The 2012 results from the Program for International Student Assessment (PISA) are out. To celebrate the failure of public education “PISA Day” has been organized by those now establishing private, centralized executive control over once public institutions. PISA Day is the latest in a string of reality shows to litter our cultural space, the latest salvo of disinformation against the public governance and public purpose of schools and educational processes more generally. Continue reading
Education reform cowboys and cowgirls say they love education standards, and maybe they do. But they seem less enamored with existing legal standards. Below I review some of the evidence regarding the illegality of current reform efforts. Continue reading
A “Skinner Box“: How apt this image is when “food dispenser” is replaced with Race to the Top, and the “electric grid” replaced with the words “Common Core Aligned Assessments”? Duncan and King can be the “loudspeaker”!
Last week I offered a “close read” of New York State Education Commissioner King’s memo outlining various plans for revisions to the state’s testing regime. The memo argued that “Career and College Readiness” was the aim driving reform in New York State. I argued that, however it is measured, being “career and college ready” is not properly considered an aim, but rather a level of development. The vision driving King and the national education policy agenda, I suggested, was premised on an aimless form of education modeled on the basic operating principals of the volition-free product known as the computer. Ultimately, I argued, the problem was not with testing per se, but rather, the aim such testing serves and reflects. Working to better implement the Regents Reform Agenda is to accept a factory model of education premised on humans as things to be sold on the world market. As is factory production, such education is, indeed, rigorous (inflexible, rigid, likened to a corpse). Continue reading
New York State Education Commissioner King’s October 24th memo, erroneously reported on in the New York Times as an effort to reduce the amount of high stakes testing imposed on New York’s students and teachers, offers us a chance to discuss key assumptions guiding current education policy. Continue reading
In Part 1, I introduced the series and its aims, and presented its major theses. It documented and examined the role of Pearson’s Sir Michael Barber in directing the implementation of the Core regime, and in establishing an ideological framework to guide implementation, known as deliverology. Part 2 interrogates the meaning of a concept coveted by Core architects: data-driven decision making. This analysis sets the stage for an examination of the role radical behaviorist ideology plays in driving current education policy. Continue reading