Under Attack: What Schools Can and Cannot Do and How Popular Reforms Hurt Them




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Education Under Attack: What Schools Can and Cannot Do and How Popular Reforms Hurt Them


Rodney H Clarken


© May 2, 2012 Edition


Copyright © 2012 by Rodney H Clarken


All rights reserved.


No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems, without proper citation and permission in writing from the author. The only exception is by a reviewer, who may quote short excerpts in a review.


Published by Rodney H Clarken

rclarken@nmu.edu

1401 Presque Isle Ave, Marquette, MI 49855


The latest version of this book is available at http://rodclarken.wordpress.com/published-works/. First draft version posted: March 1, 2012.

Please send comments and suggestions to rclarken@nmu.edu


Current version: May 2, 2012


Library of Congress Cataloging-in-Publication Data Pending


Clarken, Rodney, 1951-

Education under attack/ Rodney H Clarken


Includes bibliographic references

ISBN -------

  1. Educational reform. 2.------


ISBN--------


Contents


Education Under Attack 5

How I Came to Write This Book 5

The Michigan Attack 6

Like Soldiers Under Attack 7

Demoralization of Teachers and Education 8

Ideological Attacks 9

Ideology and the Media 10

How A Nation at Risk put Education at Risk 11

What Teachers and Schools Can and Cannot Do 14

Schools and Teachers as Parts of a Larger System 14

Teachers as Heroes 15

Factors That Affect Achievement in School 16

What About the Students 18

The Unique Capabilities of Students 19

Teachers, Students, Diversity and Beauty 20

Schools as the Solution to Society’s Problems 21

Pre-School Variables 22

The Role of the Family 23

Changes in Women’s and Individual Rights 25

Economics and Education Reform 26

Financing Education 27

Role of Teachers and Teacher Education in American School Reform 30

Myths About Low Academic Standards of Teachers 30

Criteria for Teachers 31

What Should Teachers Know and be Able to Do 33

Evaluation of Teacher Candidates and Teachers 34

Criticisms of Teacher Education Programs 36

Evaluating Popular Reform Proposals 39

Standards for Evaluating Reforms: Three-Way Test 39

39

Motivation and Reform 40

Accountability and Incentives 42

Merit Pay 45

Value-Added Modeling 48

High Stakes Standardized Tests 51

Class Size 55

International Comparisons 57

Alternative Routes to Teacher and Administrator Certification 60

Conclusion 63

Reform Agendas 63

Education Reform Perspective 64

Appendix A: Letter to the Governor and Legislators of Michigan 67

Appendix B. Resolution on High-Stakes Testing 
69

References 71



Education Under Attack




I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.

John Dewey


Those who can't teach, pass laws about how to evaluate teachers.

Diane Ravitch


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