Education Pendulum.

The changes California public schools experience in curriculum, assessment, funding, and accountability, create a shift in thinking that defines the education pendulum and can be a contributing factor in the culture of a school. The pendulum is a perfect representation of conservation of energy in that the potential swing in one direction is returned in the directly opposite swing. The momentum is the greatest at the lowest point and slows as the top of the arc is reached, stopping only for a split second to change direction. That pendulum swing is representative of the education system. New programs are instituted and heralded as the ‘next best thing’ gathering support and building momentum, only to slow as returns are diminished. Soon the ‘next best thing’ is introduced and the pendulum is swinging in another direction. Research has shown that with every shift of the pendulum, there is a disruption to the climate and culture of a school. When the pendulum begins to swing in a different direction, many times, a new accountability system is instituted that revolves around some sort of testing program. Though many studies have shown there is no correlation between high stakes testing and increasing student achievement, the tests remain. 

Though I am not advocating against tests or accountability in any way, I am an advocate for providing a climate and culture that fosters improved academic achievement. With every new program that is mandated by the policymakers, teachers are impacted. Research reports that changes in educational policy and testing can push away good teachers which ultimately impacts students. Additionally, students that may not be excellent test takers, or even proficient at the task, would begin to be left behind. This is why multiple measures are so important and not high stakes testing.

The Common Core State Standards use higher Depth of Knowledge (DOK) questions and are considered more rigorous requiring more critical thinking. Increasing the DOK and the Lexile reading level are basic components and when incorporated are shown in studies to increase student achievement at a faster rate than those students not exposed to that level of rigor. With the Common Core, not only is the level of rigor increased, but the standards are vertically aligned allowing teachers to address individual needs without compromising the learning goals of all students.

The bottom line is we should not follow the swing of the pendulum and instead, understand that reading skills and the DOK questioning will increase student achievement across the curriculum.

Until next time...