The typical child in the USA stands only a 1-in-14 chance of having a consistently rich, supportive elementary school experience, say researchers who looked at what happens daily in thousands of classrooms.
The findings, published today in the weekly magazine Science, take teachers to task for spending too much time on basic reading and math skills and not enough on problem-solving, reasoning, science and social studies. They also suggest that U.S. education focuses too much on teacher qualifications and not enough on teachers being engaging and supportive. (emphasis added)
Why would such a conclusion surprise anyone? Given the constraints of NCLB and the emphasis on basic skills as the fundamental outcome of the entire process of education, is it any wonder that teachers spend far too much time on basic reading and math skills and not enough time on the stuff that actually matters to educated people? I am not surprised at all. What I am scandalized about, however, is that the research team led by Robert Pianta of the University of Virginia doesn’t address the core of the problem–NCLB as bad school policy. Rather, the research team lead by Pianta choose to engage in teacher bashing because teachers are an easy target. Better the National Institutes of Health, the funders of the study, should look at the underlying cause for schools reducing curriculum to only the basic skills that are tested. But, why kid myself. The NIH is a federal agency under the ultimate control of the Bush Administration; heaven only knows this group couldn’t stand for NCLB to look bad. Denial, Mr. President, ain’t just a river in Africa. Time to come out of the shadows and into the light and see that the emperor really has no clothes.