Contributed Commentary on
Volume 4 Number 1: Stedman The Achievement Crisis is Real: A Review of The Manufactured Crisis
10 April 1996Larry S. Bowen
lbowen@OSF1.GMU.EDUIn addition to what John Stone has contributed to this thread, I believe it important to recognize that heightened expectations for public education are at work in societal concern over our schools--a phenomenon that likely will persist and guarantee continuing frustration. And with over 2 million teachers in more than 15,000 school systems, criticisms of "the schools" and their teachers will vary enormously in validity. This is of course common sense, but it is oft lacking when looking for actions to deal with real and severe problems. Attempts to deal with glaring inequities in funding are too few, even within school districts where a PTA of one school purchases large numbers of computers and software while another in a poor neighborhood languishes. The general effects way of thinking about the process of education is terribly unfortunate, I believe, with both the layperson and educator unable to develop a differentiated way of thinking and approaching the state of schooling and all its complexities. In the Washington, D.C. area, for example, there is strong evidence re a number of large districts which are viewed as either "excellent" or "terrible" by the media and the public in general. Outstanding schools in a terrible district are rarely acknowledged (or even known about by most people, I'm persuaded in listening), and in at least one highly-praised district there is mediocrity that fits the mantra of how "schools are failing." Until we are willing to seriously deal with the inequities in public education in those schools that are lousy and with teachers of children who are not attaining functional literacy the issue of public education quality will not be adequately addressed. I would suggest that those who are concerned with achieving excellence for all learners in a given school system begin by asking what the inequities are and proceed with determining the particular problems of the setting and insist that those problems are the problems for the school division and community as a whole, necessitating a "village" response. But that is hard work, especially for those who have "made it" and believe theirs is theirs.
