Education Week - June 4, 2014 - 24

LETTERS to
the EDITOR
Student Milestones Should Be
About Discovery, Not Tests
To the Editor:
CONTINUED FROM PAGE 23
success. But why is having fun and
enjoying school only the purview of "gifted"
students? This sentiment has caused many
public relations problems for the field.
Our position does focus on academics (as
defined by local schools-including any
area of human endeavor) because these
are areas that are the purview of schools.
But we believe our proposal for challenging
all students can help a greater number of
learners feel more stimulated and valued,
and also allow students to forge social and
emotional connections with others who are
ready to engage with the material.
We believe the field can accomplish these
worthy aims without the unnecessary and
often counterproductive labeling of students
with a term that is far removed from their
educational needs.
Scott Barry Kaufman
Scientific Director, The Imagination Institute
Researcher, Positive Psychology Center
University of Pennsylvania
Philadelphia, Pa.
Matthew T. McBee
Assistant Professor of Psychology
East Tennessee State University
Johnson City, Tenn.
Scott J. Peters
Associate Professor
Department of Educational Foundations
University of Wisconsin-Whitewater
Whitewater, Wis.
Michael S. Matthews
Associate Professor of Gifted Education
University of North Carolina at Charlotte
Charlotte, N.C.
D. Betsy McCoach
Associate Professor in Educational Psychology
University of Connecticut
Storrs, Conn.
I found Marc Prensky's Commentary
"The Goal of Education Is Becoming"
(May 6, 2014) very insightful.
As a new principal, my challenge has
been to increase student achievement,
yet not lose sight that the whole child is
important. Yes, I want my students to have
a strong grasp of the academics that bring
them to school; however, I know the school's
role is so much more than that. Schools
are charged with partnering with parents
to make sure that our students "become"
responsible and contributing citizens. They
need to understand their worth, and the
role they will need to play to move the
future forward in a positive direction.
I have had many conversations with
my teachers in which they express their
frustration in moving from one assessment
to the next. Sometimes I think we have so
much data, and yet we are not quite sure
what to do with it all.
My teachers do not feel able to stop and
show students the beauty of learning while
enjoying the moment of being a child,
whether that is in elementary, middle, or
high school. Every milestone in a student's
life should be about discovery, to include
learning to work with others, appreciating
differences, and overall development of
character.
In our testing-focused era of education,
the focus is more on a student's level and
not whether he or she is becoming a wellrounded
individual.
As an educator, I most certainly
understand the purpose of standardized
tests, grading, accountability, and
standards. I just think they have been
taken to an extreme. As I walk the halls
of my school visiting classrooms, I know
it will be more important, as Mr. Prensky
states, that our students are "creative and
effective thinkers, communicators, and
doers." That, after all, is what our society
needs more and more of.
Sherry Watts
Principal
Minneola Elementary Charter School
Minneola, Fla.
Education 'Product' and 'Process'
Are Linked, Yet Separate
To the Editor:
Often concepts come as complements to
each other, where the word is defined as
"something that completes or makes perfect."
The classic example are the concepts "being"
and "becoming." The educational philosopher
Maxine Greene once told me: "I am what I
not yet am," and I think this is as good an
explanation of complements as we could
wish for.
Marc Prensky's Commentary "The Goal
of Education Is Becoming" (May 6, 2014)
brought this to mind again. For the child,
education is a huge part of her or his
"becoming." It struck me that when thinking
about education, or cooking, or many other
things, the process has a complement: the
product. The delight of complements is that
they offer two ways of describing the same
thing, two different lenses, so to speak. It
makes good sense to use both.
Mr. Prensky imagines how many different
personas a child can "become" besides ready
for college or career; I imagine how many
processes schools might employ to achieve
the products that match those becomings. I
think both he and I are equally discouraged to
find that policy is so fixated on the products,
rather than the process, that students are
simply numbers related to tests that may be
related only to academic capacity. We can only
understand education when we broaden our
conceptual structures to include becomings
and processes.
George Stranahan
Founder and Chairman Emeritus, Manaus Fund
Senior Adviser, Valley Settlement Project
Carbondale, Colo.
Implementing Common Core:
Allow 'Time to Do It Right'
To the Editor:
Despite the negative coverage that the
Common Core State Standards regularly
receive, believe it or not, there are stories
of promising practice related to them.
States like Delaware, Kansas, and
Kentucky provide real insight on effective
COMMENTARY POLICY
Education Week takes no editorial
positions, but publishes opinion essays
and letters from outside contributors in
its Commentary section.
For information about submitting an
essay or letter for review, visit
www.edweek.org/go/guidelines.
implementation of the common core.
They demonstrate that when good
implementation drives the process, the
standards-and the teaching and learning
we seek from them-are stronger and have
the desired impact. They show the need for
real teamwork, where teachers, principals,
superintendents, school boards, parents,
and community leaders are all committed
to ensuring that we get this right.
Learning First Alliance is speaking
in a singular voice on the importance
of thoughtful implementation, such as
what we see in states like Kentucky and
Delaware. We must allow those states
that are heading in the right direction the
time to continue with their plans. We must
help those states that are facing very real
challenges moving these standards into
their districts and schools. And we must
do so before requiring a single test be used
to take potentially punitive action against
districts, schools, teachers, and kids.
We must do everything possible to
ensure these standards are implemented
effectively and with fidelity. Successful
implementation of the standards requires
thorough and meaningful implementation.
We need to get it right. And we must give
our states, districts, and teachers the time
to do it right.
Cheryl Scott Williams
Executive Director
Learning First Alliance
Washington, D.C.
The Case for the New Kindergarten:
Both Playful and Academic
are a full standard deviation higher than those of children
from families with low incomes. The size of this gap among
5-year-olds is staggering, and reducing it will require efforts
on multiple fronts. Access to instruction that is engaging,
challenging, and fosters a love of learning is a key ingredient.
To suggest that kindergartners should be deprived of
the opportunity to engage deeply in learning literacy and
numeracy is to sell them short at a crucial moment in their
development.
A growing body of research has taught us about the critical
role of early exposure to language and literacy for children's
development. We have also documented vast differences in
early exposure to language between children from disadvantaged
backgrounds and their peers. There is strong support
for both early-childhood parental interventions and preschool
programs as strategies for narrowing these gaps. It
seems only logical, then, that a strong emphasis on language,
literacy, and reading during kindergarten would be another
key component for reducing inequality of opportunity.
Early exposure to mathematics instruction is also important.
Recent position statements of the National Association
for the Education of Young Children, the National Council
of Teachers of Mathematics, and the National Mathematics
Advisory Panel argue that young children are ready to learn
24 | EDUCATION WEEK | June 4, 2014 | www.edweek.org/go/commentary
varied and challenging math content. Further, they emphasize
that children who experience high-quality math instruction
in the earliest years of school are at a distinct advantage
relative to their peers.
Our own research shows that children get more out of kindergarten
when teachers expose them to new and challenging
academic content. We are not arguing that most kindergartners
need more exposure to academic content. At the same
time, exposure to academic content should not be viewed as
inherently at odds with young children's healthy development.
In
light of the adoption of the Common Core State Standards
in kindergarten across the vast majority of states, let's
shift the conversation about "appropriate" early-childhood
learning.
Rather than focusing on whether academic content has
a place in early-childhood classrooms, let's focus on how to
teach it in a way that is tailored to young learners. Let's focus
on creating engaging, fun, developmentally appropriate learning
experiences for all kindergartners, acknowledging the importance
of embedding enriching language and numeracy experiences
within those environments. It will certainly require
effort, support, and flexibility, but it is an attainable goal with
the potential for a powerful payoff. n
Bob Dahm for Education Week
http://www.edweek.org/go/guidelines http://www.edweek.org/go/commentary

Education Week - June 4, 2014

Table of Contents for the Digital Edition of Education Week - June 4, 2014

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Education Week - June 4, 2014 - Cover1
Education Week - June 4, 2014 - Cover2
Education Week - June 4, 2014 - Contents
Education Week - June 4, 2014 - 4
Education Week - June 4, 2014 - 5
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Education Week - June 4, 2014 - 26
Education Week - June 4, 2014 - Cover3
Education Week - June 4, 2014 - Cover4
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