HIGH EXPECTATIONS AND GOALS FOR ALL NON-SPECIAL EDUCATION STUDENTS One can not assess the future job prospects of Wisconsin children if there is no benchmarking of global education performance. Wisconsin, unlike only North Carolina and Massachusetts in 2017, do not take the PISA international test.** Thus, the comparisons made are usually within Wisconsin’s socioeconomic and racial strata, with only occasional ‘proficiency’ references even to other states. Certainly gaps in these areas exist, far more so in Wisconsin than say Texas and many other states. (See ‘Resources’ page.) But recent OECD comparisons of the three main socioeconomic groups in 30 First World Countries have clearly shown that not only do America’s (& arguably Wisconsin’s) poorest students place last among their poor counterparts in math, and reading; but our “brightest and best” also place last vs. the best students in the other countries. So, “Stretch Targets” are for all of our children; though some will find it easier to globally catch up than others.
** = PISA tests are taken by two WI school districts, Kettle Moraine & Pewaukee.
STRONG INDIVIDUAL SCHOOL LEADERSHIP Should not our local public school boards as well as choice school boards be elected largely from a pool of principals and retired superintendents who have demonstrated superior student achievement? Should we not seek and financially reward our very best principals, as does South Korea? Their school heads, as well as those in Finland, Singapore, and Shanghai are “instructional leaders”, required to both teach part time and advise and coach their teachers. Some in Wisconsin already operate in that mode! If our school leadership across the state drives a serious “Stretch” culture and demands and rewards the personal best of every teacher and student, results will follow.
CURRICULUM The Common Core standards, which in broad terms appear to be the minimum necessary for global competitiveness, have been adopted by all but 12 states. Wisconsin has adopted them but has to increase academic intensity to be globally competitive. Reading, writing, and arithmetic with good doses of scientific learning must be the primary focus of the early school years. As students approach middle school, the intensity may not only be on higher levels of the “three R’s” but also on social studies and physical fitness. Though extracurricular activities have their place, academic enhancement must be the name of the game! And so also in the high school years with additional stress on critical problem solving and both vocational and college related technical studies. The key question for the public in coming elections: do or do not our state standards for our children adequately prepare them for competition in the world for the best jobs and self-fulfillment? We think not.
HOMEWORK The more time students spend in school, and the more they work at their studies after school, the better they perform. Wisconsin’s school year, at 180 days, is among the shortest in the world. South Korea requires 220 days; Japan requires 243 days. The average school day in South Korea is 16 hours. American kids average approximately 5 hours of study per week; in Europe, they average 7; in Japan, they study 19 hours a week. (OECD). Many leading countries have used summer school for enrichment. And in many of those countries, several hours of homework per weekday for older students plus much of weekend time is the norm, whereas in the US and Wisconsin such hours of homework is the exception. What will make all of this homework doable and even satisfying? It is the growing Stretch Target culture at home, with friends, and in the schools.
TECHNOLOGY With full appreciation of the potential of future developments in on line learning, research, communication, and evaluation, we would caution our leaders that at this time, in and of itself, technology is not a ‘magic bullet’. In South Korea, children are prohibited from cell phone usage in many schools. More and more studies in the US and overseas find that the use of cell phones in the classroom is counter productive. The billions of dollars spent by our Federal Government and others for school technology has not had a discernible impact on student scores. Technology should be part of the curriculum but as a tool to enhance instruction and student learning when deployed effectively.