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AjGarciaSecondPaper 4 - 04 May 2012 - Main.AjGarcia
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| META TOPICPARENT | name="SecondPaper" |
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| | | Introduction | |
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< | Charter schools are no-tuition primary and secondary schools that receive public money but are not held to the same regulations and standards as public schools. They are given significantly more freedom in determining curriculum, school governance, and teacher and staff hiring and firing. In exchange, they are held accountable for their academic and financial results. While this system was created to “reduce the level of bureaucratic control . . . to innovate create more effective and efficient programs” that “create opportunities for learning and access to education for all students,” some “successful” charter schools are getting it wrong. These types of charter schools measure success according to standardized test results. I argue that schools that focus on the ends—instead of the means—are missing an opportunity to foster creativity, inspire intellectual curiosity, and develop a love for learning in their students. Instead, schools like this teach students how to take a minimum-standards test well, which will get you a high school diploma and entrance into college at the expense of creativity, critical thinking, and real learning. While they could use their flexibility to experiment with pedagogy, culture, and learning, they waste their freedom on test results and distract us from finding real solutions to the systemic crisis in education. | >
> | Charter schools are no-tuition primary and secondary schools that receive public money but are not held to the same regulations and standards as public schools. They are given significantly more freedom in determining curriculum, school governance, and teacher and staff hiring and firing. In exchange, they are held accountable for their academic and financial results. While this system was created to “reduce the level of bureaucratic control . . . to innovate create more effective and efficient programs” that “create opportunities for learning and access to education for all students,” some “successful” charter schools are getting it wrong. These types of charter schools measure success according to standardized test results. I argue that schools that focus on the ends—instead of the means—are missing an opportunity to foster creativity, inspire intellectual curiosity, and develop a love for learning in their students. Instead, schools like this teach students how to take a minimum-standards test well, which gets students a high school diploma and entrance into college at the expense of creativity, critical thinking, and real learning. While they could use their flexibility to experiment with pedagogy, culture, and learning, they waste their freedom on test results and distract us from finding real solutions to the systemic crisis in education. | | |
Framing the Discussion |
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| Revision 4 | r4 - 04 May 2012 - 05:30:32 - AjGarcia |
| Revision 3 | r3 - 03 May 2012 - 04:09:03 - AjGarcia |
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