Oblitting Regents Exams Mandatory Status Might Negatively Affect New York Pupils' Progress
In recent years, the debate surrounding the state of public education in the United States has been a topic of great discussion. A new report by Roberta Rubel Schaefer, the founder and president of the Worcester Regional Research Bureau and a former member of the Massachusetts Board of Education, sheds light on the need for a return to basics in education.
The call for a return to basics is not a new concept. As far back as 1983, an authoritative report, "A Nation at Risk," issued by the nonpartisan U.S. National Commission on Excellence in Education, warned about the erosion of educational foundations due to a rising tide of mediocrity. Fast forward to the present day, and Schaefer's report echoes similar sentiments, emphasising the importance of a standard, content-rich curriculum, orderly classrooms, and accountability for student progress.
One example of a school system that has embraced this approach is Success Academy. Based in New York, Success Academy's 57 charter schools use a single curriculum for all their students, with a focus on high-quality, content-rich books, scientific concepts, and historical events. The results speak for themselves, with Success Academy students performing far better on standardized tests than their Department of Education counterparts and even surpassing peers in affluent suburban school systems.
The success of Success Academy can be attributed, in part, to the standards-based reform-and-accountability movement, which gained momentum in the early 2000s. This movement, including the federal No Child Left Behind Act (NCLB) of 2002, aimed to establish content-rich standards, hold schools and students accountable through testing, and assist underperforming schools.
In the first decade after NCLB, student performance improved by at least five points in 22 states in fourth-grade reading and in 47 states in fourth-grade math. However, the political will to pursue further reform dissipated, leading to a regression in the education system where academic achievement is an afterthought.
The progressive approach to education, as taught in universities, encourages teachers to serve as "guides on the side" rather than "sages on the stage." This approach, while well-intentioned, has been criticised for leading to a lack of focus on core subjects and the erosion of academic rigour.
In conclusion, Schaefer's report serves as a reminder that a return to basics in education, with a focus on a standard, content-rich curriculum, orderly classrooms, and accountability for student progress, is crucial for the future success of our students. The example set by Success Academy demonstrates that when we prioritise academic achievement, our students can excel. It's time for a renewed commitment to education reform and a return to the basics that will set our students up for success.
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