Effective education in Colorado has to be more than pushing federal “standards” and federal assessments. The Race to the Top competitive process shows Colorado had a faulty vision of where Colorado should be heading.
Here are 10 reasons why Colorado missed out on the Race to the Top – twice.
1. Many Colorado school boards readily saw Race to the Top was based on the faulty premise of “short term money, long term obligations. Underfunded/unfunded mandates get tiresome after a while.
2. Colorado citizens saw the railroading of last minute legislation designed to put Colorado into a “more competitive position” hopefully to snag some Federal RTTT money rather than truly to support education in Colorado. Political expediency trumped educational practice.
3. School Boards and administrators have “reform fatigue” after more than a decade of “being fixed” by federal and state think tankers who do not openly and seriously consult practicing educators before launching their costly magnum opus reform projects.
4. Perception the “narrowing of the curriculum” to high stakes testing of reading and math year after year is leading to a dumbing down of the enriched curriculum and instruction that teachers want to provide to students.
5. Perception that RTTT is primarily a purposely designed “competitive grant model” in order to direct Federal money more to large metropolitan school districts, rather than to suburban or rural school districts.
6. Perception that RTTT is more of a “Race to Adopt” than carefully thought out support of helping practicing classroom teachers nurture “well-rounded” students who are responsible, productive citizens. The Race to the Top becomes a bridge to no where for most school districts.
7. Perception that Federal and State politicians think their staff have more insight and knowledge of what public schools need than local community parents and teachers, thereby breeding an elitist attitude that it is their hierarchical right to supersede the common sense judgments of local communities.
8. After a decade of experimentation, School Boards and school administrators have become tired of the never ending negative and narrow philosophy of “test and punish” if instant success of high stakes test scores” is not achieved. This cycle is represented by both No Child Left Behind and Race To The Top. No weight is given to the issue of poverty or to other family factors which a child might bring with him/her through the classroom door. The teacher is to be held totally accountable – certainly not the parents, absolutely not the student, or indeed not any factor in the environment. Teachers do no resist change, as long as change is collaborative, well thought out, and truly supports the success of teaching and learning. Top-down dictatorial leadership (hidden in the promise of baited RTTT money) is seen for what it is.
9. Perception promoted and fanned by the Business Roundtable that Chicken Little’s proverbial “sky is falling,” and students from China, India, Malaysia, and Finland are somehow becoming more creative, inventive, talented, and competitive than the students from America. If only America had uniform, Governor-Education Commissioner initiated “State Common Core Standards” (read “National Standards” with soon-to-follow “Common National Assessments”), then American would remain “Number 1” in the Global Economic Race. Education is not about a “race,” it is about nurturing students to become productive, responsible citizens. It is not about a race to get hooked on limited “baited money.”
10. Vision: Perception our Department of Education leaders at both the State and Federal levels do not have the proper vision of where American schools should be heading. American students do not need to emulate students in China, India, or any where else in the world. Most Americans want their kids to be caring, well-rounded kids, who have creative, innovative imaginations and who are responsible, productive citizens. Most Americans do not want their kids to be just good “test takers.” We are a diverse nation. Diversity of approaches has helped us to become a great nation. We do not need a de facto or a de jure lock-step National Education curriculum and assessment system. Local communities know what is best for their own children. Education decision making does not have to devolve to the State or the Federal levels. Local control should not be usurped.
What are other reputable educators saying? Suggested two “must read” books by thoughtful, competent educators:
1. Diane Ravitch, The Death and Life of the Great
American School System
2. Yong Zhao, Catching Up or Leading the Way
Bill Powell is a member of the school board in Gunnison. EDITOR’S NOTE: This is an online-only column and has not been edited.
