Jul 11, 2019 / E-news
In The Roots of Low Achievement: Where to Begin Altering Them, author and academic Sandra Stotsky writes about the ways in which public education has become dysfunctional because of policies designed to address low achievement.
Stotsky, a professor of education emerita at the University of Arkansas and former senior associate commissioner at the Massachusetts Department of Elementary and Secondary Education, specializes in school curriculum, K-12 standards, teacher training, and teacher licensing tests. In her book, she highlights student effort as a central factor in academic achievement, in addition to civic education and a culture that promotes civic mindedness in students at an early age.
“We have a civic culture. Kids need to learn how to maintain one via self government,” said Stotsky. In the past, Stotsky writes, regardless of academic achievement, students “learned they were politically equal to each other, with a shared civic identity.”
How do we return to these standards and values? Stotsky believes that there are a number of solutions, beginning with a focus on parent and school partnerships that revive communities’ mission for public education. One way to do this is to fund K-12 civic education programs “that restore students’ understanding of who they are as individuals in this country’s civic culture,” such as the Center for Civic Education’s programs.
The Roots of Low Achievement: Where to Begin Altering Them will be released on August 12, 2019.