Motivating students the key to real reform
There was an interesting article in a recent edition of Newsweek by Robert J. Samuelson titled “Why School “Reform” Fails.” Emphasis on reform. Samuelson takes issue with the fact that beginning in the 1960’s, there has been a continuous wave of education reform plans and yet achievement measures are roughly static.
Countless districts have gained national attention for their “reform” efforts. San Diego Schools was widely applauded for their effort at school reform in 2000. By 2005, the Superintendent in charge of those “reforms,” Alan Bersin, had left the district. Now, in 2010, they are bringing in new “reform” ideas. What an innovative approach.
Samuelson posits two reasons for the inability of these education “reforms” to move the achievement needle significantly. His first is that there have not been transformative changes in curriculum or pedagogy. Here he is right. Let’s face it, algebra is algebra. Regardless of the year the textbook is printed, or what color its cover, no matter how many different teacher trainings there are: A+B =C. Just like it was when we were in school.
Samuelson writes that the bigger problem is lack of student motivation. He says that more students don’t like school, don’t work hard, and don’t do well. Here he is also right but only to a certain point.
I would argue that while he has it right that efforts at school “reform” have mainly been a waste of dollars, the real problem is centered on motivation. I don’t think it is a big secret why this is so. Simply put, why would students who do not think that they are going to college be motivated to do well in high school? What is in it for the students?
Our efforts (and dollars) should stop going to “reform.” It seems that roughly 40-50 years should provide a solid litmus test for failure. We cannot afford to waste another decade, let alone, another half century on efforts that are neither student-centered nor deliver results.
The challenge is to develop pathways so that all kids believe that postsecondary work is not just possible, but is the expectation.
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