Overview:
Who among us would argue against teaching children the values of trustworthiness, respect, responsibility, justice, fairness, integrity, and caring? Seemingly innocent, these values are shared across a variety of ethnic and religious groups in our society. What could possibly be wrong with teaching these principles? In the quiet darkness of the conference auditorium, I listened to one speaker after another extol the virtues of teaching virtues to our children . . . my children and your children. I closed my eyes and imagined the scenario of character education playing out in our own communities and school districts back home in Wisconsin. How would the parents and teachers react to this idea in Wauwatosa, Waupaca, Eau Claire and Milwaukee? Would they agree on basic definitions of "good character?" Would they willingly work together to develop guidelines, policies, and curricula? Would they agree on methods of implementation? How WOULD character education be taught? As I tried to answer these questions, the cushioned chair that had initially induced my errant daydreaming suddenly felt cold and rigid. With each new question that popped in my head I squirmed in my seat in search of comfort. It eluded me. All that remained was a growing pessimism about what was beginning to look like the latest panacea for our educational woes. I held my breath to avoid more discomfort but it was inevitable for I could now see the entire process unfolding before my eyes. The vision was not a pretty one.
Like so many other educational fads and reforms, the very notion of teaching character immediately pits parent against establishment. On the one side, I saw a group of parents outraged at the thought of schools taking on yet another of their primary responsibilities. On the other side, I saw teachers and administrators scolding parents for not teaching these values in the first place, therefore necessitating a school program to "aid the greater society." Both sides have merit. Who is right? The voices on each side continued to nag me. My chair was now becoming even more intolerable . . .
Schools: "Shouldn't schools have some role in teaching or modeling respect, responsibility, and honesty?"
Parents: "How will these people teach my children responsibility…….they don't even hold them accountable for their homework!"
Schools: "How could anyone be against these values? They must be a bunch of right wing wackos!"
Parents: "I wonder what academic discipline these educrats will eliminate from the school day to make room for this new fad? Will my children be graded on character?"
How will we ever bridge this divide? We'vehad little success with other polarizing issues such as the teaching of reading. What made the conference sponsors think this would be less controversial? Yet, the endless parade of speakers continued to urge the audience to return to their communities and commit to developing character education programs all across the land. Among the notable speakers were Vice President Al Gore, NEA president Bob Chase, AFT president Sandra Feldman, U.S. Senator Joseph Lieberman (D-CT), Senator Thad Cochran (R-MS), and Yale University's Dr. James Comer.
Just when it seemed as though I would not be able to listen to one more word, a steady hushed voice rose above the cacophony that had numbed my ability to think coherently. I opened my eyes to see University of Virginia Professor E.D. Hirsch addressing the audience. Not surprisingly, his clear message began to cut through the din of dissenting voices that were swirling in my mind. As I leaned forward in my chair, which suddenly seemed more bearable, I heard the only common sense approach to the teaching of character education.
Hirsch, the highly regarded author of the book series entitled "What Your First Through Sixth Grader Needs to Know," and founder of the Core Knowledge Foundation, provided a simple answer to the question of character education. As a longtime student of Plato, Hirsch believes the study of Plato focuses attention on the important role the arts play in the development of moral character. "Teaching Plato makes you a believer that teaching songs, stories and fables is essential to building character," stated Hirsch. Stories create characters that are thrilling and interesting to the vivid imaginations of young children. Through these stories, children learn some of the most important lessons in life.
Citing the legend of George Washington cutting down the cherry tree, Hirsch explained that even myths have an incredible ability to teach children. Generations of children have learned the virtue of honesty through the power of this lore. "In many ways, fictional models work on the thinking of a greater number of kids. Myths are far more powerful than trying to merely teach children about abstract virtues, " explained Hirsch. Other examples mentioned by Hirsch include Aesop's Fables, classic fairy tales and a myriad of childhood stories which have fallen out of favor in today's politically correct world.
Hirsch urged teachers to provide today's children with the best examples of stories that "tug at the deepest part of the soul" enabling children to identify and emulate even simple characters like the three little pigs. In closing he stated, "The stories we tell our children are pivotal in determining the health of our society."
Those final words played over and over in my head as I traded in my auditorium chair for an austere airplane seat and my return flight to Wisconsin. As I watched the breathtaking view of George Washington's Monument recede from my sight, I marveled at the similarity between the monument's striking simplicity and the clarity of Hirsch's message. I wondered if we in Wisconsin would be able to agree on a common sense approach to teaching our children the essence of good character, or would we find ourselves in yet another battle of words. I strained to catch one final glimpse of the now shrinking obelisk.
The charge given to the new standards writing teams is to bring together the best of all available standards and present a draft to the Council by this summer. The teams are to draw from the Virginia Standards of Learning, the Modern Red School House Standards and the second draft of DPI's standards. I am pleased to announce that I, along with PRESS Vice President Andy Friesch, have been asked to participate in this process. It is our hope that we will bring a parent's perspective to the table in order to develop standards that are rigorous, academic and understandable to students, teachers and parents. Other participants who identify with our call for high standards include Dr. Sara Tarver of UW-Madison, Kelli Kreienkamp of the Verona Core Knowledge Charter School, and Kirby Brant of the Independent School Board Members of Wisconsin.
PRESS has long supported the Virginia Standards of Learning as the best set of state standards currently available. Many in our education establishment continue to criticize the Virginia standards as "too prescriptive" and " not home-grown." To these remarks many of you have echoed our response that the wheel need not be reinvented! Dr. William Durden of Johns Hopkins University and I were recently asked to co-author a study for the Wisconsin Policy Research Institute (WPRI) entitled, "Introducing Rigorous Standards Into Wisconsin's Schools: The Virginia Model." (Report's Executive Summary) The report outlines a common sense approach to the development of standards for Wisconsin. It carefully details and documents the real need for content-specific, grade-specific, objectively measurable, and understandable standards in the four core academic areas of math, science, history and English. Your involvement in this process is vitally important. The members of the Governor's Council need to hear your views on the type of standards you believe will improve our Wisconsin schools. (Education Council Members)
In closing, I would like to share a portion of the testimony I presented on behalf of PRESS to the Governor's Council on Model Academic Standards in February:
You have been given a great charge. Almost one year has passed since our Nation's Governors called for each state to develop their own standards. We in Wisconsin still do not have an acceptable model on the table. You have been given six months to complete the process. I hope you will think seriously about the fact that you do not have to reinvent the wheel. A highly regarded and reputable set of standards is just waiting to be given the final touches that will make it a truly Wisconsin product. Other states are currently using Virginia's standards as the basis for their standards reform for this very reason. The Board of Education in Massachusetts has adapted the Virginia history standards to include their state's history. They are currently on the fast track toward adoption. California, Texas and South Dakota are also using Virginia's standards as the basis for their reforms. Wisconsin should do the same!
Since all good standards should have a strong emphasis on history, let me close with an historical anecdote. 210 years ago, a group of statesmen concerned about their country convened in Philadelphia. Most of these delegates had come to this convention to revise and correct the Articles of Confederation, which were proving to be an unworkable basis for governing.
A group of far-sighted statesmen had other intentions. They saw the need for a new constitution and proposed the Virginia Plan as a working model. What followed was an honest and open debate as point by point the Virginia plan was discussed and in some cases modified. Statesman from New York did not stand up and say, "This is a Virginia Plan, we can't adopt it." People from Massachusetts didn't stand up and say, "We can't accept this, it is not home- grown."
Being men of honor with concern for their country, they debated the points on their merits. What resulted became known as our United States Constitution, and the event became known as the "Miracle at Philadelphia." In my mind, our children are no less important today than our country was back in 1787. What we need is to discuss, debate, revise and adopt THIS Virginia Plan. What we need from this Council is a "Miracle at Madison." It is in your hands.
Indeed, it is in all of our hands. Let's work together to truly raise educational standards in our schools.
The enthusiasm and energy generated at the Third Annual PRESS Conference over the development of truly academic standards continues to flow through the state with the Lt. Governor leading this unprecedented charge for public involvement. Conference attendees were given an opportunity to not only preview the Department of Public Instruction's Draft Academic Content and Performance Standards, but also to compare them with the highly regarded Standards of Learning developed by the Commonwealth of Virginia. It was evident to virtually all in attendance that Wisconsin's standards clearly fail to make the grade. It was also evident that while the education establishment as a whole is turning a deaf ear to our cries for change, the Lt. Governor has heard our call, and is determined to make this the most prominent issue confronting state policy makers. His stirring address at the PRESS luncheon resulted in thunderous rounds of applause and left no doubt about his commitment to raising educational standards. (Lt. Gov.'s Luncheon Address)
So what is the purpose of this petition drive? Aren't the citizens of Wisconsin able to make their views known to the DPI at their statewide public forums? To answer these questions one must step back in time to early 1994 when DPI was traveling the state with their now infamous Seventeen Learner Goals and Outcomes. Highly regarded by the educational establishment, these goals and outcomes were largely dismissed by parents, teachers and legislators who could not understand the academic significance of goals such as:
If you are one of the many parents who has asked, "How can I get involved?", the answer is quite simple. Take the time to review DPI's standards and compare them to other state standards such as Virginia's. (Standards Reference Section) Make your views known by participating in a grassroots effort to support clear, concise and truly academic standards that will make a difference in the lives of Wisconsin's most precious resource…our children.
Why are parents interested in the standards movement? What criteria can be used to identify high quality standards? Who should develop standards? What role should local, state and federal government play in the development of standards?
Recent studies have shown that the general public has reached a consensus in supporting setting academic standards. The Public Agenda Foundation, a nonprofit and nonpartisan research organization, released the findings of an extensive six-year review of public opinion studies showing "nearly universal support for the idea that public schools do not currently demand enough from students." While support for teaching basics in reading, writing and math skills is quite high (92%), the public's insistance on basics should not be viewed as "basics only," but rather, "basics first." Most Americans would concede that higher order skills are important but "if academic standards focus on higher order skills without first insuring that children have mastered more fundamental ones, they will be met with bemusement and skepticism."
There is a growing body of standards publications that are available for states and local districts to use as guides. These standards vary in the degree to which they meet the AFT criteria. An important decision facing many standard developers is whether standards should be set for each grade or for groups of grades, e.g. K-5, 6-8, 9-12. One of the benefits of grade-specific standards at the state level is the ability to ensure uniformity of content coverage within and between school districts. Furthermore, grade-specific standards create a system of accountability and expectations for teachers at each grade level rather than placing the burden on 5th, 8th and 12th grade teachers to ensure that all content and skills have been mastered. On the other hand, advocates of grade-grouped standards claim they provide local teachers and districts with more latitude and autonomy in the curricular decision-making process.
Who should develop standards? When posed this question at the National Governors' Association Summit on Education in March, Chester Finn, a former assistant U.S. Secretary of Education advised, "Don't turn it over to the educators." Instead, he suggested contacting the first one hundred names in the phone book! While many find this answer somewhat extreme, the message implied is that input from stakeholders outside the classroom walls is essential if standards are to be successful. Indeed, history has shown that states and districts that have taken the time to genuinely engage the public in the process of standard setting have reaped the rewards of greater acceptance of the final product. (Virginia has recently revised their state standards in this manner.) Parents, school board members, teachers, taxpayers, and members of the university and business communities must work together to create a vision of academic excellence that will be meaningful to all stakeholders.
What role should local, state and federal government play in the development of standards? When the National Governors closed their historic March '96 summit at IBM's sprawling headquarters in New York, the mesage that was sent to the federal government was loud and clear: BRING EDUCATION HOME TO THE STATES! The governors were charged with the responsibilty to devise state and/or local standards over the next two years. It was clear that the previous national goals would no longer be the primary focus of state and local decision making. The public is looking for meaningful standards and the governors have decided this can only take place in the cities and states that will benefit from clear and concise academic standards.
Whether the state develop model standards for all local districts or if the districts will be given that charge is the next major decision facing our governors and policy makers. States vary as to the degree of local control given to individual districts. Many districts have resources to develop meaningful standards while others would be overwhelmed by the task. Another important consideration will be whether the state should focus solely on content standards leaving performance standards the work of the local teachers and districts. Public engagement will be key to determining the policy that will work best for each state.
As Wisconsin rolls up its sleeves to begin the "homework" of the National Governors' Summit, it is clear that many issues will need to be discussed over the coming months. Parents should feel encouraged that the debate is finally centering on their concerns to return academic rigor to the classroom. As we work to promote high standards for our children, let us apply similar high standards to ourselves and adopt a model for Wisconsin that will truly advance academic excellence. (Return to Contents Overview)
Editor's Note: Leah Vukmir was a member of the standards and assessments subcommittee of Governor Thompson's Task Force on Education and Learning.
The Standards Movement
The most prominent issue to emerge from the current round of school reform debates is that of educational standards. U.S. News and World Report, USA Today, Parents Magazine, and Education Week, have all focused on the subject of high academic standards as a solution to problems afflicting our American education system. Teachers, parents, professors, and governors are looking at standards as an essential element of effective school improvement plans. All agree that higher academic standards must be developed if we are to successfully move our nation's children into the competitive world of the 21st century. As our nation's hopes and expectations rest on this new effort to improve schools, several questions must be addressed in order to fully understand the standards phenomenon.
Why are parents interested in the standards movement? Parents and parent groups around the nation look at the standards movement as an opportunity to bring a more academic focus to the classroom. Frustrated with endless lists of vague and nebulous "learner goals and outcomes" which educators touted over the past few years, parents hope that rigorous standards in core academic disciplines of math, science, history and English will direct attention to what parents view as most important to them -- an education for all children grounded in academic fundamentals. Teaching children how to read and write with proper grammar, how to be competent mathematicians and how to understand current events through knowledge of world history is paramount in the minds of most parents.
What criteria can be used to identify high quality standards? The notion of having a "standard" can mean very different things to different people. Perhaps the most comprehensive view of what a standard should be can be found in the American Federation of Teacher's (AFT) document entitled "Setting Strong Standards: Criteria for Judging the Quality and Usefulness of Student Achievement and Standards." It is the hope of the AFT that the following ten criteria will be used by parents, teachers, and citizens in their efforts to adopt standards to meet local and state expectations.
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