April 17, 2012
Dear President Obama:
The night of your election, in Grant Park, you said, “I will listen to you especially when we disagree.” We are all committed to the best educational future for the children of America. Yet, as the nation prepares for the reauthorization of the Elementary and Secondary Education Act (ESEA), school board members and top educational thinkers overwhelming urge abandoning the current “command-and-control” federal educational oversight. America’s treasure lies in unleashing the creativity of our youth. Though well-intentioned, the current federal direction is ignoring and working against much of what we know about student motivation and achievement. Instead, the federal government should support local efforts to ignite curiosity, creative potential, and a drive for excellence among students and staff.
Throughout my presidency of the National School Boards Association, I have travelled to many states and written for our national journal and asked for input to this letter. School board members and educators across the country have contributed their thinking here. We share your sense of urgency: We must give every child, no matter their circumstances, the opportunity to excel. We must ensure high quality experiences so each child develops fully. Our major disagreement comes from how we go about this task.
We want for each American child the same things that you and Michelle want for Sasha and Malia—inspiration, aspiration, creativity. I know you don’t want an overemphasis on testing. I have heard you say it. Experience in schools and communities, supported by research, tells us that relentlessly focusing on standardized tests erodes our national competitiveness and deadens curiosity and drive. Clearly, we need some testing to gauge student learning, and we have no problem with appropriate accountability. But we have swung to a far extreme that is significantly hurting children. “Students are numbing over testing for testing’s sake…. We can’t test this country into excellence.” (Sonny Savoie, LA)
Other countries that traditionally focus on testing recognize the shortcomings of their systems and come to our shores to learn how we inspire a spirit of innovation. And decades of work by motivation theorists, such as Daniel Pink, help us understand why a focus on testing and standards may not cultivate the learners we want. Others have found that such narrow focus restricts our views of what is possible, and even causes unethical behavior, such as the rash of testing scandals here and abroad.
By contrast, Finnish schools are now “exemplars of many of the success indicators we … want to see in American schools. Achievement is consistently high. Students are self-motivated and engaged in their learning. Schools have wide latitude to decide on their own programs, and there are no intrusive sanctions.” (Jill Wynns, CA)
The focus on strict quantitative accountability has never worked for any organization, and it has not worked with No Child Left Behind and Race to the Top. Teachers are trying to meet the mandates of those programs and consequently “our children suffer and are not getting educated to their individual potential.” (Carolyne Brooks, IL) Teachers’ focus on tests is undermining their potential and initiative, making it more difficult to share a love of learning with their students.
Our students will never be first in the world on standardized tests. We never have come close. Nor is that something toward which we should aspire! We simply are not a compliant people willing to absorb facts without challenge. But we have had the most innovative workforce in the world (and now vie with Finland for that top position). Though intended to encourage equity, our current policy is, in fact, driving us toward mediocrity. Our students may be becoming better regurgitators, but what we need is excellent thinkers.
We have significant challenges in many of our communities, especially those that are underserved, yet we continue to boast some of the best schools in the world. We have models of excellence from which we should all be learning. Our vision should be to empower excellence—to draw out the best in each and every individual in our schools. We should recognize that our children’s brains are our most important resource. We should aspire to having children take responsibility for their own learning. We can have a common curriculum as a guide, but leave it to our local “civic labs,” as Thomas Jefferson envisioned them, to find optimal ways to inspire learning.
That said, we won’t achieve any vision without significant teamwork. Finland’s process may offer a model: They spent years developing national consensus about the essentials for successful education and, hence, the nation. Collaboration can promote independent thinking and action.
As a nation, rather than inspiring people toward a vision of excellence, we have been blaming some for blocking student achievement. It is time to inspire all toward a pursuit of excellence for each of our children.
The work world our children inherit will be significantly different from the one we have known. Jobs in the 20th century were mostly algorithmic or routine. According to McKinsey & Co., most such jobs have already evaporated because of automation and outsourcing. Future work will be more complex, so we had better prepare students differently than through standardized tests.
As the nature of work changes, so too must motivators. Carrots and sticks, which worked with routine jobs, actually impede efforts when the work is more complex, Daniel Pink says. Instead, the rewards of learning and challenges of the work itself must now be the primary motivators. Adults learn best, experts say, if they feel competent, autonomous, and a sense of belonging.
Much in our current school systems works against these, and our new national focus on teacher evaluation will continue that trend. As a result of ignoring innate needs, our schools too often are not innovative hubs. Yet to meet the challenges of our future, we must cultivate a spirit of innovation and inspiration. We will only succeed in preparing for our future if we empower all in our schools to think through complex problems and processes and generate solutions. Rather than laboring over bureaucratic compliance problems, let’s engage students and teachers (even board members!) in solving problems of teaching and learning.
Our schools will never become great through threat or intimidation. Schools must be safe places to take risks, where staff members and students feel valued for their ideas and talents and empowered to fail so that they can grow. Students will learn what they see, experience, and enjoy.
We have the knowledge and experience to do this at the national, state, and local levels. However, the present narrow focus on accountability and trend of demonizing those in public education, arrogantly focusing on “failing schools,” is diametrically opposed to fostering excellence.
Again, we can learn from Finland: It holds teachers in high regard (appealing to competence). Teacher training includes a strong feedback loop; professional development is embedded in the work, through coaching and ongoing support (appealing to belonging). People are willing to try new approaches and ideas (appealing to autonomy).
Innovation requires investment. Retired school superintendent Jack Reynolds noted that under the original ESEA we had a national system for identifying, supporting, and sharing excellent, vetted educational ideas. We should return to such a system of research, development, and diffusion, using technology to share teaching and learning approaches. Further, Ohio school board member Charlie Wilson suggested we encourage and fund our universities to conduct empirical research on the considerable experimentation that does occur in our schools.
Some board members suggested that we benefit from broad, guiding curriculum principles. Wyoming’s David Fall encouraged you to continue your work with the National Governors’ Association to refine core standards. However, our children would be best served if the standards were guides, but decision-making remained local.
Across the nation, I have heard growing support for an emphasis on the early years. To close achievement gaps, we need to provide rich early learning environments for children born with the least. We need to teach their parents how to encourage their learning. Please continue to support states’ early childhood efforts.
Mr. President, public education in the U.S. is on the wrong track. As we have moved decision-making farther from teachers and children, we have jeopardized our competitive edge and keys to our national success: our ingenuity, our openness to innovation, and our creativity.
I urge you to convene a national dialogue, not made up of politicians, but including the breadth of educational opinion, to reconsider our educational direction. I would love to help you do this. Let’s ensure that each child has the tools to be successful. Let’s marshal the nation’s brain power and tap into the research, proven practice, and demonstrated evidence of excellence.
Please bring your parent hat to determining our new direction for public education. Your daughters, like all of our children and all of our teachers, don’t need more tests designed to identify weaknesses. They need excited, motivated, passionate teachers who feel challenged, supported, and encouraged to try new approaches, who share with their students a learning environment that is limitless. If we work collaboratively on a shared vision of excellence, if we foster team development, encourage innovation, and care for the growth of our teachers, our children will lead us into the future with confidence. And public education will remain the cornerstone of our vibrant democracy.
Thank you, Mr. President.
Sincerely,
/s/
Mary Broderick
National School Boards Association President
