Reflection 8

There was a report that showed declining test scores, from U.S students compared to students in other nations. In 1983, there was a high number of illiterate American students. This caused the fear that the U.S was losing ground economically to other countires. Schools had to find a way to respond. In 1893, the National Education Association came up with the "Committee of Ten" to create a policy for high schools. Most of the committee were college presidents and professors. They wanted to make the high school curriculum a easier transition into college. They required that high school students take certain required courses four or five times a week for a year. The students progress would be measured by the Carnegie Units. That way it was easier for colleges to choose which students were ready to do colege level work. Later on in 1918, the National Education Association got together to develop another national policy for high schools. Instead of the committee members being college presidents and professors they were education professors, high school principals, and the U.S commisioner of education. They were not focused on the transition to college but on getting students ready for their live rules. At the time, very few Americans went to college. Most students just went on to work and started families. The committee was interested in what high schools can do to improve the daily lives of students in an industrial democracy. This committee report which is called the "Cardinal Principles of Secondary Education" figured out seven goals for high school. They are the following: 1.) health 2.) worthy home membership 3.) comand of fundamental academic skills 4.) vocation 5.) citizenship 6.) worthy use of leisure time 7.) ethical characters. The high school was seen as a socializing agency a chance to make better all aspects of citizens life. It's almost a century later and the 1918 goals still seem balanced and useful. In 1983, the "Nation At Risk" reports called for a more demanding curriculum. Today, the educational reform has taken on a life of its own. As the new millenium came, No Child left Behind, has a huge testing culture, became law, and now schools success is measured by test scores. AIf students scored well, the school was seen as a good and successful school. If the students scored low, the school was considered a failing school. Although I passed the FCAT the first time around, I strongly disagree that a test should determine whether or not a student is going to graduate. I think that the No Child Left Behind is the dominant wave of educational reform because it became law. It's not focusing on life after high school but more on how well a high school is teaching and doing academically. This reform was not created by a committee but by taking on a life of its own.