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| Education reform 2.0 The Boston Globe, editorial, June 23, 2008 The Patrick administration unveils its plans today for a major redesign of the state's public education system. The boldest efforts will focus on ways to boost achievement of low-income students who struggle despite the state's superior national ranking on many standards-based tests. But the overarching goal of Governor Patrick's Readiness Plan is the right one: to create an effective education system capable of sustaining middle-class aspirations in the 21st century. Paul Reville, one of authors of the Education Reform Act of 1993, says he and his colleagues underestimated the effects of poverty on student performance. Relentless emphasis on basic math and English skills alone couldn't make up for the intellectual deficits in the homes of many poor children. The problem, says Reville, is made worse by a "batch processing" approach that gives the same educational attention to students with vastly different needs. Reville, however, will be in a position to do something about it next month when he assumes the new post of state secretary of education. One of the more promising recommendations in the plan is the placement of human service coordinators in all urban schools to help students before they descend into chronic absenteeism, develop discipline problems, or fall hopelessly behind. The report is also expected to reinforce the administration's support for longer school days, especially as a means to restore art, music and enrichment classes in the lives of low-income students. Thankfully, there is no indication that the Patrick administration will be retreating into the education tar pit of low expectations or social promotions. The Massachusetts Comprehensive Assessment System test, which all students must pass in order to graduate high school, remains intact. The report's call for autonomous Readiness Schools with flexible scheduling, budgeting, and staffing also makes clear that the administration will not be putting union work rules or meddlesome school boards above the interest of students. An especially strong sign is the Readiness Project's embrace of data-driven instruction systems, such as Reading Recovery, that provide teachers with scientifically-tested ways to teach and assess early literacy skills, including methods to intervene when students falter. The most effective urban education systems are embracing these tools, rather than clinging to old teaching styles and concepts that produce mediocre results. The administration still needs to explain in detail how it intends to pay for such changes. But the archenemy of education reform - complacency - is on the run. |
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