A valuable robust discussion that travels over important subjects from ethnic studies, Eurocentric versus liberated frameworks, real world knowledge versus ideological knowledge, and much more. Thank you for the openness.
I can speak a little bit to how children are being assessed at reading. My daughter has severe dyslexia. I spent a lot of money over the last seven years on private reading tutors and was very involved with this aspect of her education. Over and over again schools would tell me that she was on par when I could see clearly that she could not read well at all.
They would measure one aspect of reading and demonstrate that my daughter had achieved that. I told them they were obviously not measuring what they needed to measure because I could hear how poorly she read.
I think the problem is two fold
1. Because of the “no child left behind“ legislation, schools, are under increased pressure to “demonstrate” academic proficiency. Under resourced schools have taken to making the testing easier: identifying metrics that support their rose-colored narrative.
2. Several decades ago reading activists, promoted a “whole language” approach to learning how to read. Bottom line it didn’t work, but many schools are invested heavily in it and are resistant to changing course. Listen to American public radio’s “sold a story” podcast for a good explanation about what happened.
A valuable robust discussion that travels over important subjects from ethnic studies, Eurocentric versus liberated frameworks, real world knowledge versus ideological knowledge, and much more. Thank you for the openness.
This was an amazing conversation!!!
I can speak a little bit to how children are being assessed at reading. My daughter has severe dyslexia. I spent a lot of money over the last seven years on private reading tutors and was very involved with this aspect of her education. Over and over again schools would tell me that she was on par when I could see clearly that she could not read well at all.
They would measure one aspect of reading and demonstrate that my daughter had achieved that. I told them they were obviously not measuring what they needed to measure because I could hear how poorly she read.
I think the problem is two fold
1. Because of the “no child left behind“ legislation, schools, are under increased pressure to “demonstrate” academic proficiency. Under resourced schools have taken to making the testing easier: identifying metrics that support their rose-colored narrative.
2. Several decades ago reading activists, promoted a “whole language” approach to learning how to read. Bottom line it didn’t work, but many schools are invested heavily in it and are resistant to changing course. Listen to American public radio’s “sold a story” podcast for a good explanation about what happened.
Laura this is good insight thank you. Charles Love touches on the issues with new learning approaches in his podcast episode with us as well.