The central problem besetting K-12 education in the United
States today is still—as for almost thirty years now—that far too few of our
kids are learning nearly enough for their own or the nation’s good. And the
gains we’ve made, though well worth making, have been meager (and largely
confined to math), are trumped by gains in other countries, and evaporate by
the end of high school.
From where I sit, the basic strategies
aren’t ill-conceived. Rather, they’ve been stumped, stymied, and
constrained by formidable barriers that are more or less built into the
K-12 system as we know it.
This much everybody knows. But unless we want to live out
the classic definition of insanity (“doing the same thing over again with the
expectation that it will produce a different result”), we need to focus
laser-like on the barriers that keep us from making major-league gains. If we
don’t break through (or circumnavigate) these barriers, academic achievement
will remain stagnant.
The barriers I’m talking about are not cultural issues,
parenting issues, demographic issues, or other macro-influences on educational
achievement. Those are all plenty real, but largely beyond the reach of public
policy. No, here I refer to obstacles that competent leaders and bold policymakers
could reduce or eradicate if they were serious.
How much difference would that really make? It’s possible,
of course, that we’re pursuing the wrong core strategies....