For months now, the drumbeat for education reform in the presidential campaigns has grown louder and louder. Until recently, we got a tease in a stump speech here, a response to a YouTube question there, but little of any real substance and little of any real meaning. Democrats have bashed NCLB, promising to overhaul it or kill it off completely. Republicans have made mention of local control. But few really tried to wade into the rhetorical waters, seeing if they could withstand the waves generated by the status quoers.
So it was refreshing to see that no fewer than four aspirants — on both sides of the aisle — for our nation’s highest office weaved education into their communications portfolio this week.
In the red corner, we heard Mitt Romney turn a great (though not original) rhetorical phrase, calling education a civil rights issue. And from Rudy Guiliani, we heard the call for expanded access to school vouchers. Both are speaking to the same concern — that every child, regardless of where they may lay their heads at night — is entitled to a high-quality, effective education. And that education is a ticket to success in college and in career.
In the blue corner, we heard from John Edwards, focusing on the need for multiple pathways to high school graduation. And just yesterday, we heard Barack Obama again praise the potential value of merit pay for teachers. Here, both candidates called for a little innovation in our education reform, seeing merit in what is either unpopular with key constituencies (Obama) or shaking the foundations of that which we’ve known for decades (Edwards).
And what can we glean from these forays into the ed reform arena? First, it seems the growing demand for educational rhetoric and ideas is finally being heard in the campaign offices. Be it Ed in 08, be it increased questions on the stump in Iowa or South Carolina or New Hampshire, but candidates finally see that education is a top domestic concern of the voters.
Second, and perhaps more importantly, we are finally talking about education reform with an eye on the outcomes, not just on the inputs. For years, education-speak was about what textbooks were purchased, what tests were to be given, and what a teacher payscale may look like. Our focus was on the front end — what was going in.
With these latest remarks, we may have finally made the shift into outcomes. The impact charter schools have on low-income students. Equal access to a high-quality education. Increased value of a high school diploma. And rewarding effective teaching.
We’re still a long way from getting to the point where our educational successes are assessed on the achievement of our students and the measurable successes in our classrooms. But we are starting to get there. At the end of the day, outcomes are the only reliable measure we have. We are still a nation at risk. We are still leaving children behind. If education is to truly become a civil right, we need to empower our teachers, our schools, and our communities to ensure that all kids get access to instruction that works, all students are measured effectively and equally, and all teachers have the support and incentives needed to drive such a train.
Yes, that is Eduflack’s educational dream. Once we put aside the NCLB punching bag and start talking about the instructional issues that are of most importance to us and our children, we start seeing what is possible. Education shouldn’t be a defense of the status quo and a firm “no” to new and innovative ideas. There is a chance to leave a lasting educational footprint, a footprint that future generations can follow to continued improvement, achievement, and success.
So it was refreshing to see that no fewer than four aspirants — on both sides of the aisle — for our nation’s highest office weaved education into their communications portfolio this week.
In the red corner, we heard Mitt Romney turn a great (though not original) rhetorical phrase, calling education a civil rights issue. And from Rudy Guiliani, we heard the call for expanded access to school vouchers. Both are speaking to the same concern — that every child, regardless of where they may lay their heads at night — is entitled to a high-quality, effective education. And that education is a ticket to success in college and in career.
In the blue corner, we heard from John Edwards, focusing on the need for multiple pathways to high school graduation. And just yesterday, we heard Barack Obama again praise the potential value of merit pay for teachers. Here, both candidates called for a little innovation in our education reform, seeing merit in what is either unpopular with key constituencies (Obama) or shaking the foundations of that which we’ve known for decades (Edwards).
And what can we glean from these forays into the ed reform arena? First, it seems the growing demand for educational rhetoric and ideas is finally being heard in the campaign offices. Be it Ed in 08, be it increased questions on the stump in Iowa or South Carolina or New Hampshire, but candidates finally see that education is a top domestic concern of the voters.
Second, and perhaps more importantly, we are finally talking about education reform with an eye on the outcomes, not just on the inputs. For years, education-speak was about what textbooks were purchased, what tests were to be given, and what a teacher payscale may look like. Our focus was on the front end — what was going in.
With these latest remarks, we may have finally made the shift into outcomes. The impact charter schools have on low-income students. Equal access to a high-quality education. Increased value of a high school diploma. And rewarding effective teaching.
We’re still a long way from getting to the point where our educational successes are assessed on the achievement of our students and the measurable successes in our classrooms. But we are starting to get there. At the end of the day, outcomes are the only reliable measure we have. We are still a nation at risk. We are still leaving children behind. If education is to truly become a civil right, we need to empower our teachers, our schools, and our communities to ensure that all kids get access to instruction that works, all students are measured effectively and equally, and all teachers have the support and incentives needed to drive such a train.
Yes, that is Eduflack’s educational dream. Once we put aside the NCLB punching bag and start talking about the instructional issues that are of most importance to us and our children, we start seeing what is possible. Education shouldn’t be a defense of the status quo and a firm “no” to new and innovative ideas. There is a chance to leave a lasting educational footprint, a footprint that future generations can follow to continued improvement, achievement, and success.
Eduflack By Patrick R. Riccards 