Achievement should be defined broadly, argues Ted Kolderie, who works on redesign of K-12 education, with the Center for Policy Studies, in the Minneapolis Star-Tribune.
Bob Wedl, formerly Minnesota commissioner of education, asks: “If proficiency meant being able to speak two languages, which students in Minnesota would be ‘high-achieving’?”?
He asks, too: Why don’t we define the “gap” as being below-proficient and close that gap first?
And: Do all students need to be equally good in all subjects? Standards for aircraft differ based on what a plane is going to do. Why not for students? Proficiency might be enough in math for a student heading into the arts. It would surely be too low for one aspiring to an engineering career.
Education reformers — “middle-class folks with advanced degrees and aptitudes that are verbal, conceptual and abstract” — have decided that achievement is “doing well what they do well,” Kolderie writes. Instead of pushing everyone to do well in school and go to college, we should “recognize that all young people can learn better and need to learn better, but that different students will do well at different things.”
Defining achievement down may sound reasonable, but it’s not, responds RiShawn Biddle. To start with, academic achievement is connected to success in non-academic endeavors.
. . . it is hard to engage in critical thinking without having a strong knowledge base that only comes from being literate, numerate, fluent in science, and knowledgeable about history and philosophy. This is especially important because critical thinking involves dealing with abstractions, the ideas at the very heart of civilization and society; even seemingly basic concepts such as the Golden Rule, as well as discourses mundane and critical, are formed from the complex interplay between ideas, facts, and morals. A child with a working understanding of, say, algebra, will also be able to understand why the Laffer Curve matters in discussions about tax cuts.
Low-income, minority parents have “learned the hard way about the consequences of not having the high-level reading and math skills needed for the high-paying blue- and white-collar jobs,” he writes. They know their children won’t have a future in the job market if they’re not “literate, numerate, and knowledgeable about the world around them.”
High-quality schools serving disadvantaged students, such as KIPP charters, have shown that “poor and minority children can succeed if they are provided comprehensive college-preparatory curricula, high-quality instruction, help in the form of intensive reading and math remediation, and the nurturing cultures of genius in which they are more than just future athletes and musicians,” Biddle concludes.
Remember “natural rhythm?”