The Education Blame Game (Truthdig)

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The Education Blame Game


Posted on Jun 21, 2007


By Sharon Scranage

Editor’s Note: Sharon Scranage teaches at one of the poorest school districts in Southern California, with a predominately English Language Learner student base. With the help of classroom strategies used expressly for students from poor families, students were able to surpass expectations on their standardized tests, performing at grade level or above in both language arts and math. But more important, they learned not to underestimate themselves.

The No Child Left Behind Act has received criticism from educators and policy pundits, primarily because of unrealistic goals that often stigmatize schools and the teachers connected with them as “underachievers.” In the quest for accountability, unattainable benchmarks of quantitative success have replaced the more reasonable and humane goals of qualitative growth and improvement. Despite tremendous student progress in many schools, the inability to meet API or APY standards often leaves teachers and staff frustrated, humiliated and punished for their efforts.

The humiliation stems from the assumption that teachers are the sole reason behind underachieving schools; the punishment comes in the form of increased “policing” through top-down programs dispersed by the state and the school districts. Adding insult to injury, the teachers are asked to be part of the planning process for upcoming years after “failing to make the grade.” Again, the onus of responsibility for student success seems to rest entirely on the teachers. In taking this approach, the school districts have a built-in escape clause should the teachers’ “future plans” fail, which they inevitably will, once again making the teachers the cause for failure and the ultimate scapegoats in the blame game.

There are schools that meet their goals and do not experience this phenomenon. However, in low-income schools where there is a constant influx of newcomers and second-language learners, this scenario continues to repeat itself. Superior achievement is determined solely through “data” goals, which fail to take into account true student learning and achievement. This approach makes it impossible to properly support the essentialist curriculum and innovative classroom strategies that teachers and their students require for successful learning. .....(more)

The complete piece is at: http://www.truthdig.com/report/item/20070621_the_education_blame_game/