Literaturnachweis - Detailanzeige
Autor/in | Peterson, Paul E. |
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Titel | Neither Broad nor Bold |
Quelle | In: Education Next, 12 (2012) 3, S.38-42 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1539-9664 |
Schlagwörter | Academic Achievement; Educational Policy; Accountability; Reading Tests; School Choice; Social Services; Teaching Methods; Educational Change; Policy Analysis; Family Income; Teaching (Occupation); Unions; Public Policy; Correlation; Scores; Achievement Gap; Mathematics Tests Schulleistung; Politics of education; Bildungspolitik; Verantwortung; Lesetest; Choice of school; Schulwahl; Social service; Soziale Dienstleistung; Soziale Dienste; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Politikfeldanalyse; Familieneinkommen; Teaching; Lehrberuf; Öffentliche Ordnung; Korrelation |
Abstract | Children raised in families with higher incomes score higher on math and reading tests. But is parental income the "cause" of a child's success? Or is the connection between income and achievement largely a symptom of something else: genetic heritage, parental skill, or a supportive educational setting? The Broader, Bolder Approach to Education, a coalition of education professors and interest-group leaders, including the heads of the country's two largest teachers unions, have concluded that family income itself determines whether or not a child learns. In the first paragraph of its mission statement, the coalition claims that it has identified "a powerful association between social and economic disadvantage and low student achievement." "Weakening that link," the Broader, Bolder group goes on to say, "is the fundamental challenge facing America's education policy makers." For this group, poverty and income inequality, not inadequate schools, are the fundamental problem in American education that needs to be fixed. Other possible approaches to improving student achievement--school accountability, school choice, reform of the teaching profession--are misguided, counterproductive, and even dangerous. The energy now being wasted on attempts to enhance the country's education system should be redirected toward a campaign to either redistribute income or expand the network of social services. The Broader, Bolder platform has won the wholehearted support of the country's teachers unions. But it's much to the credit of the current U.S. secretary of education, Arne Duncan, that he has carefully kept his distance, insisting instead on accountability, choice, and teacher policy reforms that the Broader, Bolder group finds dispensable. Inasmuch as the Broader, Bolder movement can be expected to gather steam in an election year, especially given the success of Occupy Wall Street and the "1 percent" campaign, it is worth giving attention to the scholarly foundation on which its claims rest. In this article, the author looks closely at the presidential address given before the Association for Public Policy Analysis and Management by one of the coalition's cochairs, Helen Ladd, a Duke University professor, which she summarized in a December 2011 op-ed piece published in the "New York Times." (ERIC). |
Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |