Polls are abundantly used to test public opinion. But did we really need a poll of parents of students of color to find out that these parents, like others, have high educational expectations for their children? Why not just assume that all parents want the best for their children and focus on an educational system that supports that belief?
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A recent article reports that test taking is increasingly being used by companies as a hiring factor. Most of these are assessment tests in which applicants rate themselves on personal questions. Companies then use the results to help them determine who makes it to the interview stage. Testing, you see, has become the raison d’etre in businesses and in schools. Once upon a time, schools were said to lag behind modern business practice. But apparently that lag is gone. Proponents of school testing can now cite businesses’ use of tests and vice versa.
Where does it all end?
Congress holds lots of hearings on important matters. And sure, we can watch these on C-SPAN. But sitting in on one, the listener (at least, “this listener”) expects more substance…. This is especially true if the Hearing has a lofty title, such as “How Innovative Educators are Integrating Subject Matter to Improve Student Achievement.” Before attending, one conjures up great expectations about how NCLB has fostered this “new way of teaching” (or perhaps, how it has not).
NCTE recently did a survey of more than 2000 members to get their views on how NCLB had impacted them. (Results of the survey will be released soon.) So I thought the Hearing would provide some testimony that perhaps our survey had missed. While it was clear that all who testified had tapped into the energy and learning potential of their students, to my dismay, I heard nothing that was illustrative of innovative ways of teaching. And none of even the best ideas (and that is stretching it) seemed directly related to NCLB. Where was the connection? Where were the transitions? Where were the cause and effect examples? What could I report? Ahh, but maybe I am thinking too much like an English teacher, or maybe just a careful listener – waiting for/hoping for the point?
How has NCLB fostered new innovative teaching? Tell me in clear identifiable ways.
Earlier this summer, the NCTE/DC office received notice that Senator Mike DeWine (R-OH) introduced three new pieces of legislation related to teacher preparation programs (S.1433, S.1434, and S.1435), an issue in which NCTE has a great deal of interest. Well, more than just interest, I would argue. Teacher preparation is a Council "raison d'etre". But what is missing from the Senator's legislation, as it all too often is from that of others, is any specific mention of "English language arts" as one of the content academic areas. Note that there is specific reference to mathematics, science, foreign language, history, and political science, to name a few, but not "English" teacher preparation as we know it. (I have always found it odd that this is often the case . Is it because politicians don't have a concept of "teaching English"? or is it because they think it is not vital to the well being of our nation? ["English" was always my worst subject", is a stereotypical, oft-repeated phrase.])
Whatever the reason for the choices underlying currently proposed legislation, NCTE's DC-area office will work to move forward legislation that provides funding and training to prepare teachers of English language arts to teach students to become effective writers, readers, listeners, speakers, and critical thinkers. We welcome your ideas on kinds of legislations needed.
