There is a story about a dog who thinks he sees a possum in a tree. The problem is that the possum is actually in a different tree so the dog barks up the wrong tree. That is the history of the top-down educational reform we've experienced in the U.S. since No Child Left Behind (NCLB) was passed in 2001. Standards-based education reform is based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education. Such a policy employs corporate techniques and rationalities, focusing on quantitative assessment, choice, markets, and privatization. In my experience as a teacher and researcher, this program has failed and has demoralized many outstanding teachers. One indicator of this failure is that SAT and ACT scores have remained flat. Even historian Diane Ravitch, earlier a big supporter of this approach, has had a change of heart and realizes we are barking up the wrong tree.

And what is the right tree? First, I believe that we need to look at the bigger picture. Much of the failure of students in our schools is due to factors in the wider society beyond the reach of teachers - the main factor being poverty. Many children live on the edge: we need to address poverty.

Second, I believe that we should put our energies into assuring that our teachers are well-educated and provided teaching work-loads and environments where they can act as professionals and succeed. We need to understand that teaching is an intellectual, cultural, and contextual activity demanding skillful decisions about communicating the subject matter. I support an approach called 'holistic teaching' in which teachers consciously attempt to (a) promote student learning and growth on levels beyond the cognitive, (b) incorporate diverse methods that engage students in personal exploration and help them connect course material to their own lives, and (c) help students clarify their own values and sense of responsibility to others and to society.

Ten years ago 'Rethinking Schools' published "A vision of school reform" (Summer, 2000) listing 8 principles for school reform. From the results we've had with NCLB, I think we need to revisit this list, and also revisit the work of John Dewey of a century ago. Here's the list of principles:

1. Public schools are responsible to the community, not to the marketplace.
2. Schools must be actively multicultural and anti-racist, promoting social justice for all.
3. The curriculum must be geared toward learning for life and the needs of a multicultural democracy.
4. All schools and all children must receive adequate resources.
5. Reform must center on the classroom and the needs of children.
6. Good teachers are essential to good schools.
7. Reform must involve collaboration among educators, parents, and the community.
8. We must revitalize our urban communities, not just our schools.

Michael Bentley, Expert Panelist

I think alot of people forget to let are kids be kids.  I believe that it is very important for them to learn who they are and have more common sense.  Also alot of kids that are called the bullies and the bad kids, don't get the push they need from home.  Mabe for education we need to let are kids know more what it is used for and what they can be because of it (educational speakers) instead of pushing more and more on them so that when they don't know something they just get made fun of or feel stupid and give up.  Everyone has something great about them.  We need to help our children find out what that is for them, not what everyone else expects of them.  I do believe in good education, my kids do great in school.  I just try not to forget about the little things that make them into good people not a "I can be better than you" person.

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