Diane Ravitch writes yet another scorching blog post on the search for silver bullets in educational policy (see here). In this post, she succinctly summarizes the resesarch of Professor Iris Rotberg of George Washington University.
Ravitch begins by noting that, as recalled by Rotberg, “a study [in 2009] claimed that attendance at a charter school in New York City for several years would virtually close the achievement gap.”
We now know, based on the latest state tests, that this has not happened.
As Ravitch goes on to explain, Professor Rotberg predicts that the Common Core State Standards will turn out to be yet another distraction.
“The supporters and opponents of the Common Core are now engaged in an escalating debate about whether the Common Core will strengthen U.S. education or, instead, become a dangerous intrusion by the federal government to control the content of the curriculum.
“Most likely, as in the case of previous reforms of curriculum standards, it will turn out to be irrelevant to any real change in the opportunities available to low-income students, and it is certainly unlikely to become the silver bullet that narrows the achievement gap.
“It is often assumed that the Common Core’s emphasis on reasoning will make it difficult to cram for and, therefore, test preparation will no longer be useful. That is the claim initially made by the College Board when cram courses were first used to prepare for university entrance exams (College Entrance Examination Board, 1965). The SAT, GRE, LSAT, and MCAT all emphasize inductive and deductive reasoning, yet affluent families figured out how to cope: They spent thousands of dollars on their children’s cram courses or tutors because they saw that the preparation was effective in raising test scores. If we continue to reward and punish teachers based on the test scores of their students—even if these scores are based on Common Core tests—educators in low-income communities will continue to have little choice but to narrow the curriculum to give more time for test preparation. Rather than reducing the achievement gap, the risk is that the Common Core test, like those that preceded it, will lead to fewer opportunities for children in high-poverty communities. And the rhetoric surrounding it will continue to detract attention from the policies needed to address the societal inequities that have led to the achievement gap.”
“It has been argued that to critique current policies is equivalent to saying that nothing can be done for low-income children. Just the opposite: we know that economic, social, and educational policies in areas of employment and wages, taxation, housing, health, school integration, school finance, and access to higher education can be effective in addressing the fundamental problems of poverty. Meanwhile, however, we can work to ensure that our current policies do not make matters worse for the most vulnerable students.”
[see here for a summary of Professor Rotberg’s article in the TC Record]