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The False Premise of National Education Standards

Unfortunately, performance-based grouping is not on the Obama administration’s radar and is not coming to a public school system near you.

by
Andrew J. Coulson

Bio

March 12, 2010 - 12:00 am
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There is a far better alternative: group students based on their level of mastery in each subject, instead of strictly by age, so that each can progress as fast as he or she is able. By doing so, all children are taught the things they are ready to learn at any given time. No one need be bored into a stupor nor left hopelessly behind.

Not only is this approach feasible in theory, it is already in widespread use with millions of students worldwide, in the for-profit tutoring sector. When a child comes to a Sylvan Learning or Kumon center facing difficulty with trigonometry, he is not taught basic arithmetic or advanced calculus. He is taught the specific material in which his deficit lies. He moves on to more advanced material as soon as he has mastered the prerequisite skills, and not before.

Neither is this a cutting edge pedagogical innovation. The Jesuits adopted the practice in their own education standards document, the Ratio Studiorum, in 1599:

There is to be a general and formal promotion once a year after the annual vacation. If, however, any show superior ability and give promise of making better progress in a higher class than their own …, they should not be kept back but may be promoted any time during the year, after an examination. … No one is to be advanced from the first to the second year, nor from the second to the third, unless he has shown moderate ability in understanding the subject matter of the lectures and is able to demonstrate this understanding by proofs.

Despite its long history and obvious merits, performance-based grouping is not on the administration’s radar and is not coming to a public school system near you. The children-as-interchangeable-widgets paradigm is the order of the day.

So why is performance-based grouping ubiquitous in for-profit tutoring centers? Because parents won’t pay to have little Johnny taught algebra when he hasn’t yet mastered arithmetic, or to have Jane taught nursery rhymes long after she’s been curling up with J. K. Rowling. Tutoring centers must adopt the most practical and effective policies, or lose clients to competitors who do.

Public schools face no such pressures, and so we have the dominance of age-based grading — and now the push for homogenizing national standards. These may make life simpler for schools. They do not serve the educational needs of children.

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Andrew J. Coulson is the director of Cato's Center for Educational Freedom and the author of Market Education: The Unknown History.
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