12 Guiding Principles For The Future Of American Education
Student achievement started falling about a decade ago, slowly at first, and then all at once. Then Covid led to dramatic drops in enrollment and attendance and a decline in trust in public schools. This year, with the expiration of federal relief funds, schools will have a lot less money to spend on staff or new programs. With all this in mind, with education floundering and in need of direction, I sketched out a list of twelve guiding principles. Some may seem like obvious truisms, but they haven’t always been reflected in policy or classroom practices in recent years. Others may be more controversial and fly in the face of prevailing trends.
But America is overdue for a big national reckoning about the current and future state of its public schools, so here’s my attempt to start that conversation: 1. Education is good, but knowledge is better. More schooling leads to more learning, and people who know more stuff tend to lead more successful, productive lives. That’s good for individuals and good for society. But time in school is merely an input measure, and the outcome—achievement—is what will ultimately matter in a child’s life.
That lesson can be multiplied over the broader society. As economist Rick Hanushek put it to me back in 2015, “In the long run, the economic well-being of countries depends upon the quality of their workers.” 2. Teachers are incredibly important. Educators are still the most important in-school factor for student learning, and the best teachers also improve students’ attitudes and behaviors. As a policy matter, schools should hold teachers to high standards and pay them like professionals.
3. Incentives matter. Students and educators are rational actors and will respond to incentives. When states and school districts—especially those in Democratic-controlled areas—retreat from school and student accountability, that will have consequences in the form of reduced academic effort and lower achievement. Teachers as a group are well-intentioned and mission-oriented, but they naturally tend to flock toward easier jobs with less challenging students. Deliberate policy nudges in the form of extra pay for working in high-need schools and hard-to-staff roles can help reverse these normal human tendencies.
Sign up for our free newsletter and start your day with clear-headed reporting on the latest topics in education. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter Student achievement started falling about a decade ago, slowly at first, and then all at once. Then COVID led to dramatic drops in enrollment and attendance and a decline in trust in public schools. This year, with the expiration of federal relief funds, schools will have a lot less money to spend on staff or new programs.
With all this in mind, with education floundering and in need of direction, I sketched out a list of 12 guiding principles. Some may seem like obvious truisms, but they haven’t always been reflected in policy or classroom practices in recent years. Others may be more controversial and fly in the face of prevailing trends. But America is overdue for a big national reckoning about the current and future state of its public schools, so here’s my attempt to start that conversation: 1. Education is good, but knowledge is better.
More schooling leads to more learning, and people who know more stuff tend to lead more successful, productive lives. That’s good for individuals and good for society. But time in school is merely an input measure, and the outcome — achievement — is what will ultimately matter in a child’s life. That lesson can be multiplied over the broader society. As economist Rick Hanushek put it to me back in 2015, “In the long run, the economic well-being of countries depends upon the quality of their workers.” Student achievement started falling about a decade ago, slowly at first, and then all at once.
Then COVID led to dramatic drops in enrollment and attendance and a decline in trust in public schools. This year, with the expiration of federal relief funds, schools will have a lot less money to spend on staff or new programs. With all this in mind, with education floundering and in need of direction, I sketched out a list of 12 guiding principles. Some may seem like obvious truisms, but they haven’t always been reflected in policy or classroom practices in recent years. Others may be more controversial and fly in the face of prevailing trends. But America is overdue for a big national reckoning about the current and future state of its public schools, so here’s my attempt to start that conversation:
1. Education is good, but knowledge is better. More schooling leads to more learning, and people who know more stuff tend to lead more successful, productive lives. That’s good for individuals and good for society. But time in school is merely an input measure, and the outcome — achievement — is what will ultimately matter in a child’s life. That lesson can be multiplied over the broader society.
As economist Rick Hanushek put it to me back in 2015, “In the long run, the economic well-being of countries depends upon the quality of their workers.” 2. Teachers are incredibly important. Educators are still the most important in-school factor for student learning, and the best teachers also improve students’ attitudes and behaviors. As a policy matter, schools should hold teachers to high standards and pay them like professionals. 3.
Incentives matter. Students and educators are rational actors and will respond to incentives. When states and school districts — especially those in Democratic-controlled areas — retreat from school and student accountability, that will have consequences in the form of reduced academic effort and lower achievement. Teachers as a group are well-intentioned and mission-oriented, but they naturally tend to flock toward easier jobs with less challenging students. Deliberate policy nudges in the form of extra pay for working in high-need schools and hard-to-staff roles can help reverse these normal human tendencies. V�Υ7�b�d0�[�� }����,�4m�9M�X�<�y�j��ʍE�����/+;m�����ӛ�Y���'Y�f�p�~9���È�P�����Ѕ�K�~G9c��C���ŇV��v�'��+ܳL���-�+��$���9�&d*L",�!tN�I0�Ba��z�p{����wN<�:Z?�~�~M�,hs����8����W���X� endstream endobj 3 0 obj <>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/StructParents 2/TrimBox[0.0 0.0 612.0 792.0]/Type/Page/PieceInfo</LastModified/NumberofPages 1/OriginalDocumentID/PageTransformationMatrixList<>/PageUIDList<>/PageWidthList<>>>>>>> endobj 4 0 obj <>stream H��WkO�F��_q?�8��CB�L�+HԪU�3�n�v�e��{�`6LQDb?�{�}����F�I���.N�����j \�x|>���\ �C� ġ��#�T���"&�� FJ���cT ��'`�����/��1� <��`�.��� R���F?�"{\Z>�c@\C��y����`v�����.
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Last week Chad Aldeman, a reporter for The 74, posted an article titled “12 Truths and No Lies: Guiding Principles for the Future of American Education.” With some opinions added by ABPTL, here’s Part... “It’s a bleak time in education policy.” “Student achievement started falling about a decade ago, slowly at first, and then all at once. Then COVID led to dramatic drops in enrollment and attendance and a decline in trust in public schools. This year, with the expiration of federal relief funds, schools will have a lot less money to spend on staff or new programs.” “With all this in mind, with education foundering and in need of direction, I sketched out a list of 12 guiding principles.
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Student Achievement Started Falling About A Decade Ago, Slowly At
Student achievement started falling about a decade ago, slowly at first, and then all at once. Then Covid led to dramatic drops in enrollment and attendance and a decline in trust in public schools. This year, with the expiration of federal relief funds, schools will have a lot less money to spend on staff or new programs. With all this in mind, with education floundering and in need of direction,...
But America Is Overdue For A Big National Reckoning About
But America is overdue for a big national reckoning about the current and future state of its public schools, so here’s my attempt to start that conversation: 1. Education is good, but knowledge is better. More schooling leads to more learning, and people who know more stuff tend to lead more successful, productive lives. That’s good for individuals and good for society. But time in school is mere...
That Lesson Can Be Multiplied Over The Broader Society. As
That lesson can be multiplied over the broader society. As economist Rick Hanushek put it to me back in 2015, “In the long run, the economic well-being of countries depends upon the quality of their workers.” 2. Teachers are incredibly important. Educators are still the most important in-school factor for student learning, and the best teachers also improve students’ attitudes and behaviors. As a ...
3. Incentives Matter. Students And Educators Are Rational Actors And
3. Incentives matter. Students and educators are rational actors and will respond to incentives. When states and school districts—especially those in Democratic-controlled areas—retreat from school and student accountability, that will have consequences in the form of reduced academic effort and lower achievement. Teachers as a group are well-intentioned and mission-oriented, but they naturally te...
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Sign up for our free newsletter and start your day with clear-headed reporting on the latest topics in education. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter Student achievement started falling about a decade ago, slowly at first, and then all at once. Then COVID led to dramatic drops in enrollment and attendance and a decline in trust in public schools. T...