Dear Mr. President: Educate Yourself

In several recent articles, President Obama has been reported to offer tough talk about his plans for the reauthorization of NCLB [No Child Left Behind] legislation. That law, a holdover from prior administrations and corrupted by the Bush regime, purports to hold schools accountable for raising the academic competence and performance of students. However well-intended the law may have been initially, it has generally been proven a failure in meeting the desired goals. Illogical provisions that punish and remove funding from schools that are not performing well, often because of a lack of funding in the first place, are hallmarks of the law. Now Obama states that he plans to raise the performance standards by requiring states to sign on to an agreement to establish and implement “college readiness” curricula in the schools.

To his credit, the Obama Administration has taken steps toward the carrot rather than the stick approach to gaining support and cooperation at the state and local level. Rather than threatening to take over control of under performing school districts, as Bush had done, Obama places the responsibility on the school districts and states to adopt reforms in exchange for funding incentives. No reform, no additional funding. But states that adopt new measures, embrace greater flexibility and charter schools can receive significant help from the Federal government to help implement those reforms. This can be a bit illusory in a context of a failing economy that has stretched education budgets so thin that accepting reform is a survival imperative rather than a progressive option.

But Obama’s call to require all states to adopt curricula that prepare students for college and careers may suffer from an elitist fallacy. The idyllic “American Dream” may look like sending the kids to college to become doctors and lawyers, a house in the suburbs and 2.5 children. To be sure, an education that prepares students capable of and who seek that path should be available. The reality, however, is that not all students are suited to or desire college education. A crude analogy is played out in the US medical system. Currently, there are too many surgeons and specialists and not enough General Practitioners and primary care physicians. The point is that gearing a system that trains every student to be a career professional is neither necessary nor necessarily a wise application of resources.

I am not suggesting that the curriculum be “dumbed down” or should be let off the hook in any way. At minimum every school system must prepare every one of its students with a comprehensive set of basic skills to function in society productively and in a self sustaining manner. No less effort is worthy of such a great nation as a responsibility and goal for its people. But in the process of “raising the sights,” our aim at the appropriate target has been lost and damage may ensue. If we state that going to college is the minimum requirement, then do we not also implicitly declare that any student who is not college ready is a failure? While technology is advancing at a rapid pace, there are still jobs and occupations that are very respectable and capable of sustaining families that do not require a college degree. As a K-12 teacher, I strive to maximize the potential and dreams of each and every student I am entrusted with. But not every one of my students aspires to or performs at the academic level to be successful in a liberal arts or technical college. I am loath to label these students a failure.

Perhaps this is simply a matter of semantics, but I don’t think so. For Presidential decrees and initiatives carry a heavy pressure. When former President Kennedy announced a fitness initiative, millions of US citizens took to the jogging path and bicycles. In addition, huge industries of “natural foods” products, diet pills and weight control programs were spawned. And the public began to develop an antipathy for people who were not deemed “fit.” People who were overweight though no fault of their own were discriminated against. Fashion turned even more toward anorexic models with the resulting damage to the psyches of millions of young women. So I would be reluctant to pass this off as mere semantics.

The pendulum swings back and forth. A capitalist education that was designed to simply prepare students to work in factories is hopefully a thing of the past. The age of technology has shown the way to developing students that are capable of nearly incredible new discoveries. However, in a modern society there must be room for a democratic education that leaves room and supports [not simply tolerates] persons who either lack the academic acumen or the honest desire to pursue a professional career. Those who do seek that path to higher education must be encouraged and supported. But those who do not should not be condemned or labeled as failures.

We are also learning more and more about emotional and intellectual development. More and more people are “late bloomers” who return to the educational system with a purpose and a vengeance to develop their skills and competencies. It seems wrong to impose upon them the handicap of having to overcome a stigma of being labeled a failure because they did not have the desire, vision or readiness to enter college right after high school. Mr. President, I know that it is difficult for someone whose life has been marked by an insatiable drive for self-improvement and high achievement to envision the aspirations of someone who really dreams to become a fine auto mechanic or perhaps a plumber or metalworker. Those jobs may conceivably disappear or be overtaken by technology, but it is unlikely that this will happen completely for several generations. If a student wants to pursue such a path and does not need academic performance at a level that would garner college admission, why would you want to crush that student with the stigma of failing to meet your standards?