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• W289080246 abstract "Rethinking Reform: A Review of The Death and Life of the Great American School System: How Testing and Choke are Undermining Education by Diane Ravitch By Joanna Scott and Christie Bledsoe Ravitch, D, (2010), The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books, Educational leader Diane Ravitch publically professes a change regarding her own beliefs about testing, accountability, choice, and educational models in U.S. schools. Ravitch's words provide insight to inherent problems in the United States that school reform simply has not remedied. Although Ravitch's change of perspective is somewhat controversial, she provides thoughtful insight for educational leaders, legislators, and parents in the recount of the negative impact of high-stakes testing. As a professor at New York University, Diane Ravitch, PhD, has devoted her life to education and has written extensively in the field of education. Ravitch also served in the U.S. Department of Education during the George W. Bush administration, in which she supported accountability, choice, testing, and educational models. In The Death and Life of the Great American School System, Ravitch clearly describes the negative impact of these ideas and the evolution of her personal opinions on each topic using documented anecdotes. Testing is not the Answer Ravitch's support of accountability measures imposed by Bush's No Child Left Behind (NCLB) law of 2002 began to wane several years after the law was enacted. As an original supporter of NCLB, Ravitch helped found the Koret Task Force, an educational team at Stanford University and supporter of the tenets of NCLB. Ravitch comments, I came to believe that accountability, as written into federal law, was not raising standards but dumbing down the schools as states and districts strived to meet unrealistic targets (p. 13). In 2009, Ravitch resigned from the task force. Ravitch once believed testing could ensure student proficiency in math and reading. She later delved into the outcomes of the testing movement and discovered a system rife with flaws. Students had mastered the art of filling in the bubbles on multiple-choice tests, but they could not express themselves, particularly when a question required them to think about and explain what they had just read (p. 108). Realizing the testing component of NCLB did not reflect curriculum but replaced it, Ravitch could no longer support testing as a method of improving the U.S. educational system. The narrowing of the curriculum did not benefit students, the teaching profession, or education. High-stakes testing increases accountability for schools, but parents and families are also instrumental in a child's academic achievement. Ravitch refutes the claim that having three to five good teachers in a row can reduce the learning gap between races. She asserts that five good teachers in a row cannot eliminate malnourishment, poor health and hygiene, and the effects of drugs and abuse that often accompany families living in poverty. No measure of accountability, testing, or choice can improve life or raise scores for some children. A Business Model and School Choice Ravitch originally supported school choice. After learning more about charter schools, however, she became disheartened. In charter programs such as the Knowledge is Power Program, only the brightest, most motivated students succeeded. …" @default.
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• W289080246 title "Rethinking Reform: A Review of the Death and Life of the Great American School System: How Testing and Choke Are Undermining Education" @default.
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