Educational Standards

There was an editorial in this morning's Dallas Morning News by Faith Davis Johnson arguing the need for national education standards. In her editorial, Johnson takes issue with those resistant to national standards. Governor Perry of Texas was named in particular. Perry's comment that "the citizens of Texas, not the federal government, know what is best for our children" seemed to irritate Johnson in particular. She disagrees that the citizens of Texas know what is best for their children and seems to assert that only the federal government is in position to know what is best for our children. Presumably, among the citizens of Texas being discussed, are parents.

Davis buttresses her argument by citing statistics revealing how poorly U.S. students fair against foreign students in math and science. There are many provocative statistics available to demonstrate the poor performance of U.S. students when compared against students in other nations; Japan apparently being the measure of choice for many. The statistics are difficult to ignore. As is often the case, the blame for this is assigned not to teachers, parents, or students, but to curriculum. This is no doubt why discussion about education reform is almost always about curriculum, text books, and budgets. Many seem to assume education is a process not entirely unlike baking a cake. With the right ingredients and the right recipe, a quality product is assured.

But educating children is not like baking a cake. Children are different. Parents are different. Teachers are different; well, before the preoccupation with certification and method, they were different. Johnson argues that what is needed is a uniform curriculum, taught according to uniform standards, with uniform text books by uniform teachers.

Ignorance is not simply the results of poor teachers, curriculum, or text books. There is a human element involved as well. But the human element is the most difficult to address, particularly in a society prone to give short shrift to human nature. If people are simply products of a system, be it an educational system, an economic system, a social system, etc, then achieving desired results is simply a matter of adjusting the system. The easiest way to adjust a system is by manipulating it. One manipulates an educational system through standards, tests, incentives, and curriculum. To try and improve the system by addressing the aptitude and motivation of teachers and parents is near impossible; even if one was reckless enough to try.

I find it difficult to believe that either Davis or the governor knows what is best for children. Even less do I believe the federal government knows what is best for children. They might know the results they want, but they are manifestly incompetent to bring those results about. It is curious that when comparisons are made between education in the U.S. and education in other countries, those comparisons usually only focus such things as hours, money, and curriculum. Rarely, if ever, do they concern themselves with broader and softer factors such as parenting or motivation. It is easier, and more convenient to compare Japanese schools to American schools than to compare Japanese students, teachers, and parents to American. It is also less likely to offend.

Until we here in the U.S. are willing to take a tough look at our students, teachers, and parents, not just our curriculum, we will continue to be preoccupied with numbers and standards. And while we are so preoccupied, our educational system will continue to flounder. A better cake is about more than a better recipe. Sometimes better ingredients and a better baker are needed as well.