If we were seriously interested in holding our public schools accountable, we would be much more interested in things other than standardized test scores. We would be horrified by how many Americans reject the scientific certainty that all life on earth has evolved over millions of years. We would be appointing one committee or another to determine why so many of the products of our schools know so little about their elected representatives, how their government works and how few of them ever bother to vote. In our discussions of academic standards, we would search for a curriculum that started children learning in their earliest years about what the legacy of slavery has meant to our nation and what it continues to mean to today’s African Americans. We would heavily sanction schools that didn’t find daily ways to engage students about current events, criticizing teachers for their failure to engage contemporary controversies in their classrooms. We would be taking stock of the extent to which America’s students recognize their responsibilities to others and how their political and economic freedoms are inextricably tied to those of their fellow citizens. We might even come up with some mathematical index to gauge the success of our schools as the agents of the renewal of our society. We need to be talking about a different common core.
This subject is on my mind this morning since I read this article in the New York Times on how poorly America’s seem to be doing in getting children to understand climate change and humans contribution to it.