I’ve been reading a book about education reform, called The Eden Conspiracy: Educating for
Accomplished Citizenship, by Joe Harless, © 1998. Even though it’s two
decades old, much of it is still current.
He compares two fictional communities: Medianville and Eden.
As he lays it out,
They are twin in every respect—same size, same state, have
comparable industries and businesses. They are the same in economic, racial,
and ethnic makeup, and so forth. Eden and Medianville both sought to improved
education in their cities, but they took very different approaches to education
reform.
Medianville did some typical education reform actions:
1.
Increased teacher salaries.
2.
Reduced teacher-student ratio.
3.
Toughened grading policy.
4.
Grouped students by ability.
5.
Provided more audio-visuals.
6.
Instituted “Teacher of the Year” award.
7.
Encouraged “back-to-basics.”
8.
Formed alliances with local businesses.
The results after a decade and a half?
·
No improvement in reading scores (60% deficient).
·
SAT scores flat, no improvement.
·
36% first-year college students require remedial
courses.
·
High school dropout rate 25-30%, no improvement.
·
97% of high school seniors at or below minimal or
adequate level.
·
All but a few “A” science students fail to solve
basic science problem/question.
·
One third who take Calculus in college drop or
fail the course.
·
25% believe the sun rotates around the earth.
·
50% cannot use a bus schedule. 15% cannot
address an envelope.
·
Under 10% can compute what borrower pays on $850
loan at 12% interest.
·
30% cannot make change.
·
Under 50% can find New York on a blank map. 75% don’t
know when Lincoln was President or in what half century the Civil War occurred,
and half fail to know other basic history facts.
·
75% of applicants for entry-level jobs at the largest
industry in the area fail basic literacy test.
Cost per student has increased 50% (adjusted for inflation)
from pre-intervention period.
There are also social outcomes. Violence has increased.
Homicide is the second most frequent cause of death in teens and young adults.
One third of young women get pregnant as teens (increase of 200% since 1960). A
third use illegal drugs. Among high school dropouts, half end up before a judge
in 5 years. Most who go to college fail to get a degree. Employers say the
young people they hire are deficient in writing, basic math, oral
communications, working with a group, and basic computer skills.
Harless reveals, after introducing these two cities that the
data for Medianville is real. The interventions are proven to fail.
I would add that, in the following two decades, the same interventions
are being done, to similar effect. The only significant rise is cost per student.
What about the other fictional city, Eden? In short, he uses
an accomplishment-based approach, which requires some explanation. And he
involves the entire community—a conspiracy
of parents, teachers, business owners, and essentially everyone in the community
(thus, the book’s title).
I’m still just halfway through reading the book, but I remain
unconvinced that his solutions will solve public education. Personally, I
believe parental responsibility and free market are the roots to nourish for
better outcomes.
But I’m willing to look at the ideas to see what families can
use.
He creates a chart contrasting the two education systems [p.
34].
There’s a main principle that I think might be worth further
examination. Harless suggests that, rather than brainstorming possible
solutions and trying whatever combination some committee chooses, the
stakeholders should look first at the desired outcomes. Both cities aim to
improve education, but they picture the outcome differently.
It’s near the top of the chart above. Medianville sees the
purpose of education as to “provide opportunity for the young to acquire
knowledge of traditional subject matter.[i]”
Eden sees the purpose as to “produce graduates who have skills, knowledge and
attitudes to become accomplished citizens.”
OK. So Harless’s way is more future based, more relevant to
the students’ post-school world. We still need to know a definition of “accomplished
citizens.” But, once we do that, Harless says, the next step will be to
identify what accomplishments are needed for such citizens—what can they do
consistently?
Designing instructional programs, he believes, comes from
starting with the end in mind.[ii]
So, we start with “accomplished citizens,” and work backward from there. What does
this result look like?
He offers this list of what characteristics such a society
has:
·
Exists under a democratic form of government.
·
Is lawful, orderly, ethical, and safe.
·
Allows freedom for its citizens—within the law.
·
Allows freedom for enterprise—within the law.
·
Provides equal opportunity for its citizens.
·
Values the family as the basic unit of society.
·
In partnership with the family, provides
protection and development of the young.
OK. My interest is piqued with those last two. Here at the
Spherical Model, we know that the
family is the basic unit of society—and that strong families doing their job is
necessary for civilization, which is what I think he’s talking about here.
His list isn’t very exact. Those are the ends to have in
mind. What are the accomplishments, or outputs? Whatever they are, they need to
be concrete, measurable actions. These outputs, he says, must be a noun [p. 52].
The focus must be on an end result, not a process. For example, “Madame Curie
won the Nobel Prize.” The prize is an accomplishment, or output. Another
example is, “Mary produced the highest number of sales.” The sales, which can
be counted, are the output; having more sales than others is a specific measurable
output.
I will just mention here that he is not talking about what
has been called “outcome-based education.” Some of the words may be used. And
we could contrast them fully another day. But outcome-based education mainly
means that curriculum should have goals—such as being able to pass a test.
Often it has been pretty much just another iteration of the interventions
Medianvillle took (see list above).
So, with measurable outputs in mind, he offers these accomplishments
of good citizens: [p. 53]
·
Obedience to the law.
·
Informed voting decisions.
·
Contributions to stable environment.
·
Resolution of interpersonal conflict.
·
Contributions to community improvement.
I agree those are desirable behaviors. But I don’t think
Harless has given us good examples of measurable, countable nouns; he’s still
pretty focused on behaviors. Nevertheless, if you want these outcomes, what
goes into them?
Harless says,
Knowledge, skills, information, and student attitudes are
inputs in education. Given these, we want the student to be able to perform
processes such as problem solving, finding information, and making decisions so
that they produce accomplishments of value to the goals [p. 53].
So, there’s the current way: start with subjects, teach what
teachers say needs to be known, and then let the student figure out how to make
that relevant. And there’s the alternative he suggests: start with what results
we want (good citizens, civilized adults), and work back to what outcomes are
needed for those results (laws are obeyed, votes are prepared for and cast,
interpersonal conflicts are amicably resolved), back to what a person needs to
know, or be able to do, in order to accomplish those things—inputs needed to
get the results.
That’s what determines curriculum.
Let’s say a contributing adult manages his money—spends less
than he earns, pays bills, etc. He would need to know some math—specifically adding
and subtracting to balance a checking account. He would make spending decisions
based on what he knows is in his account, and whether something fits in a
budget—more math.
If he needs a loan for a car or house or other major
purchase, he needs to know how interest works—so he’d need enough math for
that. There are formulas he can look up, so he might not need to have them
memorized, or be able to figure them in his head, but he would need to know how
to put his information into a formula to figure the results—and understand the
effects. He should know that paying back a loan with interest is more expensive
than paying for something up front, so he must be able to weigh the pros and
cons.
When the math becomes relevant, the student learns it
better. Get a high school boy to figure out how to afford a car, and he’s a lot
more motivated than when you say he has to solve so many pages of problems in
order to earn a grade.
There’s truth in that—when it’s relevant, students learn
more readily. I’m still not sure how we can get there from where we are in a
public school system.
In the two decades since the book came out, I think his
method has been tried in a number of isolated private schools—but no public
school systems. In a private school, you already have committed parents—because
they’re paying good money and will insist on seeing results.
If we had real local control in a public school district,
maybe some measurable change might be possible. But as long as local school
boards are filled with teacher-union-approved candidates, meaningful change can’t
happen. Also, as long as federal and state governments keep a tight grip on
education, local areas don’t have the freedom to break free from the tried-and-proven-to-fail
standard approaches.
Meanwhile, individual families can “conspire” against the
system—by educating their own children. When they do, it’s good to have an end
in mind.
If I were to brainstorm outcomes for a young adult, I might
include,
·
Reads books and articles for interest and
enjoyment at least several times a week.
·
Keeps current on world, national, and local
news, always attuned to source and bias. Shows this ability in conversation.
·
Forms opinions based on study, and articulates
opinions with supportable points, while respectfully hearing and considering
opposing arguments. Shows this ability in conversation.
·
Displays good manners—both for social grace and
for showing respect and kindness to others.
·
Finds opportunities to work, and serves well in
those opportunities. (Has a resume. Fills out job applications. Works in
entry-level jobs followed by higher-skilled, better-paying jobs.)
·
Manages time, money, and things—budgets,
balances accounts, pays bills, keeps commitments, cares for laundry, buys and
cooks healthy meals.
·
Improves skills and increases knowledge base in
field of work as well as other interests.
·
Maintains good physical, emotional, and
spiritual health—seeking expert help as needed.
·
Spends plenty of quality time with family; makes
family a high priority.
“Adulting” is hard—and so is raising children into mature
adults. But it’s not rocket science. There’s a lot of curriculum that could
lead to these outcomes. There’s also a lot of information/direction/advice—some
worthy of college courses—available online, much of it for free. And a lot of this comes pretty
naturally from living in families that model and pass along civilized behavior.
What we need is freedom from a system that asks nothing
better than “What should students learn in each subject each year?” and spends
exorbitant amounts of money repeating failed strategies.
What we need in education is more family, more free market,
and more relevance to real life.
[i]
It’s interesting to see that top education leader Iceland has recently instituted
schools with cross-disciplinary topics, as described in “Finland to Become World’s First Country to Get Rid of All School Subjects,” Nov. 11, 2016.
[ii]
This is my rephrasing of what he’s doing, and it may sound familiar as one of
Steven Covey’s 7 Habits of Highly
Effective People.
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