Educational romanticism characterizes reformers of both Left and Right, though in different ways. Educational romantics of the Left focus on race, class, and gender. It is children of color, children of poor parents, and girls whose performance is artificially depressed, and their academic achievement will blossom as soon as they are liberated from the racism, classism, and sexism embedded in American education. Those of the Right see public education as an ineffectual monopoly, and think that educational achievement will blossom when school choice liberates children from politically correct curricula and obdurate teachers’ unions.
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Many laws are too optimistic, but the No Child Left Behind Act transcended optimism. It set a goal that was devoid of any contact with reality.
The first strand in explaining educational romanticism is a mythic image of the good old days when teachers brooked no nonsense and all the children learned their three
R’s. You have probably run across tokens of it in occasional editorials that quote examination questions once asked of public schools students. Here is an example that
The Wall Street Journal gave from the admissions test to Jersey City High School in 1885: “Write a sentence containing a noun as an attribute, a verb in the perfect tense potential mood, and a proper adjective.” Or consider the McGuffey Readers that were standard textbooks in the nineteenth century, filled with literary selections far more difficult than the ones given to today’s students at equivalent ages. That’s the kind of material all children routinely learned, right?
Wrong. American schools have never been able to teach everyone how to read, write, and do arithmetic. The myth that they could has arisen because schools a hundred years ago did not have to educate the least able. When the twentieth century began, about a quarter of all adults had not reached fifth grade and half had not reached eighth grade. The relationship between school dropout and intellectual ability was not perfect, but it was strong. Today’s elementary and middle schools are dealing with 99 percent of all children in the eligible age groups. Let today’s schools not report the test results for the children that schools in 1900 did not have to teach, and NAEP scores would go through the roof.
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For now, it is enough to recognize that educational romanticism asks too much from students at the bottom of the intellectual pile, asks the wrong things from those in the middle, and asks too little from those at the top. It short-changes all of them.