The Death and Life of the Great American School System by Diane Ravitchs - Book Report/Review Example

?A Book Review on Diane Ravitch’s The Death and Life of the Great American School System Review/Critique Questions My Position on the tension Ravitch describes in the book In relation to the changing times today, it is likely that Ravitch argument on the tensions concerning self-directed individualism, individual accountability, and rationalization is probable. Considering that the educational system is caught in between the political and social conflicts, it may be a challenge for teachers and school administrators to maintain an unbiased social and political view. This is because part of the school funds came from government subsidies, and it is likely that some of the schools policies and ideals are inclined to support specific political and social views. Relatively, the looming issue concerning those conflicts is the quality of education in the American educational system, with its transitions from one education ideals to another. The transitions that occur in the educational system only drive the changes in the curriculum priorities, which also influence in the changes in the existing teaching procedures. However, in her review on Ravitch’s book, Windhorst (2010) said the viability of teaching accountability and rationalization is more beneficial in today’s society, considering that learning to adapt to social situations is a highly-valued skill today (p. 107). Further, Ravitch’s argument on the conflicting status of the educational system promotes the idea that it is better to develop an individualized method in learning as this will ensure that students would be well equipped in the necessary skills needed to attain global competitiveness. 2. Arguments on Chapter 2 In chapter 2, Ravitch explains the irony between the Republicans and Democrats, particularly in their public policies. Specifically, the No Child Left Behind program, a program of the Republican US President George W. Bush, also receives a positive reception from the Democratic party considering that long-term benefits that it offers to the American youth. The mutual support that the project receives from both political parties is attributable to its capacity to address the goals of both parties, which is the support and strengthen the American youth in their quest for a better education and way of life. Consequently, it is likely that although the two parties do not have common political and social views, they still have common goals for America’s educational system. Further, the No Child Left Behind policy also corresponds to two contemporary educational sociology theories, the political arithmetic and educational accountability. Political arithmetic refers to the naming and classifying of students according to their competencies; this process both segregates the kinds of students in the classroom, which may also generate social stratification (Lather, 2004, p. 765). Further, educational accountability refers to the preferences of independent learning among students through measuring their academic competencies before and after they finish schooling (Antikainen et al., 2011, p. 24). Drawing on the two theories, it is likely that both the Republicans and Democrats support the said policy for the fact that it increases the literacy rate of the American youth and allows the nation to maximize its labor force, in the context of proficiency and competitiveness. 3. Briefly describe and evaluate A Nation at Risk in relation to American Education In A Nation at Risk, the National Commission on Excellence in Education (NCEE) (1983) in Education emphasized the need to support education for all, regardless of social status and race, as this will help strengthen the workforce of America (pp. 112-114). However, the report also considers the increasing professional competencies of America’s competing nations while highlighting the nation’s slackening educational progress. Thus, the bottomline of the report is the need to study an educational design that could heighten the competences of America’s light in relation to its competing nations, particularly in relation to individual freedom and adaptability to the contemporary society. As it also presents the necessity to promote competitive and quality education for all American youth, the report also initiates the creation of a pluralistic educational policy that could develop multiculturalism and racial equality. With the proposed policy, it is likely that the groundbreaking proposition of NCEE’s 1983 report gave birth to the No Child Left Behind policy wherein the state regulates the admission of students to schools, particularly in measuring their academic and technical skill. In this case, it is evident that both the No Child Left Behind policy and A Nation at Risk focus on the role of school administrators in strengthening the quality of the American educational system (Hunt, 2008, p. 583). Thus, the bottomline of those policies is the gradual change in America’s educational system through the active participation of teachers and school administrators. 4. Describe the “transformations” of New York City’s District 2 In reading chapter 3 of Ravitch’s book, it is evident that the transformations in New York’s District 2 lies in three aspects; namely, 1) personalization, 2) development of the teacher’s leadership skills, and 3) development of the basic curriculum content. Specifically, the series of transformations advocated by Tony Alvarado focus on the Balanced Literacy Instruction wherein he changed the teaching styles and practices of teachers, particularly in teaching math and reading to students. In the said program, Alvarado asserts that teachers should be more than just a part of the nation’s workforce; instead, he insisted that teachers play a critical role in the individual lives of their students. Alvarado suggests that teachers should also be a counselor and an advocate of the student’s interests. Further, Alvarado also advocates the value of professional advancement and collaboration in the teaching profession, considering that such values may help strengthen the professional competencies of teachers, which may also be reflected in the competence of their students. Conclusively, Alvarado’s Balanced Literacy Instruction corresponds to the principles of the No Child Left Behind policy wherein there is a need to advance the professional competencies of teachers. As the said program also advocates equality among races in schools, the bottomline of both educational principles is the holistic advancement of America’s workforce. 5. Arguments on chapter 8 In chapter 8, Ravitch argues that the standardization of test in the NCLB is subject to errors, and at its worst, corruption and manipulation of the test results of the examinees. This is because school administrators and teachers, in their effort to compete, may resort to elicit ways in showing the competencies of their students, particularly when they tend to change the test results of their students. For instance, Ravitch (2010) states that accountability pressures that come along with standardized tests may lead to educators to impose strict and unreasonable standards to the students, which deviates from the core aim of learning (p. 155). Further, Ravitch also mentions the idea of cheating for success in the implementation of NCLB relates to Campbell’s Law wherein the increase in test score manipulation increases along with increased preference of highly standardized and quantifiable tests (Ganem, 2012). Consequently, the relevance of Campbell’s law in NCLB lies in the preference of accountability among school administrators. Relatively, as this accountability may result to manipulation, it is likely that the standardized competency measurement fails its purpose of grading the performances of the school, educators, and students. On such cases, decision-making should not rely heavily on the results of overly quantifiable proficiency measurements because of the increasing issue of cheating and score manipulation. 6. What is “value-added assessment?” Value-added assessment refers to the kind of test conducted before and after the formal classroom instruction; this is conducted to see and analyze the difference that teachers make in developing the competences of their students (Saltman, 2010). In addition, this kind of test attributes the academic advancement of a student to the teaching styles and practices of teachers, particularly in attaining the school’s intended learning outcomes and curricular objectives. Consequently, as teachers may be held accountable for the performance of students, it is likely that they will do everything they can to advance their teaching styles and practices. In taking the idea of value-added assessment in Ritzer’s perspective, it is likely that Ritzer would basically agree to such an idea. This is because of the quantifiable nature of value-added assessment in measuring the development of learning. In addition, as an advocate of structural analysis and social interaction, Ritzer may find rationality in the setting of a quantifiable standard in proficiency measurement. Specifically, Ritzer may find the radical change in America’s educational system as a response to the increasing demand for highly competitive corporate world, which is grounded on the rationality of numbers. The quantification of the students test scores may help them develop business-related values. 7. “No Child Left Behind” and McDonaldization McDonaldization refers to the structure adapted by McDonalds, and other restaurant chains to attain maximum financial performance; it includes four basic principles: “1) efficiency, 2) predictability, 3) calculability, 4) substitution of nonhuman technology, and 5) control” (Ritzer, 2008, p. 13). As McDonaldization focus on relevant, quantifiable data, several aspects of the society learn to adapt to its principles. Specifically, the education sector adopts the NCLB policy in relation to McDonaldization. For instance, in the context of efficiency, students may learn to develop skills that are most useful today; students may learn to find and make the best choices and maximize their time and resources. As for predictability, the implementation of standardized performance tests allows teachers to foresee the potentials of their students, particularly in their interests and prospective academic performance. With the value of predictability, students should be better able in determining the appropriate solutions to problems. The most controversial part of the NCLB policy is the preference of calculable student data, as presented in the standardized exams. This is because such an aspect conflicts the value of independent learning and autonomy wherein learners may learn the intended curriculum in their own pace. Consequently, the issues arising from this component relate to Campbell’s Law of Accountability wherein students, with the guidance of the teachers, should exercise control over their own learning progress. 8. Arguments on Chapter 11 Ravitch statement concerning our “paradoxical and terrible outcome” is true considering that we still face the same quality issues in our educational system, although countless efforts are made to improve our existing educational objectives and outcomes. Personally, Ravitch’s statement reflects the fruitless, although not entirely useless, efforts in addressing existing issues. Although the government, in relation to its set educational standards, may have succeeded in increasing the quantity of literate people in America, issues on the quality of our curriculum still loom in the backdrop of the educational system. For instance, teachers still face unmotivated students in the classroom, although they pass the standardized tests. This goes to show that the educational system still fails to capture the intrinsic motivations of the students. Ravitch’s argument is also relevant when evaluated through the postmodern theoretical perspective (PTP). In PTP, authentic learning comes with individuality wherein people find their own sources of motivation, and express their individuality in different, but equally relevant ways. Relatively, the paradox in America’s existing educational system lies in its failure in living by its purpose; it fails to strengthen the literacy of the youth, regardless of its efficiency in providing highly calculable performance measurement tools. Although this may not lead to utter ruin, this goes to show that America still has a lot to learn. Brief Summary of Review/Critique Diane Ravitch’s book provides a compelling analysis of America’s existing educational system, particularly the past trends that shape its current stature. The book also provides insights on the prospective future of the American educational system in relation to the NCLB policy. Each chapter of the book presents Ravitch’s view on the American educational system, particularly in light of the undergoing structure transformations and reforms. Specifically, the most compelling insights from the book pertain to the NCLB, Campbell’s Law of Accountability, and George Ritzer’s McDonaldization. In presenting the three points, Ravitch also points out implicitly the benefits and drawbacks of the reforms that took place in America’s educational system today, particularly the NCLB reform. Specifically, in Ravitch evaluations, the benefits of the said reform lies in its highly structural, calculable, and efficient design system that addresses the quantifiable needs of education. This idea also relates to George Ritzer’s McDonaldization wherein people follow a highly rigid operations rules and standards of performances. Further, the said reform relies on the effective performance measurements that grades the overall performance of both teachers and students in relation to the performance of other schools, particularly in the schools of America’s competing nation. Another significant evaluation by Ravitch lies in her analysis of Campbell’s Law of Accountability wherein the performances of the students are attributable to the teaching styles and practices of the teachers. In analyzing NCLB policy through Campbell’s Law, it is likely that the principles in the reform may lead to detrimental effects on the educational system, particularly in relation to the pressures involved in addressing government standards on academic performance. For instance, with the NCLB policy, it is likely that the primary aim of education shifts from the satisfaction of the learning interests of learners to the satisfaction of the government’s educational standards. This may lead to the utter failure of the education system in developing intellectual diversity and individualism wherein students should be free to express their individualism. Conclusively, the book is an intellectual read as Ravitch provides satisfactory evidences concerning the benefits and drawbacks of the NCLB. Specifically, Ravitch backs her argument concerning education with relevant socio-political concepts and theories. With the complexities of the issues presented in the book, it is likely that the bottomline of Ravitch book is the perennial issue of educational competence, and how to increase the quantity of America’s competitive workforce without compromising educational quality and the welfare of both students and teachers. References Antikainen, A., Dworkin, A. G., Saha, L. J., Ballantine, J., Essack, S., Teodoro, A., & Konstantinovskiy, D. (2011). Contemporary themes in the sociology of education. International Journal of Contemporary Sociology, 48(1), 117-147. Ganem, J. (2012, January 18). Campbell’s law in education: Test scores vs accountability. Retrieved from http://www.thedailyriff.com/articles/ campbells-law-in-education-test-scores-vs-accountability-716.php Hunt, J. W. (2008). “A nation at risk” and No Child Left Behind: Deja vu for administrators?. The Phi Delta Kappan, 89(8), 580-585. Lather, P. (2004). Scientific research in education: a critical perspective. British Educational Research Journal, 30(6), 759-772. doi: 10.1080/0141192042000279486 National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. The Elementary School Journal, 84(2), 112-130. Saltman, K. J. (2010, September 14). “Value-added” assessment : Tool for improvement or educational “nuclear option”? Retrieved from http://archive.truthout.org/ value-added-assessment-tool-improvement-or-educational-nuclear-option63244 Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books. Ritzer, G. (2008). The McDonaldization of society. In L. G. Whitaker (Ed.), Getting started in: Sociology (pp. 13-18). Boston, MA: McGraw-Hill. Windhorst, D. (2010). Book review: The death and life of the great American school system: How testing and choice are undermining education by Diane Ravitch. Brock Education Journal, 20(2), 104-107. Read More