What Should Children Learn?

National standards have been thwarted, but state-mandated academic standards and local action can yet save the schools

CAN the wishes of two Presidents, Republican and Democratic, of most governors, of several Congresses, and of up to 80 percent of the American public and teachers simply be ignored? So it seems. Over the past five years all of them have called for national academic standards, to make schools stronger and more equal. But their will has been frustrated by the century-old habits of American educators unable to conceive of excellence and equity co-existing in the schools most children have to attend. This makes a depressing story, but some of it needs telling if those children are to see a happy ending. For to succeed where national efforts failed, state and local school leaders, teachers, parents, and citizens need to understand what they are up against, what has to be done differently, and how much is at stake.
They can begin by recognizing, and tolerating no longer, the vast inertia of an educational establishment entrenched in many university faculties of education; in well-heeled interest associations, with their bureaucracies, journals, and conventions; in hundreds of research centers and consulting firms; in federal, state, and local bureaucracies; in textbook-publishing houses and the aggressive new industries of educational technology and assessment. On the whole this establishment is well-meaning, and it is not monolithic, all of one mind. But its mainstream, trained and engrossed in the means rather than the academic content of education, instinctively resists any reform that starts with content and then lets it shape everything else -- most certainly the means.

Starting school reform by first deciding what every child should learn strikes most people as only common sense. But to many American educators, it spells revolutionary change. The standards strategy for school reform would give subject-matter teachers and scholars, and the educated public, unprecedented power to spur genuine change -- change far deeper than questions of school choice, methods, or management. Means and management are not the problem. The overused business analogy breaks down: business first decides the content of its product; means follow. But educators, unwilling to focus on subject matter, have never decided what content everyone should know; the curriculum stays frozen, incoherent and unequal. For more than a decade American citizens have wanted high, common standards -- the only new idea for their schools in a century. But to get them, they will have to work around the establishment, and overturn the status quo.

The first step toward change was taken in 1983, when the National Commission on Excellence in Education delivered a ringing wake-up call: "If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war." The commission's report, , told us that other countries' schools were doing better in both quality and equality of learning -- and ours were losing ground on each count. In the commission's words, "a rising tide of mediocrity" belied our democratic promise that "all, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost."

gave rise to the standards strategy for school improvement, talk or the avoidance of which has preoccupied American educators ever since. It said that all high school students, regardless of background or vocational prospects, needed a common core curriculum of four years of English, three years each of mathematics, science, and social studies, and a semester of computer science. The college-bound should add two years of foreign language. In the early 1980s only 13.4 percent of our high school graduates had taken the first four of those "new basics." Adding the computer semester dropped the percentage all the way to 2.7, and adding foreign language made it 1.9. "Mediocrity" was a mild word for what was going on. But the public paid attention: many states and districts raised their core academic requirements, over the objections of experts who declared that dropout rates would soar, for minorities most of all.

By 1990, the National Center for Education Statistics found, 39.8 percent of high school graduates had taken the recommended years of English, mathematics, science, and social studies; 22.7 percent added the computer semester; 17.3 percent added both computers and the foreign language. Instead of rising, the dropout rate for African-Americans declined, and for Hispanics remained roughly stable. The percentage of African-American students taking the required years of academic subjects rose from 10.1 to 41.1; for Hispanics it rose from 6.3 to 32.7. "Top-down" recommendations, with state and local implementation, had made a difference, and they continue, albeit at a slower rate, to do so.

The glass, however, is still at best half full. And by comparison with the democratization of public schools in other countries, it is well under half empty. Our 25 percent dropout rate means that the roughly 40 percent of high school graduates in 1990 who got the recommended classes made up only 30 percent of all young people of that age. In 1991, in two school systems at opposite ends of the earth, about two thirds of the corresponding Japanese and French age groups completed markedly more-demanding academic programs, which included foreign languages. In both countries about half the students were in programs combining technical and liberal education. Even disregarding foreign languages, relatively few of our young people graduate from academic programs that are as rigorous as those abroad. For fully equivalent programs, a generous estimate of American completion would be 15 percent -- about a quarter of the French and Japanese completion rate.

We used to say -- and too many educators still say -- that we cannot compare our schools with those of other countries, because they educate only an elite and we try to educate everybody. Untrue for thirty years, this is now the opposite of the truth. They educate the many, and we the few. To our shame, a disadvantaged child has a better chance for an equal and rigorous education, and whatever advancement it may bring, in Paris or Copenhagen than in one of our big cities.

Comparing curricula makes us look bad enough, but what is behind the course titles on student transcripts? Are American courses as substantial as those abroad? To make them so, President George Bush and the nation's governors launched a movement to set national standards for course content at meetings in Charlottesville, Virginia, in 1989. Goal Three of their statement insisted that course content be academically "challenging," comparable to that in the best schools here and overseas, and -- for equity -- that all students be offered such content and be expected to master it. Polls showed overwhelming public support, even for a national curriculum.

Shortly after, Congress set up a National Council on Education Standards and Testing, to "advise on the desirability and feasibility of national standards and tests." In its report of January, 1992, the council recommended both. National content standards, it said, ought to "define what students should know and be able to do" in English, geography, history, mathematics, and science, "with other subjects to follow." A core of common content was needed to "promote educational equity, to preserve democracy and enhance the civic culture, and to improve economic competitiveness." It should set high expectations, not minimal competencies; it should provide focus and direction, not a national curriculum.

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