Like many in the education world, I spend much of April and May wondering about U.S. testing and accountability policies. When you add up the time spent on benchmark testing, test-prep (especially the part devoted to item format, as opposed to reviewing essential knowledge and skills), testing, and grading, is that really a good use of our school days? Data to inform instruction and decision making are necessary, but do teachers, administrators, or even policymakers get what they need from the tests currently being given (or developed)? Is there a better way to improve educational outcomes?
Pretty much every article on testing this season has sent my mind spinning down these paths. I mean, really, who thought NCLB would still exist in 2014? We knew from the get-go that 100% proficient was a fairy tale. Can we please start thinking about education policy realistically? Can we be brave enough to offer clarity as to what we are trying to accomplish? With that clarity, can we find the fortitude to proceed patiently, rationally, and supportively so that (like more reasonable nations) we can attain our goals?
Probably not. But I’m not ready to give up.
Core Knowledge has a specific answer as to what it is trying to accomplish. So do all schools that have taken the time to create—and that make ongoing investments in enhancing—a detailed curriculum. Such schools should also be able to devise tests that support teaching and learning, as well as produce evidence of their educational accomplishments.
Logically, this is where I should explain the evidence that a Core Knowledge-based curriculum is effective. You can follow the link if you want. I’d rather offer an example. Call it an anecdote. Dismiss it. In a different frame of mind I might to the same. But in testing season, this example resonates with me. It’s a reminder that knowledge is inherently useful and valuable.
So, how do I know Core Knowledge works? Because it worked for an engaging lady from South Carolina who took the time to handwrite a three-page letter to E. D. Hirsch:
I am ninety-four years old and have wondered all my life about the answers to a few questions…. One being, if I am alone and lost in the woods and there is no sun and I have no compass, how do I know where North is?
Image courtesy of Shutterstock.
When she asked her librarian, she received a clear answer in What Your Second Grader Needs to Know, which is in the preschool through sixth-grade series Hirsch wrote for parents.
I was so impressed that I read the whole book, then asked the librarian for Book One. When finished I asked for Book Three, then Four, then Five and finished with Book Six. I was not so fortunate as the children of today, having been brought up during the Depression when I had to quit the Sophomore year of High School and go to work….
I have learned so much more from your books that my grade school didn’t teach me. I wish that all elementary schools were required to use Core Knowledge Series. Every subject was so enlightening, interesting, and helpful for me. Thank you.
How would this ninety-four-year-old student do on a standardized test, even one for fifth or sixth graders? I don’t know (she’d probably need several days of drilling on educationally irrelevant test-taking strategies). But I know she’ll never be lost in the woods. And—more importantly—I know that because she read the first through sixth grade books, she has the broad knowledge she needs to learn more each day. To grasp the scientific, political, economic, and arts topics covered in her chosen news source. To have lively debates with her neighbors. To be a well-informed voter. To show her great-grandchildren that knowledge is enlightening, interesting, and helpful.