A Quote by Jonathan Kozol
As damaging as the obsessive emphasis on testing often proves to be for kids in general, I believe that the effects are still more harmful in those schools in which the resources available to help the children learn the skills that will be measured by these tests are fewest, the scores they get are predictably the lowest, and the strategies resorted to by principals in order to escape the odium attaching to a disappointing set of numbers tend to be the most severe.
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Apparently almost anyone can do a better job of educating children than our so-called 'educators' in the public schools. Children who are home-schooled by their parents also score higher on tests than children educated in the public schools. ... Successful education shows what is possible, whether in charter schools, private schools, military schools or home-schooling. The challenge is to provide more escape hatches from failing public schools, not only to help those students who escape, but also to force these institutions to get their act together before losing more students and jobs.
I want kids to be able to escape failing schools that trap them. And it's an unequal trapping of children. The most affluent find a way to escape. They move to a great suburban district or send their kid to a private school. The people who are trapped in the worst schools that have been terrible often for half a century? Those are the poorest kids.
Most departments of education are set up largely to regulate schools and hold them in compliance. They don't really help schools. When a school is struggling with certain kids, they can't go to the state and say, "Can you help us with resources and training?" That should be their role.
We're finding that many parents endorse a growth mindset, but they still respond to their children's errors, setbacks or failures as though they're damaging and harmful. If they show anxiety or overconcern, those kids are going toward a more fixed mindset.
The single most damaging misconception about strategy is that it is a set of financial performance goals. The so-called "strategies" created by many managements are nothing more than three-to-five year financial performance forecasts. They are then labeled "strategy" and shipped off to the board of directors which goes through the motions of discussing how big the numbers are. Strategy is not your aspirations. Strategy is concerned with how you will arrange your actions and resources to punch through the challenges you face.
I am not against standardized tests. There are tests and tests and tests, and, to simplify, the ones I favor are criterion-referenced tests of skills, aligned with the curriculum. Social and emotional skills are important but skills are too. I find it heartbreaking that this is so often seen as an either-or choice. To get to the richness of studying literature, for example, you must first be an adept and confident reader. Whether you are is something a good test can measure.
The persistence of housing discrimination and housing segregation makes it difficult at times to integrate schools. So what flows from that is disappointment and cynicism and the search for what's next. And it's really in the search for what's next after that that we come upon ideas like increasing standardized testing for kids and using those tests scores to hold teachers accountable.
I suspect the I.Q., SAT, and school grades are tests designed by nerds so they can get high scores in order to call each other intelligent...Smart and wise people who score low on IQ tests, or patently intellectually defective ones, like the former U.S. president George W. Bush, who score high on them (130), are testing the test and not the reverse.
I have not seen that standardised tests make the profession less attractive, though some principals respond to them in a way that drives the best teachers out of their schools (by over-emphasising test prep in the school curriculum for example). On the other hand, great teachers want benchmarks to measure progress and tests can help with that.
If you help disabled children, it's very appealing. If you help kids with cancer, those are the things you get credit for and those things are beautiful. But when it comes to stopping violence or really putting the time into rebuilding schools, that's just a different kind of project. It takes more than just money to do that.
Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization...I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.
Cognitive and character skills work together as dynamic complements; they are inseparable. Skills beget skills. More motivated children learn more. Those who are more informed usually make wiser decisions.
I believe that our society's "mistake-phobia" is crippling, a problem that begins in most elementary schools, where we learn to learn what we are taught rather than to form our own goals and to figure out how to achieve them. We are fed with facts and tested and those who make the fewest mistakes are considered to be the smart ones, so we learn that it is embarrassing to not know and to make mistakes. Our education system spends virtually no time on how to learn from mistakes, yet this is critical to real learning.
I want children to learn to develop deep reading skills in the beginning in print. I believe the physicality of print is much better in the beginning for children, and then help them learn how to use their deep reading skills on digital medium.
Many opportunities have been lost and hundreds of valuable lives uselessly sacrificed for want of a strict observance of discipline. Its object is to enable an army to bring promptly into action the largest possible number of its men, in good order and under the control of their officers. Its effects are visible in all military history, which records the triumphs of discipline and courage far more frequently than those of numbers and resources.
Kids get a lot of lip service in disaster planning, but they tend to get far fewer resources than they need. The mantra of 'children are our most valuable resource' is almost never matched by actual funding.
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