Education Reform: Wrong Diagnosis, So Wrong Cure
If Congress and the administration are wise, they'll use their levers of power not to tighten but to loosen the rigor screws and end the innovation-stifling role of Carnegie Units, course distribution requirements, mandated instructional programs, and other curriculum-standardizing measures. They'll do what enlightened school boards have always done and say to educators, "We want you to unleash creativity, ingenuity, resourcefulness, imagination and enthusiasm, and send the young off with a lasting love of learning. Tell us what you need in order to make that happen, and we'll do our best to provide the necessary support."
Even the suggestion of such a policy will appall many. We say we're big on freedom, democracy, individualism, autonomy, choice and so on, but advocating aligning our schools with our political rhetoric invites being labeled as too radical to be taken seriously. Such a policy, most are likely to believe, would trigger chaos, pandemonium, anarchy.
Not so. Two things would happen. In most schools, institutional inertia, entrenched bureaucracy and pressure from powerful corporate interests would maintain the status quo.
In most schools, but not all. A few would point the way to a better-than-world-class education by demonstrating what experienced teachers have always known, that the traditional curriculum barely scratches the surface of kids' intellectual potential.
More Truth Comes Out On School Reform