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The basic purpose of this book is to help policy makers at all
levels of government understand that (1) widespread adolescent
underachievement is not susceptible to solution by educational
interventions no matter how much money is allocated to public
education; and (2) there are unidentified educational and civic
costs to focusing on low achievement and to expecting public
institutions of education (for K-12 and college) to solve a growing
social problem. Many policy makers seem to think that
teachers/schools are the primary cause of low achievement.
Educational institutions still cannot solve a non-education-caused
problem and haven't done so for over fifty years despite all the
public and private money that has been allocated. The book
concludes with suggested policies for addressing the damage to
public education from "gap-closing" standards and with suggested
areas for policy making in order to change the current course of
failure for many low-achieving students.
The basic purpose of this book is to help policy makers at all
levels of government understand that (1) widespread adolescent
underachievement is not susceptible to solution by educational
interventions no matter how much money is allocated to public
education; and (2) there are unidentified educational and civic
costs to focusing on low achievement and to expecting public
institutions of education (for K-12 and college) to solve a growing
social problem. Many policy makers seem to think that
teachers/schools are the primary cause of low achievement.
Educational institutions still cannot solve a non-education-caused
problem and haven't done so for over fifty years despite all the
public and private money that has been allocated. The book
concludes with suggested policies for addressing the damage to
public education from "gap-closing" standards and with suggested
areas for policy making in order to change the current course of
failure for many low-achieving students.
Teachers cannot teach what they do not know. This country has
tolerated a weak licensing system for prospective teachers for
decades. This weak system has been accompanied by an increasingly
emptier curriculum for most students, depriving them of the
knowledge and skills needed for self-government. An Empty
Curriculum: How Teacher Licensure Tests Lead to Empty Student Minds
makes the case that the complete revision of the licensing system
for prospective and veteran teachers in Massachusetts in 2000 and
the construction of new or more demanding teacher licensing tests
contributed significantly to the Massachusetts "education miracle."
That "miracle" consisted of enduring gains in achievement for
students in all demographic groups and in all regional
vocational/technical high schools since 2005-gains confirmed by
tests independent of Massachusetts policy makers. The immediate
purpose of this book is to explain what Massachusetts did in 2000
to strengthen its teacher licensing and re-licensing system to
ensure that all teachers could teach to relatively strong K-12
standards. Its larger purpose is to suggest that development of
strong academic standards in all major subjects should be followed
by complete revision of a state's teacher licensing system, not, as
has been the case for several decades, the development of K-12
student tests-if this country wants to strengthen public education.
Teachers cannot teach what they do not know. This country has
tolerated a weak licensing system for prospective teachers for
decades. This weak system has been accompanied by an increasingly
emptier curriculum for most students, depriving them of the
knowledge and skills needed for self-government. An Empty
Curriculum: How Teacher Licensure Tests Lead to Empty Student Minds
makes the case that the complete revision of the licensing system
for prospective and veteran teachers in Massachusetts in 2000 and
the construction of new or more demanding teacher licensing tests
contributed significantly to the Massachusetts "education miracle."
That "miracle" consisted of enduring gains in achievement for
students in all demographic groups and in all regional
vocational/technical high schools since 2005-gains confirmed by
tests independent of Massachusetts policy makers. The immediate
purpose of this book is to explain what Massachusetts did in 2000
to strengthen its teacher licensing and re-licensing system to
ensure that all teachers could teach to relatively strong K-12
standards. Its larger purpose is to suggest that development of
strong academic standards in all major subjects should be followed
by complete revision of a state's teacher licensing system, not, as
has been the case for several decades, the development of K-12
student tests-if this country wants to strengthen public education.
This book is addressed to teachers who know that the secondary
literature curriculum in our public schools is in shambles. Unless
experienced and well-read English teachers can develop coherent and
increasingly demanding literature curricula in their schools,
average high school students will remain at about the fifth or
sixth grade reading level-where they now are to judge from several
independent sources. This book seeks to challenge education policy
makers, test developers, and educators who discourage the
assignment of appropriately difficult works to high school students
and make construction of a coherent literature curriculum
impossible. It first traces the history of the literature
curriculum in our middle schools and high schools and shows how it
has been diminished and distorted in the past half-century. It then
offers examples of coherent literature curricula and spells out the
cognitive principles upon which coherence is based. Finally, it
suggests what English teachers in our public schools could do to
develop a literature curriculum that gives all their students an
adequate basis for participation in an English-speaking civic
culture.
This book is addressed to teachers who know that the secondary
literature curriculum in our public schools is in shambles. Unless
experienced and well-read English teachers can develop coherent and
increasingly demanding literature curricula in their schools,
average high school students will remain at about the fifth or
sixth grade reading level--where they now are to judge from several
independent sources. This book seeks to challenge education policy
makers, test developers, and educators who discourage the
assignment of appropriately difficult works to high school students
and make construction of a coherent literature curriculum
impossible. It first traces the history of the literature
curriculum in our middle schools and high schools and shows how it
has been diminished and distorted in the past half-century. It then
offers examples of coherent literature curricula and spells out the
cognitive principles upon which coherence is based. Finally, it
suggests what English teachers in our public schools could do to
develop a literature curriculum that gives all their students an
adequate basis for participation in an English-speaking civic
culture.
The chief purpose of this book is to explain how public education
in this country became dysfunctional as a result of the education
policies and programs funded by the federal government to address
low academic achievement. It highlights student effort as a central
factor in academic achievement, based on research noting its
significance. Teachers and school administrators cannot make
children ready for college or career by grade 12 if their parents
do not make them ready for school learning by kindergarten or grade
1. Once both the schools and students' parents together made
students ready for membership in our civic culture. They learned
they were politically equal to each other, with a shared civic
identity, regardless of academic achievement. Yet, policy makers at
USED and philanthropists in this country with a professed interest
in the education of low achievers want low achievers to believe
that their academic status is all that matters and that they
haven't succeeded academically because of bigoted teachers,
administrators, and communities. Parent/school partnerships need to
revive their community's agreed-upon mission for public education
if we are to alter the roots of low achievement in this country.
The chief purpose of this book is to explain how public education
in this country became dysfunctional as a result of the education
policies and programs funded by the federal government to address
low academic achievement. It highlights student effort as a central
factor in academic achievement, based on research noting its
significance. Teachers and school administrators cannot make
children ready for college or career by grade 12 if their parents
do not make them ready for school learning by kindergarten or grade
1. Once both the schools and students' parents together made
students ready for membership in our civic culture. They learned
they were politically equal to each other, with a shared civic
identity, regardless of academic achievement. Yet, policy makers at
USED and philanthropists in this country with a professed interest
in the education of low achievers want low achievers to believe
that their academic status is all that matters and that they
haven't succeeded academically because of bigoted teachers,
administrators, and communities. Parent/school partnerships need to
revive their community's agreed-upon mission for public education
if we are to alter the roots of low achievement in this country.
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