[regional_school] Re: How well does the standards movement stack up?
- From: "William Cala" <wcala@xxxxxxxxxxxxxxxx>
- To: <regional_school@xxxxxxxxxxxxx>
- Date: Wed, 22 Dec 2010 15:43:40 -0500
Media literacy is extremely important and must become an integral part of
teaching and learning. I would not want to see, however, a diminution of
traditional literacy as I view it as a path to media literacy. Perhaps
Brian Bailey can weigh in.
Bill
From: regional_school-bounce@xxxxxxxxxxxxx
[mailto:regional_school-bounce@xxxxxxxxxxxxx] On Behalf Of Keith Rankin
Sent: Wednesday, December 22, 2010 3:06 PM
To: Regional School
Subject: [regional_school] Re: How well does the standards movement stack
up?
When you think of Sir Kenneth Robinson's assertion that we live in the most
stimulating era in history (with iPods, PCs, video games, tv, internet,
etc.) it seems clear that illiteracy and aliteracy would be issues. I can
also tell you that Frank Romano, who is the guru in the Printing/Publishing
industry, has been tracking this phenomenon for more than a decade, as it is
having a quite an impact on the magazine, newspaper, and traditional
publishing industries.
There is some good news. The first paragraph in Barnes & Noble's 2010 Annual
Report states:
2009 will stand as a major turning point in the history of bookselling.
Rivaled
only by events such as the invention of the printing press itself and the
advent of
the mass market paperback, the digitization of book content promises to open
up
and expand the marketplace for books and other written works to
unprecedented
levels.
Might we be placing too much import on traditional literacy versus overall
media literacy?
Keith
_____
Keith W. Rankin
44 Creston Court
Rochester, NY 14612
585.734.7295 cel | txt
_____
Date: Wed, 22 Dec 2010 09:37:40 -0500
From: stell5@xxxxxxx
To: regional_school@xxxxxxxxxxxxx
Subject: [regional_school] Re: How well does the standards movement stack
up?
From the standpoint of students, teachers, education, and society the
standards movement has been harmful and destructive, achieving no
progressive goals. But it has been a huge success from the standpoint of
"education reformers" and the corporate world. The use of standards, tests,
data, and metrics over the last 20-30 years has allowed these forces to
successfully usher in many of the new arrangements they want under the
veneer of high ideals.
s
----- Original Message -----
From: William Cala
To: regional school
Sent: Wed, 22 Dec 2010 09:23:47 -0500 (EST)
Subject: [regional_school] How well does the standards movement stack up?
Excellent study!
Bill
Articles
---
<http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/article/view/133>
How Well Does the Standards Movement Measure Up? An Analysis ofAchievement
Trends, Academic Course-taking, Student Learning, NCLB, and
Changes in School Culture and Graduation Rates
Lawrence C. Stedman
Abstract
This is the first of two papers examining the standards movement. In it, I
review data from NAEP, the SAT, the international assessments, transcript
studies, and NCLB assessments, as well as surveys and case studies of
changes in curriculum and pedagogy. The picture is a bleak one. Over the
past quarter century, achievement has stagnated, dropouts and aliteracy have
grown, and large minority achievement gaps have persisted. The quality of
student learning remains poor. School changes, stratified by class and race,
have constricted instruction and harmed students and teachers. NCLB has made
things worse, not better. Even in the two areas where the movement has
achieved some success-lower grade math achievement and high school academic
enrollments-the gains were largely superficial, other forces such as
teaching-to-the-test and social promotion contributed, and serious
deficiencies remain.
In the second paper, "Why the Standards Movement Failed," I examine the
educational and political reasons for the failure-including its
misconstruction of pedagogy and links to the neoliberal reform project-and
propose a progressive alternative.
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