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Education Reform

Does race matter in education?

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Color Blindness
In today’s politically correct world, it is hard to call it like it is.  This is especially true when it comes to race and culture. The term “color blind” or the statement ” I don’t see race” is actually contributing to many of our racial problems today. We have to rise above the fear of ignorance and start becoming racially aware or culturally educated. This would allow us to recognize the God designed difference in the races as a good thing, not something of shame and regret.

So what does this have to do with reverse racism in schools? Well if we can not have the right perspective on who and what we are, how will we ever be able to recognize the hypocrisy and racial ignorance we perpetuate in our educational system today.  Far too often we simply let racial injustices go uncontested in the spirit of tolerance (often times this is code for fearfulness). I never realized how this way of thinking was actually a perversion of the true perspective of race. We also have to stop acting like racism is the same as prejudice. Every human being has prejudices, it is a part of human nature to make inferences or to develop beliefs before knowing. In fact, we have to learn how to go against the tendency to prejudge.  Racism, on the other hand, is totally different.  To develop racism takes a cocktail of ignorance, pain & frustration, confusion, and perversion.  No one race or ethnic group is immune to the destructive influence of racism. As long as we are human, there will be someone hating and trying to bring down another.  Let’s strive to truly open our minds to the pervasiveness of racist views throughout this world and seek real tolerance by asking God for the courage to confront the roots of these unjust views wherever they occur.

Curriculum & Instruction/Education Reform

Assessment to Death

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High Stakes Testing Culture

In an age of accountability and high stakes testing, we have accomplished a lot. We have managed to learn how to analyze assessment data to determine trends. We have also learned how to break down objectives or learning standards into their most intricate parts. Most of all we have learned how to make ourselves feel good about our data.

Everybody is “data-driven” these days. But what does that really mean? There still exists a culture of assessment “I got ya”. Frankly, we are so focused on assessments that we have missed the whole boat on instruction. If we put the same energy and intensity that we have invested in assessments into quality instruction, we might actually have more accurate assessments. Now I realize having quality assessments can and should drive instruction, we just need to vary it a little.

Fundamental Questions

How can we, as school systems, transition from a culture assessment for accountability to one focused on students learning?  any of you may have experienced an educational system that has figured how the “game” of high stakes state testing.  The more intimately involved you are with teaching and learning the more repulsive the idea of playing with what state standards are taught and tested to merely make a school district look good.

I am ready to buck the system by actually teaching and assessing for student learning first.  I am not saying we should do away with summative assessments of learning.  I realize how necessary it is for every school system.  I would just like to see the focus put in the proper balance. Maybe we could even move toward looking at project-based work or performance-based assessments. In future posts, I will share some different strategies for assessing for learning.  In the meantime, I guess we will keep plowing away at making more new tests.

Assessment for Learning vs. Assessment of Learning

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