Thursday, January 15, 2015
Why American Public Schools Have Struggled
Why American Public Schools Have Struggled: American public schools today seem concerned about almost everything except education itself. From Individualized Education Programs (IEPs) to 504 plans to English-language learners (ELLs), how are teachers expected to educate "all" children to high standards? And how did it get to be this way? To answer this question, one ought to examine the emergence of Progressive education in the early 1900s, when the very definition of "school" was entirely up-for-grabs. According to education historian Diane Ravitch, when the American high school curriculum started to become standardized in the 1890s (in preparation for college admissions), it opened the door for a series of "experts" to assess how knowledge transferred from teacher to student. These "experts" largely possessed backgrounds in child psychology, and included people like G. Stanley Hall, Henry Goddard, and Edward Thorndike. For Ravitch, these "experts" represented a kind of "anti-intellectualism," which diverted attention away from the process of teaching a traditional curriculum and toward the process of satisfying student needs. Unfortunately, American educators simply forgot how to say "no," as every conceivable student need started to seep into the once revered curriculum.