responses (both proposed reforming the school by reforming the

teaching profession)– Tomorrow’s Teachers, The Holmes Group Inc.– A Nation Prepared: Teachers for the 21st Century, Carnegie Forum on Education

and the Economy• 1991: America 2000 (a program)

– Schools are in need of a revolution– School people would have to be held accountable for their results– Schools to become learning communities– Prepare for “lifelong learning.”– National standards (voluntary, not mandatory)– National system of voluntary certification for teachers– 6 goals

• 1994: Goals 2000 (a law)– Similar to America 2000 + 2 new goals– The 2 new goals, see p 440, goals #4 (professional development) and #8

(parental involvement)

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The The No Child Left Behind No Child Left Behind ActAct• “An Act to close the achievement gap with accountability, flexibility, and

choice, so that no child is left behind.”• Each state should develop standards for the evaluation of students in the

areas of math, English and science (state standards must follow the federal guidelines for excellence)

• States should collect aggregated data about student performance in state standardized tests. Each year the state agencies will evaluate the performance of schools in terms of student performance. By the year 2014 all students should reach proficiency in the above areas. Schools will be evaluated on the basis of progress they make towards this goal. In other words, schools must demonstrate Adequate Yearly Progress (AYP) for each group of students.

• If a school fails the AYP mandate, they will have a grace period of three years to comply. During this period schools should follow a restructuring plan provided by the state. In the mean time, parents may choose to enroll their children in another school or receive tutoring services at the expense of the school district. If a school fails to comply within the three year period, the school will undergo total restructuring, which may include hiring new teachers and administrators.

• Each state should have in place an accountability plan for teachers.

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School Reform in the 1980s and School Reform in the 1980s and 1990s1990s

• America 2000 and Goals 2000• Reform as a “first wave” (national consensus

on reforms) and “second wave” (implementation at the local level)

• Alternative framework: reform in response to social and economic changes (as with earlier reforms) in 1980s

• Decline of manufacturing; rise of technology• Decline in ability to compete in world markets• Decline in academic skills of students

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Four Major Themes of ReformFour Major Themes of Reform

1. Academic-achievement definition of “educational excellence”

2. Tension between concerns for “excellence” and concerns for diversity and equity

3. Choice in schooling

4. Restructuring school governance and process and teaching profession

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1. Excellence As Academic 1. Excellence As Academic AchievementAchievement

• Core subjects

• Standards, homework, time on task

• Standardized assessment

• Accountability

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2. Excellence and Issues of 2. Excellence and Issues of Diversity & EquityDiversity & Equity

• Common content and standardized assessment seen as problematic for disadvantaged students

• While a consensus of cultural values is still missing, so is a commitment to a multicultural perspective

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3. School Choice3. School Choice

• Parent and student “vote with their feet”

• Voucher system

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4. School Restructuring & 4. School Restructuring & “Professionalization” of Teaching“Professionalization” of Teaching

What Is Restructuring?• Tyack’s “magic incantation”• Decision making in schools and districts

– Chicago’s Local School Councils

• Reshaping the teaching profession and entry into it– National Reports; National Teaching Board

• Alter the aims and content of teaching and learning– Coalition for Essential Schools

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The Results of Early Reform EffortsThe Results of Early Reform Efforts

• Many states increased academic requirements for students; more emphasis on math, science, foreign language

• Many states increased certification requirements and salaries for teachers

• “Excellence” tended to command more attention than equity

• Second wave of reforms slower and more erratic• Local control increase chances of success• Concerns about maintaining focus on higher

order thinking skills for students and teachers

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Contemporary School Reform: A Contemporary School Reform: A Critical ViewCritical View

• Did poor schools prompt a faltering economy in the 1970s and 1980s?

• Was it necessary to shore up our educational system to produce an internationally competitive work force?

• Was a coalition between state and local governments and business the answer?

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Contemporary School Reform: A Contemporary School Reform: A Critical ViewCritical View

• Capitalism’s loyalty to free markets rather than public good set the stage for problems

• “Learning to learn” skills; highly educated people not necessary or wanted

• Economic rebound in 1990s not credited to schools

• Increasing visible collaboration between business and education continues

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Current Concerns About School Current Concerns About School ReformReform

• Where are teachers’ voices?– Teachers hear rhetoric, see little backing– Generally not asked for their opinions

• Whose needs are being met?– Are we supporting recruitment and retention

of qualified teachers?– Are we addressing the underlying social

issues that block learning?

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For School Reform to Succeed, We For School Reform to Succeed, We Need…Need…

• Strong leadership• Goals and shared vision• Patience, courage, and time• Training• Flexibility for multiple solutions• Willingness to redesign infrastructure• Effective management of resources• Ongoing self-assessment

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Continuing InitiativesContinuing Initiatives

• Sensible use of computer technology

• Community and parent involvement in schools

• School-to-work

• School choice, vouchers, and charters

• Standards-based professional preparation and development of teachers

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Concluding RemarksConcluding Remarks

• America’s lasting faith in the ability of schools to address and solve social problems leads to questions:– Who decides what the problems are and how to solve

them?– Too many social concerns, not enough educational?– What restructuring strategies are best suited to

meeting goals?– What gets in the way of confronting the social and

educational problems that are obstacles to teaching and learning?