The History of Curriculum in America, Part II (C)

Greene, K. (2009, Apr. 4). The History of Curriculum in America, Part II (C) [Video file]. Retrieved from http://www.youtube.com/watch?v=_szKWOgxJVc

 

Chole' Tiscornia
12/5/12

Summary:

 (1980’s to 2000’s) In this final series on the History of Curriculum in America, Greene identifies key points in our history that continue to dictate our nation’s public school curriculum. Starting in the 1980’s, we left off with a return to the basics due to reports of failing SAT scores. Different educational practices started to emerge like homeschool programming for everyone; introduction of phonics for reading comprehension, and a damaging article entitled A Nation at Risk which scared the entire country. At this time, the nation was in the throes of a terrible economic recession, and people were once again blaming the education system.

 

In the 1990’s Milwaukee was the first district in the country to offer school vouchers for parents to choose what schools they wanted their children to attend. It did not take long for this idea to spread throughout other states as well. Charter schools also popped up, with the first one in Minnesota. The geographical location of the states is important as Greene points out that throughout our nation’s history, much of the educational reform, standards, and practices, originated in the North East. Education reformists had now moved to the mid-west. However, in 1993, Massachusetts passed the Massachusetts Education Reform Act which started common curriculum and statewide assessments. Other states of course followed. Scripted curriculum took over state and district teaching standards and textbook publishers along with anyone else related to textbooks and materials started to become the drivers of the curriculum. In 1998, the Higher Education Act is amended.

 In 2001, the No Child Left Behind Act (NCLB) revisited the war on poverty. It is another attempt to get teachers to work in poorer neighborhoods. It holds schools accountable for student achievement levels, and delivers penalties for schools that do not make adequate yearly progress. For the first time in our nation’s history, the U.S. Department of Education, which was originated to share best practices, give out grants, and help schools get ahead, was turned into the education police force.  Many states resisted, but are still bound by a system of reward and punishment.

Evaluation:

I feel the last video in the series more or less further solidified the political nature of our education system as it is today. However, the video highlights the many avenues people, schools, districts, and states have taken in response to the negative reports and attitudes that are now a part of our education conscience. In the last 25 years or so, public schools seem to be playing dodge ball against reformists with a monetary agenda (homeschooling, phonics, etc.), sales people who have benefitted from standards in curriculum and testing (textbook publishers, printers, writers, computer sales, etc.), and a nation that cannot make up its mind if it wants to educate children to become responsible members of our democratic society, or so they can help us be number one in innovation, technology, military capabilities, etc. Although I do believe changes are necessary in the way we teach students because of the advancement and availability of helpful technology – and the way students have adapted their learning towards it – I do not feel education has failed us. This video lecture series on the History of Curriculum in America, even in its brevity, points to a fickle society that makes decisions and implements policies for short-term gain, on impulse to popular sentiments, without considering the long-term impact and its subsequent consequences.

History of Curriculum in America, part II (C)