GLOBAL Dr. Peter E. Pflaum
VILLAGE
ENTERPRISES
225 Robinson Road
New Smyrna Beach
FLORIDA 32069
(904) 428-1355
May 28, 1994
SMALL SCHOOLS
- BIG ISSUES
Abstract:
This paper reviews the current educational research and
theory on improving schooling. Most of the suggestions and
evidence for effective schools are factors that naturally occur
in small schools.
The dominate idea is to change the factory like
system to the collaborative model of post-modern organizations.
The core change involves small stable groups, with teams of
teachers spending more time with the same students.
The strain of
today's social life requires schools with a family or village
atmosphere. To get small class size you must have small schools
because of the problems of cost and bureaucracy. A second element
is helping students take charge of their learning. Self direct-
ed and phased learning using nongraded or multi-graded groups
creates an individual and integrated curriculum in the students'
mind.
The new technology and performance assessment can help
create a constantly improving learning community.
There is growing concern about the performance of American
Education. Our international competitiveness depends on smart
people. Schools often fail as institutions to think clearly
about itself and to cultivate thinking in their students.
Schooling, as now practiced, is harmful to creative initiatives.
There is a general rejection of the bureaucratic "scientific
management" style of organization.
The new TQM (Total Quality
Management of W. Edwards Deming) is often wrongly understood as a
new form of MBO (Management by Objective) or human relations
theory. It is not. TQM is different.
The issue of quantified
goals vs. leadership is the central difference.
The all too
common gap between the statement of principles and implementation
is cause for bewilderment.
One reason for the long history of failed educational reform
is that real change required by TQM, for example, is more
demanding than many pretend. A second reason, usually unspoken,
is the dominant issue of control. Power is often more important
than performance.
There is often a willful effort to prevent
reform while pretending to do it. Schools create a process that
is designed to confuse the enemy and deflect criticism.
They have
experience in pretending to reform while messing up
implementation. Experienced teachers don't belief "them"
anymore. Some people are fools, some are selfish, and many are
both. School administration is full of people who make solicitous
statements about the welfare of the children but do little to
improve the schools while protecting themselves and their
position.
Small use much of the current wisdom on effective schools
because they naturally are functional human groups. Small
schools are free from the systems' failures of large
administrative systems. Big organizations are hard to change
unless they operate as smaller units. One useful model is Handy's
model of clusters in large international corporations. Personal
commitment is a core value of functional social groups. Power is
with the people is small schools.
School consolidation created a major shift of power from
local parents and teachers to administrators and political
bosses.
The reform of public education cannot be done in a
reality vacuum. Power cannot be removed from a failed system
without an alternative source of power. Maybe the business
community is now exasperated enough with the gross incompetence
of many schools and their products. Business can provide the
power base for real change.
I.
Thesis
We estimate there are 10,000 innovative and creative schools
in every part of the country.
These schools are mostly ungraded,
use individualized instruction, self paced learning; children are
encouraged to learn on their own and work effectively in groups,
children help each other and do peer tutoring.
These schools are
friendly and happy places where teachers guide and students
learn.
They are socially stable over time, people know and love
each other. About 300,000 students go to these schools with joy
in the morning.
There are no drugs, guns, or violence; few
discipline problems and most of the students are above average on
national tests.
These schools cost less than 50% of the national
average expenditure and are clearly better places to teach and
learn. What is the common factor? What is the magic?
They are
SMALL.
The crisis in American Education involves quality,
politics and testing, and a new model for schools.
The small
school linked to a learning community by communications
technology can be a major path to reform.
How can we have these thousands of successful schools
working in almost every county and town in the country and so few
know about it? It is because they are non-public. About
two-thirds are religious.
The Catholics, ( over a third of the
students) Seventh Day Adventist, Lutherans, Episcopal,
Mennonites, Amish, Presbyterian, Baptist and other established
churches run many fine small schools.
The majority of non-public
schools (not students) are evangelical and started for religious
reasons.
There are thousands of small cooperative, parent run,
or private schools in America. Many are day care centers are
expanding into the elementary grades.
Synergy and
The New School Reform:
The Critical Reformation: Grouping
Critical to productivity is solving the lack of motivation,
the unfocused worker. We need a stable group over a longer period
and hours per day.
The factory system represented by the Carnegie
unit credit dices the student into intellectual pieces where
nothing relates to anything else. You wouldn't expect your office
staff should shift rooms several times a day, have several
supervisors with different goals and styles, and expect them to
be highly productive. (Handy P. 217 )
" On most days fewer than 10 students will be working hard,
the rest do little more than sit there (if they bother to
come). If you ask the idle students why they are not
working, they will tell you work is boring, they don't
need it, and no one cares what they think. (Glasser)
Levin, Comer, and Meier are given as examples of how TQM can work
in public education. In these cases a small family like grouping
is critical. (Smart Schools, Smart Students)
A century of educational research and practice has shown
Team- work - interdisciplinary - project orientated techniques
are clearly superior to the current piecework curriculum and
methods.
The teachers and students become involved and
turned-on. (Again examples of Central Park East, Comer Schools
and Levin but also the best private schools like the Parker
School in NYC) In the traditional school, most of the time, most
of our students are leaning on their shovels. (Glasser) More get
done if more people are actually working. Our foreign
competition works 40 hr. a week for 220 days a year, while our
students do a few hours at task ( most of school time is not at
task ) for 180 days less teacher days, snow days etc. If someone
works 1600 or more hours a year vs. less than 400 hours they are
400% more productive. No wonder. We just mess around, it's hard
to believe anyone is serious about improvement. We do spend more
years in school reworking the same skills and knowledge. Two
years of College is largely made up of secondary level work, and
the first year of graduate school is at the undergraduate level.
Knowledge industry will require a master's degree as a basic
education. In a wealthy society 70% of jobs will require skills
missing in 70% of the current American population.
Stable groups over time and team work is central to
effective schools. Thirty tied down, bored student with the
teacher talking in front of the classroom is not effective
education. People must be involved in what they are doing.
There
must be a connection between thinking and doing. After all, how
do you learn anything? If you read and are "talked-at" about a
subject do you know it? If you then take an exam on the same
content; have you learned? What can you do ? Medical school has
clinical practice, law school has mock court. Would you use a
doctor or lawyer without practice and experience? (See Fiske
about Comer)- Fiske says P. 14 " Trying to get more learning out
of the current system is like trying to get the Pony Express to
compete with the telegraph by breading faster ponies."
Learning depends on your interest and purpose. Most students
are not interested and don't care because they don't see the
connections with doing. It appears to them as absurd but they go
along without focus, because they have no choice.
Traditional practices often continue in American schooling
despite knowledge of ineffectiveness. When change is made ideas
are often implemented incorrectly. T. Peters (1992) says 80% of
Quality Circles produced no benefits.
The ideas and suggestions
of the teams were not acted on and they got discouraged.
The
confusion between MBO with measured outcomes, inspections, and
central control and TQM with leadership and quality has made
school improvement projects less likely to work. Programmed
failure of reform is one way of maintaining control. Small stable
groups can focus and be grounded. We believe there are thousands
of exciting, happy, effective, creative, well ordered, small
schools in America. No one knows about them. Small is less than
15 students to a teacher. Small is 50 students in the building,
"stable" is three or less groups where the child is with the same
people for more than two years. Stories of the one-room school
are stories of caring and quality.
Why small schools are better!
They are innovative because they are small. In many of the
same ways parents have to work with each child, schools have to
be as creative. Invention is necessary because of the great
natural variance between people. One size will not fit all. Good
schools pay attention to each child. Now that so many children
have trouble at home it is especially necessary to have home like
schools. Many schools are open early and close late.
They provide
meals, health and social care, even clothes. (Comer and Levin)
Jane M. Healy in Endangered Minds suggests that television
does brain damage.
The quick cuts, colors, and patterns harm the
language centers at the time of development. She gives reports of
why children can't think because of structural problems in the
higher level learning centers. Parents don't talk to their
children. Day-care is not a substitute for good mothers. As James
O. Wilson suggests in social-biology there are limits on what
people can do without harm. Millions of attentive parents
wish to avoid the public schools and are looking for
alternatives, looking for CHOICE. In addition there are (maybe)
500,000 additional home-study students who do very well as far as
anyone can tell. My wife and I are among the few people (we know
of) who are interested in studying the small non-public school.
There is no research we have been able to find.
These schools are
invisible.
How small schools can be improved.
Small schools can work with outside consultants to develop
criteria based evaluation systems and use the National
Assessment of Education to show strengths and weaknesses.
Evaluation can establish learning-driven rather than
test-driven systems. Total Quality Management (TQM) Systems for
small schools make sense.
In
The Future of Learning and Teaching (1968) John Goodlad
says:
One job for the next 10-15 years is to implement the
human-based innovations we have been talking about for
the past 15 years.
The era of man-machine interaction
will replace the current era; the problem is not whether
we like the idea but what we are going to do about it.
We must identify the truly human task of the human teac-
her and the more routine, highly programmed task can be
done better by the computer. A third still embryonic era
is the future one in which the school as we know it will
be obsolete. It will be replaced by a diffused learning
environment . . . .
Charles Handy's
The Age of Unreason suggests schools will
benefit from defining their core activities and use
subcontractors and temporary, part-time services as much as
possible.
They become learning organizations for an information
age.
The traditional school is still an industrial factory like
system.
The student is processed with learning as a product.
Modern organizations are information processing centers with a
few clever people doing imaginative things. Small is not only
beautiful but more responsive and flexible. Modern technology can
provide for excellence with the help of support systems,
contractors and temporary workers. We need to develop a
networking system for small schools.
Deming (W. Edwards) interviewed on "American Interests" on
Public Television.
The 92 year old production engineer was
attacking the idea of quantified goals. At one point he got testy
with the interviewer about standards. Quality does not come from
setting measurable goals. This struck me as contrary to all the
MBO and behavioral objectives literature. What is going on here?
I was motivated to read again "Out of Crisis." Slowly it dawned
on me.
The idea of quality is a paradigm shift. It is not a set
of standards and instruction, methods, and inspections but a
feeling and a mission.
Rethinking the role and organization of work suggest the
reasons for small schools and multiage grouping.
The core people
work always with the same stable group of students.
There are
outside consultants and support systems.
The parents are
temporary workers or part-time help to be used as necessary.
Quality become internal and there is a constant stream of
improvements. Leaders start a fire under themselves and
students. Institutional structures keep it going. You don't
invent great schools.
The best you can do is inspire leadership
and encourage conditions where sometimes greatness can take
place. This naturally happens in many small schools.
Re-inventing Education
A shamrock (clover) organization has a core of full time
highly motivated and skilled people and two clusters of
suppliers, contractors and part-time and temporary workers. In
industry this means a set of semi-independent subsidiarity. It is
management by results (Drucker). It is quick and agile with
maximum delegation. ( Peters )
Schools would be "learning or information centers" with
educational managers and executives. Individuals and
mini-schools would contract for a range of services. Independent
suppliers would provide language, art, science, mathematics,
computing, design, travel, and other elements of a program.
Managers would monitor performance and advise on flexible
multiage groupings.
The teaching profession needs a ratio of 3 to 1 from
beginning to master teacher - $20,000 to $60,000.
The research
suggests student/- teacher ratios of 13 or less. Small schools
are 40 students with 3 teachers at the elementary level and 6
teachers and 80 student at the secondary.
The apprentice teacher
(B.A. ratio=1) would move to Assistant with experience and
training (ratio = 1.5).
The next step of Associate (M.A. Ratio =
2), teacher (ratio =2.5) and Master Teacher (Ph.D. Ratio=3).
Each group would have a teacher or associate teacher as team
leader. A pod of groups would be led by a master teacher. This
system need not cost more because of the removal of most of the
non- classroom professional staff - the group itself provides
special services or contracts for them.
Each student would have a core of study and tasks to
demonstrate capacities in interpersonal skills, practical
competencies, and organizational ability. Learning and doing are
combined in work tasks.
SOLUTIONS & PLANS
Small schools are cheaper, more effective, and with
technology (distance education) as fancy as you wish. Surely
students in two hundred little schools spread out are safer than
1600 students at one place.
The danger of 1600 people in one
facility seems to me more clear and present. By getting more of
the $4500 to the classroom you can reduce size below fifteen.
This if nothing else will assure success. (Project Star)
Small schools can be improved and strengthened. In brief,
the shamrock model of the flexible business of the future (from
Hadry,
The Age of Unreason) can be applied to schools.
The core
is full-time clever people working with clever systems to help
one-time students learn to learn.
The learning organization is
supported by a second pod of real-time suppliers of advanced
information systems. A picture is used on the logo of the
program "Learning Matters", the little red school house with a
satellite dish, this is a good symbol of this process of
connecting the Global Village to the Little Red Schoolhouse.
(Distance Education.)
The third pod of our model network of schools are temporary
and part-time people providing language, arts, theater, etc. For
example there is the gymnastics bus which visits small schools in
our area (the "jolly gymnast" uses the insides of a rebuilt
school bus).
There could be the science bus, the arts and crafts
team and better use of all the great semi-retired and part-talent
in the community.
The forth pod are the parents and volunteers,
co-op education or apprenticeships.
Urban Areas could have dozens of little schools. It is bound
to be better with no other innovation. Small is where everyone
knows your name, your brothers and sisters, and every teacher
knows every child- and there are no full time administrators. I
would think about 50 students and 3 teachers is small. You could
use houses, storefronts, churches. Use the old school plant as a
community center, theater, sports center, library, science
center, art museum, and other community resources.
Large Schools were supported by the Ford Foundation and
others in the 1950 's because they could offer specialized
services. Today a surprising small number of High School students
take foreign language at all, tiny numbers a second year of
language- the same with sciences such as physics or advanced
mathematics.
There are few qualified teachers in technical
subjects. Networks and consultant services are clearly cheaper
and better ways to provide advanced and special pro- grams.
The
one-room school house was viewed as primitive and back- wards.
The consolidated school and the school bus was seen as modern and
progressive. No real research was done to justify the massive
consolidation of education from 1924 to 1950 's.
Florida:
Blueprint 2000 from the Florida Commission on Education
Reform and Accountability is part of the national movement for
more effective schools. America 2000 is a national program still
in Congress.
The New American Schools Development Corporation
(NASDC) is a private effort to reinvent schooling. Edward B.
Fiske in Smart School, Smart Kids. Why Do Some Schools Work
(1991) reviews the role of the states in reform and the national
effort in Chapter 10. Assessment is the critical element. What
Fiske calls "holding their feet to the fire". Schools will be
open, less regulation, but must be more accountable.
The National
Governors Conference (NGC) is quite serious about setting higher
standards in public education.
The work of TQ/IQ of Dr. Luther R. Rogers and Dr. Charles
Ahearn of the Office of Organizational Development and Education
Leadership, DOE, Florida is among the best work I've seen on
Total Quality Management (TQM).
There is, however, confusion
between the testing and objective standards mind-set MBO and the
TQM process in Florida's school improvement program.
The problem of accountability in education and the
implementation of school reform depends on change agents who can
visualize alter- natives and have practice in creative styles.
The school improvement program keeps slipping into MBO, people
want to set quantified objectives, they are used to top-down
factory like management styles, they increase inspections, they
use objective standardized testing for goal setting. TQM is a
continuous problem solving method of self-managed groups. Data
is generated for self-improvement not reporting. Testing is
customer satisfaction or actual performance not proscribed stan-
dards.
The experience of TQM is a discovery method, open ended,
with no one right answer. A lot of people have trouble with this.
I get it all the time in class.
They want to be told and be
certain of the outcome. This is what they are used to. What
Erickson called the "fear of freedom" is natural because change
is hard. My workbook uses an orderly process to develop
conditions for creative problem solving.
Student and School Performance:
Since ONLY 10% or less of High School graduates are ready
for college (NAEP, Crossroads), it is clear we have an
educational disaster on our hands involving almost all public
school students. As Jack Bowsher, the former educational
director at IBM said;
If 25% of production breaks during manufacture and if 90%
don't work 80% of the time (72% defect rate) the company
would have to rethink the entire production process.
(Quoted in Shanker)
Our students lack cognitive skills and practical thinking
abilities.
They have not been asked or put in situations where
they think in extended ways.
The educational process needs to
transform itself as much as General Motors did in the creation of
the SATURN plant. ( Halberstam,
The Reckoning uses the auto
industry as a parable of our problems)
The message is largely in
the process and methods. If we expect Z type students we must
create a new system.
Students are workers not the raw material to be processed by
the schooling system.
The role of teacher is leadership and
management. Active learning requires a highly moral learning
community not the old factory model. Students are looked upon as
raw material to be processed rather than as workers (Handy).
The
origin of morality is sincerity.
The Japanese ideograph for
"sincere" carries the connotation of "for real," moral, devoted,
loyal, and trustworthy, a good member of the group Kaizen type
collaboration in mutual help circles.
National Competitiveness:
The survival of the nation as a competitive culture has been
seriously questioned by Clinton.
The change required is from
mass production to flexible and rapid response in high value
added products and services. (Peters) Since the late 60s many
other nations have been more successful in the realities of
international competition. In the new world order everything is
free to move to where it has a natural advantage. A society only
has its people and its infrastructure. From 1950 to 1990 the
number of factory workers has remained about 17 million but the
labor force has grown from 60 to 120 million. (28% to 15%)
The
percentage of workers in the Fortune 500 has also declined. More
than 65% of workers are in small companies. If Handy is right a
large numbers of people maybe forced to work part-time or will
have to create their own jobs and call themselves self-employed.
America's average increase in productivity lagged behind
most industrial nations. (West Germany, France, Italy and the
rest of the EC, Japan and even Britain) American personal
well-being, our standard of living is now lower than several
other countries, unemployment is higher, life expectancy lower
(though we spend much more on health care), levels of pollution
are higher, crime much worse, education poorer, rate of saving
and investment much lower. By almost every measure of well-being
America's relative position is declining.
The real standard of
living has not changed since 1969 and household income keeps up
only by more women working.
There is a simple reason for the relative decline in our
country. Other countries are organized for economic adoption to
changes in the international market while we are not.
The history
of the modern world has been an interplay between great
technological changes and social adjustments.
The business and
civic culture either support the new industries or resist and
prevent needed change. (Reich, 1983 P. 17)
Ayn Rand in her novels presents the "hero" who fights
against the mindless "corporate empires," unions and government
alliance against innovation. Mature capitalism tends toward
creation of a few large dominant companies.
The needs of
"rationalization" and control of industries require large capital
investments and have forced consolidations for over a century.
Innovation becomes increasing more difficult.
The Dow-Jones
Industrial average of 30 big companies lags behind the 500. Big
is not beautiful and G.M., I.B.M. , Sears, - all are too big and
inflexible.
America has a choice: It can adapt to the new economic
realities by altering its business and public institutions and
human resource base or it can continue to decline. Our cultural
heritage, once so successful, must change customs, attitudes, and
values. Fundamental change is emotionally difficult. (Reich P.
21) For example a recent want-ad for a production worker at
Motorola uses these skills in their job description;
The worker is expected to understand the process involved in
production. (What is going on here?)
They are expected to
think of alternatives,-collect information, design and
conduct experiments -Analyze data from small scale research.
They need to have the training to try difference methods,
check for consequences, and implement improvements. - (Deming
P.3), Fortune, Dec 17, 1990 said the line worker at an entry-
level job : " Analyze computer reposts and identify problems
through experimentq and statistical process control. Communicate
manufacturing performance metrics to management, and understand
the company's competitive position."
If we have a high income future then 70% of work (not
necessarily jobs in someone's company) will require research
skills and advanced information processing and analysis. We can
look forward to a life time of continual learning. Our schooling
and training systems cannot perform without basic changes.
The
quality movement is a response to the crisis in our economy.
The
effects of lower living standards apply to most people and
institutions. It is a political and cultural crisis.
III. Quality Control for Learning
A paradigm shift is taking place in progressive business and
industry today.
The philosophy of total quality control, begins
with Deming in the 1950 s'.
The ideas of total quality control
require a shift of power from the supervisor to teamwork and
group problem solving.
The shift is from inspection to sincere
productivity, quality, and rapid solutions to customers desires.
Fix the problem not the blame.
The difference is from
setting the blame and passing the buck to solving the problem.
Sincerity requires really knowing what is going on. We must
reconnect thinking and doing. In the past management did the
thinking, planning, organizing while the rest of us did the work.
(Reich, 1983) "
They" don't really know what is going on. "
They"
looked down on us as primitive. "
They" are the teac- hers, "us"
are the students, "
They" are the administrators, "us" are the
teachers, "they" are the legislators, "us" are the
administrators, etc.
They just don't understand the real work of
the classroom, they don't understand us.
The core problem involves the political and cultural context
of public schooling in America.
The system adjusts and then
returns to type after some innovations. Before we can reform the
schools we need a system capable of reform.
The second central
problem in schooling is the considerable naturally occurring
variance between human beings. Students, teachers, curriculum,
materials, physical settings, community standards and conditions
are wildly different.
The theory of mass production never did
fit the realities of variance in public schooling.
The standard
deviation by grade 6 is over 3 years - some can do 9th grade work
some can do 3rd. (Glickman)
The use of grade level, based on
standardized test, is dangerous and misleading.
The standard is a
slimly slope into absurdity. In Lake Woebegone all the children
are above average. As they should be!
When organizations fail the management often tries to
tighten the rules. Work is further standardized and subject to
greater examination and other forms of inspection and
certification by increasing the rules and work required. Special
causes of variance are mixed up with common systems problems.
The people who do the work must find the solutions. Visible
numbers are often unimportant or misleading.
The invisible but
essential element of quality shows in the satisfaction of the
customer.
The first step is to figure out "what is going on here?".
If we don't understand the causes of the problem in the first
place, most of the proposed cures can exacerbate the predicament
by raising costs and lowering moral and productivity.
A method leads to a Solution:
Total Quality Management (TQM), a technique traditionally
reserved for the manufacturing sector, has recently spread to
service companies, government agencies, and educational
institutions. TQM places responsibility for quality problems
with management, meaning teachers and administration rather than
on the workers (students). A principle message of TQM is the
management of Process Variation, by which variations in
production or quality within a manufacturing or service process
are viewed as "special cause" variations, under the control of
the employees operating the process; or "common cause"
variations, which require management action to change some
inherent feature of the process. Most of the problems are in the
systems and the responsibility of the management and teachers. We
must stop blaming the student who may have been damaged by the
school system. Let's fix the problem rather than the blame.
The hallmark of TQM is the continual improvement of
processes, achieved through a shift in focus from outcomes (or
products) to the processes that produce them. TQM achieves its
objectives through data collection and analysis. Flow charts,
cause and effect diagrams, and other Total Quality Tools are used
to understand and improve processes. (Summary from Heverly)
Statistical tools such as Pareto charts, histogram, and
control charts, sampling, central tendencies, and dispersion are
necessary for mathematic ideas needed to read, interpret, and
create various reports on progress. "Mental math," calibrations,
and the "Percent Circle" are simple ways of getting a handle on
the real conditions of instruction and learning.
These tools of
quality control are easy to use and it is not difficult finding
materials in a variety of situations.
The game of BEANO where some dark beans are mixed with light
beans and people are rewarded or punished, or sent to retraining
on the basis of the contents of their scoop of beans.
The real
world rewards teachers with "good" students. By chance some are
better off than others. Teachers who get more "bad" ones in their
lot are expected to do as well as the ones who are luckly enough
to get a better group Teachers can only be responsible for
features under the control of the teacher.
The game is one
method of understanding natural distributions and the management
consequences of reward systems and incentives. (Deming ps 346 -
354) In the real world the measurement problem is critical.
Glasser is a good guide to avoiding the common situation of
failed students, teachers, and schools.
Total Quality Management (TQM)
1.) Constancy of purpose to stay in business ( it takes time )
2.) Leadership with a new philosophy ( human potential )
3.) Cut out inspections - testing and grades replace with targets
4.) Look at total cost rather than lowest price - rework is
extravagant - do it right in the first place, crime and
economic decline are very expensive.
5.) Constant improvement
6.) Training (job related) and 13.) education (learning to think)
7.) Overhaul supervision - leadership of teams
8.) Drive out fear, encourage risk taking
9.) Breaking down barriers to productivity, textbooks, exams,
Bureaucracy in all its forms
10.) getting rid of slogans (the whole child, everyone can learn
etc.)
11.) remove all quantified goals use individualized targets (use
only criteria based quality outcomes, quality not quantity)
12.) help working teams focused on quality as seen by the user,
thinking for yourself, and most things can be improved most
of the time - there is always a better way.
13.) More education and experience in other places
14.) everyone is involved, students, parents, employers,
government.
In education TQM means reducing objective testing, letting
people teach and learn without constant interference and
distractions, open classrooms with teachers working in teams.
John Jay Bonstingl sees relevant similarities of business
organizations and schools.
PROCEDURES:
The human potential movement is based on the simple
principle; people will do better if they are involved and care
about themselves and the organizational goals. People think,
feel, perceive and sense what is going on. Trustworthy sincerity
is necessary to create a climate for excellence. Positive,
supportive, creative places en- courage people to perform because
they care about the results and know others care about them.
The
bottom line is the satisfaction of the customer and employees,
profit will be a byproduct of quality. Motivation for quality is
not caused by fear, inspections, rewards, incentives, quantified
goals, management by objectives, and other misused human
relations (more references at end) approaches that can be posi-
tively harmful.
The teacher of the year award creates false
standards and breaks up the group Tests cause fear; inspection
leads to cheating and goal displacement. Teach to the test all
ye who enter here ( Porter, ETS' conference) is not the best we
can do.
IV. ASSESSMENT VS. TESTING:
One of the less likely reforms is a national testing system.
Many people seem to understand the dangers of this quick fix. "
Among the misuses of tests are their use by policy makers as
remote-control devices to alter instruction.
The spread of
test-score pollution, the growing meaningless of test scores has
led to suggestion for reform. Several specific suggestions to
alleviate, but not eliminate the problem of test misuse, are: (1)
recognize test abuse as a response to dilemmas in the public
schools; (2) abolish policies mandating particular tests; (3)
reject proposals for national examinations such as those called
for in America 2000; and (4) provide funds to develop and pilot
unorthodox tests designed to have students demonstrate understan-
ding through actual performance." ( Cuban, Office of Technology
Assessment)
The use of alternative evaluation technology is critical to
school reform. Since the tests effect the process and the product
in critical ways. Portfolios, and other work products,
simulations, and practical exercises are some suggestions.
The
National Assessment program and Ralph Tyler's work in the "Eight
Year Study" show the way to outcomes evaluation that do not try
to sort individuals but measure system performance.
The National
Conference of State Legislatures, National Governors Conference
include people who are aware of the need to improve testing.
The
desire to gain or maintain control and not trusting schools and
teachers are causing many problems.
Quantified Standards cause people to do the things necessary
to meet the expectations of the bosses rather than satisfy the
customer and will not produce Quality. No amount of inspection
can assure quality. This concept is very hard for many people to
understand because it requires a paradigm shift.
There is an
important difference between the National Assessment Program
(Applebee) and standardized tests.
The difference is the
difference between AIMS and standards. In the National Assessment
the students are expected to reach certain levels of competence.
Most should be able to perform and win. In standard testing
half will be below average.
The items are designed to separate
the `better' from the `worse'. This lowers performance and harms
the students.
The distinction between norm- referenced
(standardize tests) and criterion- referenced assessment (UCLA
Conference) is an issue needs to be more carefully considered
even if it seems technical. If you look at the assessment test
you see 80% or more can do it. It requires the student to read a
passage and answer content questions or items require analysis or
interpretation.
The standardized test has questions where the top
25% will get them and the lower 25% will not.
These items tend to
get tricky. (Porter - ETS Conference )
If quality is not high enough, the conventional wisdom and
current educational policy is to do more inspections and tests.
Have more standards and rules, set higher requirements for
graduation, all in the hope quality can be imposed from the top
These actions reduce quality and raises costs. It is the wrong
thing to do. Testing just makes everyone; - teachers,
administrators, students, parents and legislators - irate and
crazy.
The current program of America 2000 Excellence in
Education Act (see note) includes a national examination system.
In the search for a "cheap" fix the plan may well make schools
worse. An actual intelligent focus on the process, authentic
involvement, and a genuine concern for excellence can set loose a
cycle of improvement, higher productivity and lower cost. (Wirth
and others in Jan. 1993 Phi Delta Kappan)
NCEST (National Council on Education Standards and Testing,
see note on testing) says "Most current assessment methods cannot
determine if students are acquiring the skills/knowledge they
need to prosper in the future.
These assessments reinforce the
emphasis on low-level skills and processing bits of data rather
than on problem solving and critical thinking". One answer is to
propose better tests.
The path to quality requires educational
Leadership and modeling to connect thinking and doing through
practice.
The Los Angeles Learning Center model includes most of the
current ideas on schooling reform. Better results need large
blocks of time , all morning or afternoons 2-5 times a week
-(Carroll) in mini or maxi seminars and problem solving exercises
using complex technology. Work products rather than tests are
better methods of evaluation. Group effort with little
interpersonal competition rather high levels of teamwork
increases interest and motivation as shown by Kohn and Anton S.
Makarenko.
For example: inter-locked courses - students and teachers in
doing one year projects (credits in social science, history,
government, business, English, humanities, speech, philosophy,
math, science depending of the makeup of the teaching group etc.
or Introduction to Education - Learning to Learn thinking I and
II )
These ideas are in several of the New American Schools
Development Corporations model plans.
The Los Angeles Learning
Center (Feb 1992) "Moving Diamond" model is a group of 120
students in clusters PK-4, 5-8, and 9-12.
VI. CONCLUSIONS & SUGGESTIONS:
The content is in the method. You can not teach one thing
and do another thing - like teaching thinking by rote methods
with an objective exam for evaluation 7.
The step by step
practice helps - under- standing the text but not textbooks -
perhaps using the New York Times, journals, and research projects
in history, literature, social science, humanities, rather than
predigested information. Ideas have been discussed by alternative
schooling since the Dewey's Lab school and the one-room school
house.
The competencies involved in the following are just a few of
the skills integrated into the process:
* making comparisons - understanding and using charts and graphs
- interpretation of data
* experimental design - applied (action) research
* concept for math and science - methods
* synthesis - judgement - structured thought
* mixed scanning - overview (speed reading) - details (spot the
central ideas)
* how to outline, clear writing and speaking, visual
presentations
* general systems analysis (biology, physics, organizations)
The National Assessment of Educational Progress has
developed criteria based tests which are a good guide to content.
Psychology has developed a better understand of the cognitive
process. (Applebee, Sternberg, Kegan also CRESST at UCLA)
POLICY PLANNING: Alternatives
Sometimes it is necessary to transpose an issues to make
headway. Most improvements in Health finance, Education and
Welfare is like trying to make the pony express competitive with
the telegraph. We are trying to breed faster ponies rather than
shift into a new dimension and governing paradigm. ( Analogy from
Edward B. Fiske Smart Schools, Smart Kids )
I ask you to envision a school and training strategy from
pre- school to post-graduate training where all the components
are part of regional, state, and national organizations.
The
federal government, Department of Labor and Education, would
provide 50% of the funding on a scale inversely related to the
taxable wealth of the state, region, or service area. Each
program would have clearly stated goals. Assessment would be
conducted on a regular basis by an independent contractor.
Outcomes, learning not teaching, will be measured and money will
be tied to learning.
Now conceive of a regional development network of research
agencies, small business support centers, large and small
improvement projects, ( a little like the WPA, PWA, CCC, & Youth
Corps).
The economic plan supports educational and training
activities directly related to industrial policy. For example, in
Atlanta there could be a direct broadcast for health centers and
in-service and community college training.
EDUCATION: For example: a student is thrown out of class
for setting the teachers desk on fire. He is in special make-up
English to get the last of four credits so he can graduate.
The
credit hours are a state regulation, performance in not measured,
since he has three credits in High School English and is reading
at best at the 5th grade level.
The parents pressure the
principal, the principal talks to the dean, the dean asks the
teacher, the kid graduates.
The school has now met a state goal
and reduced dropouts.
The school board supports the
administration.
The teacher looks for another job.
The kid
graduates and is busted and ends up in jail.
The state has spent
$ 4,500 a year on 12 years of education about $50,000 and the kid
can't read. He has no useful skills to market. He doesn't show up
or speak in standard English.
The state will now spend $30,000 a
year on jail. With the other public supports the kid has cost
more than $100,000. We all worse off, with no end in sight.
There
are 100,000 or more such cases in Florida - millions of such kids
and billions of dollars nationally going down the drain. We
better get off the pony express.
The system is absurd and
expensive.
The reason is politics at the local level. No guts!
Everyone involved in public education know it. You have to have
and enforce real learning standards, not standardized test
results.
In the medical example is person was in critical condition
in the first place because of deleterious medical care. In the
educational example the kid was in trouble and causing trouble
because of detrimental educational care. A large part of the
problem was caused by the current practice, iatrogenic , problems
caused by the cure.
The population used to have 2% handicapped or
disabled children. Now there are maybe 10% with learning
disabilities, emotional problems, attention deficient, etc.
Students who fail to learn are labeled and blamed for the systems
problems.
Good primary care, techniques of direct instruction such as
phonics could have prevented both predicaments and saved a lot of
grief. We know how to provide both - but have strategic delivery
problems. We need new structures ! Nothing could be clearer.
Let's get on with it.
I am working on Goal #3 Student Performance of Blueprint
2000. My work at Daytona Beach Community College West Campus. I
have noticed the "Thinking Deficit Disorder" at DBCC. Students
have told me they have not been asked to think.
They have
surprising little experience working in groups, problem solving,
discovery method, and other forms of non- directive education. I
have designed a basic social science workbook which is precisely
designed to achieve the goals of Standard #1 - Problem solving
and research methods; Standard # 4 - creative thinking and
Standard # 7 social-technical systems thinking.
It the real world of large classes meeting for short periods
it is difficult to set the conditions for self-directed learning
in groups. I use a combination of the portfolio and journal
procedure with points given as we go along. I hope we are in a
cycle of constant improvement. I hope next term will be even
better than the last. I am sending (under separate cover) a draft
of the workbook which is still in process.
I thought this model used in my classes may be useful in
teacher and administrative training. People can only do what
they know and experience. It maybe necessary to have a set of
successful simulations for stakeholders. You learn by doing in
teaching thinking and systems analysis. Doing not talking about
problem solving.
The central theme of research is connecting
thinking with doing in education and business.
Motivation comes first. Motivation comes from having real
goals of real people. How can your life be make better ? Focus on
the prize ? People have to believe in the reality of the goal
and care about it. A sincere attention to quality requires a
shift in values. When people really care enough they will devote
the time and effort to do better.
They must have a grounding in
methods and a belief than winning is possible. Without concern
and attention little is possible. Incentives have to be carefully
structured. Getting unfocused students ( or workers ) to care,
participate, be sincere and energized is not easy.
The same is
true for adults who have been turned off or have never been
turned on.
The community colleges have been creative and flexible.
They
are involved in the expensive rework of skills unlearned in high
schools.
They should be included in "Blueprint 2000".
The non-
public schools are another source of innovation. Many
concerned parents who care about education have sent their
children to private schools. Parents of private school children
include many teachers and school administrators, business and
political leaders and university professors. This pool of talent
and interest need to be included. Outcomes evaluation can be very
useful to small private schools and in home schooling. I think
each county and the state committees should have a separate non-
public school grouP. If they are included with the public school
folks they will be badly outnumbered.
There are 9% or more,
(200,000) students in non-public or home education.
School reform is very difficult. I worked on the national
assessment program while at Harvard (with Ted Sizer) in the mid
60s. We discussed most of the problems we are still facing. If
anything schools are in more trouble now. School reform works
when enough people really care to make it work. Goodlad has been
at it for decades, and reflects good sense when he says it is a
marginal step-by-step process. Success should lead to success. A
passion for excellence is hard to instill and maintain.
Individuals make a difference.
Core of the belief system:
The core of our belief system is in small multi-age (Miller)
schools.
These schools have friendly groups where people focus
on goals and help each other. Many are "learning organizations"
from the natural interaction of people who spend a lot of time
together in a stable setting.
There are about 1000 one room
public schools ( about 3,500 small public) and maybe 10,000
non-public schools with less than 50 students and three teachers.
No one has counted them. No one knows anything about them beyond
the 1000 one room public and some Amish or Mennonite schools.
Educational interest groups have a mixed agendas. Why doesn't
90% of the roughly $4,500 per student expenditure spent in public
education end up in the classroom?
The interest of school boards
(jobs and power), the administration (getting out of the
classroom and high pay in an office), and the teachers ( some
control, getting out of the worse classes ) and the parents do
not agree on process or priorities.
The estimated $125,000 per classroom (based on 28 pupils per
class) spent per classroom clearly should yield excellence in
education. Currently about $37,000 per classroom (30% of
$125,000) goes to the teacher (salary and benefits). At current
levels of expenditure we can afford small schools of excellence
with school readiness, well-paid teachers, site based management,
world class materials, flexible schedules and calendars,
satellite communication and interactive technology,
transportation for off-site and contracted services in music,
art, testing, improved community and school relationships,
integrated curriculum relating learning and doing, peer tutoring,
performance evaluation and successfully mainstreamed special
needs students . Where does the money go? Administrative
systems, middle management, the setting of rules and procedures,
handbooks, and methods, all the less than useful activity of
large organizations. All the bureaucrats are very busy and over
worked. Because they are active they think they are productive.
They also are politically active. Small schools can have all the
conventional wisdom about next-generation schooling without the
administrative costs.
Good schools are possible by cutting out the tremendous and
expensive bureaucratic overhead of large schools. Small schools
do not need it. Issues of special education, counselors, and
libraries can be handled by subcontracting and networking
consultants. What we are look for is a federation of
mini-schools. Based on experience of 200,000 one-room schools
operated in this country before 1920 all students can benefit
from the small school experience.
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