Guest MINDSETTER™ Dan Wall: The Price of Education Transformation
Friday, March 30, 2012
The cost of transforming public education is high. Accordingly, cash-strapped cities like Providence are compelled to hire consultants that warrant 5.4 million dollar contracts. Monday night, the Providence school board voted to approve the hiring of Cambium NAEP to work as a lead partner in some of the district’s underperforming schools. Concerns were voiced about the high price tag, the organization’s decision-making authority, and the reputation of the CEO, Jeffrey Hernandez.
However, as I listened to Mr. Hernandez deliver his presentation to the board, I realized that I wasn’t really angry at him or the school district, or even at Cambium. My anger was with what has become of public education. I’m frustrated with a system that is marginalizing the contributions and expertise of classroom teachers. Mandates put in place by No Child Left Behind have caused a paradigm shift. The views of the classroom teachers have been cast aside, while consultant firms are venerated.
No Child Left Behind has created an environment of blame and shame. Urban districts like Providence find themselves in almost impossible situations. Large numbers of schools have been labeled as under-performing. Consequently, the schools are forced to implement transformation strategies that meet with federal guidelines for improvement. If the schools don’t improve, they face the possibility of being closed or taken over. The task of improving these schools has become so daunting and overwhelming that districts find themselves in circumstances that force them to hire “transformation consultants.” The districts believe, or hope, that these transformation “specialists” have a secret formula that somehow has eluded the districts’ own administration and teachers.
What does transformation mean as it relates to underperforming schools? Essentially, it boils down to improving standardized test scores. Tests like the NECAP were originally intended to be tools that provided teachers with feedback regarding student progress. However, the current reform movement has made them the focal point of education. The over-emphasis on testing has already begun to narrow the scope of curriculum. Success or failure on standardized tests influences student graduation, teacher certification and school closures. Is it any wonder that subjects and curricular material not measured by a standardized test have been relegated to an insignificant status?
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The goal of our public schools is to create a nation of well-rounded thinkers and problem solvers. However, every year, more and more time is spent on standardized test preparation. The true cost of educational transformation may not be measured in dollars and cents, but in the adverse effects it has on public education and the teaching profession.
Daniel Wall is a Providence Public School teacher.
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