Education Myths:
Misconceptions, and Mistakes
Did you hear about the two guys who missed their
chemistry exam? They were doing quite well in the
course; each had an A going into the final exam. They
were so confident that, the night before, they went to a
party and got drunk. They passed out, overslept, and
missed the exam. Reflecting on their predicament, they
conspired to lie to the professor. They told him that
while driving to the exam, they got a flat tire and were
stranded through no fault of their own. The professor
yielded, agreeing to give them a makeup exam the next
morning. When they arrived, he put them in separate
rooms. There was one question on the first page: “5
marks – Define molarity.” Each student thought, “Cool,
this is going to be easy,” and wrote down the answer.
Turning the page, they read the only other question on
the exam: “95 marks – Which tire?”
Some myths are harmless, even humorous. Others are
misleading, frustrating, and destructive. I have already
described how technology can solve our problems in
education. Before I discuss practical ways to initiate
change, it is worth examining some previous attempts at
education reform. Specifically, it is important to
understand the myths and mistakes that have contributed
to past failures. Only by exposing errant paths can we
avoid traveling them again in the future.
Those who cannot remember the past are condemned to
repeat it.
– George Santayana
In education, there are five types of myths: urban
legends, frauds, misconceptions, pointless initiatives,
and oscillations. Urban legends are fictional, albeit
innocuous, stories that are capable of duping an
unsuspecting public. Frauds, also based on fabrication,
are purposeful misrepresentations that border on
criminal conduct. Misconceptions, dull in comparison,
are commonly held beliefs that are invalid. Pointless
initiatives, more insidious than misconceptions, are
baseless beliefs that are integrated into teaching.
Finally, oscillations occur when educators move from
one flawed extreme to another, and then back again over
time.
Urban Legends
Discipline problems are
escalating and out of control. At least that was the
claim made by a widely circulated email in the 1990s.
According to one version:
In the 1940s, a survey
listed the top seven discipline problems in public
schools: talking, chewing gum, making noise, running in
the halls, getting out of turn in line, wearing improper
clothes, not putting paper in wastebaskets. A 1990s
survey lists these top seven: drug abuse, alcohol abuse,
pregnancy, suicide, rape, robbery, assault.
These dramatic findings were cited in articles and
speeches by George Will, Rush Limbaugh, Ann Landers, CBS
News, Time magazine, Harvard president Derek Bok,
Senator John Glenn, Secretary of Education William
Bennett, and others. These surveys were a damning
indictment of modern society. Or at least they would
have been, had they been real.
In 1994, Barry
O’Neill exposed this urban legend in his New York Times
article, “The History of a Hoax”. It turns out there
was no survey in 1940 or 1990. They were fabricated by
one man – T. Cullen Davis, a born-again Christian
fundamentalist – to support his contention that schools
were contributing to the moral decay of society. When
asked to comment on the lists, Davis admitted, “They
weren’t done from a scientific survey.” He said, “How
did I know what the offenses in the schools were in
1940? I was there. How do I know what they are now? I
read the newspapers.”
Urban legends are
fascinating. You can find hundreds of them listed at www.snopes.com. Apparently, students are not
automatically granted perfect grades when a roommate
commits suicide, there are no organ thieves on campuses,
and there never was an objectionable little boy named
Teddy Stoddard whose life was turned around by his
fifth-grade teacher after she realized she was being too
judgmental. On the other hand, some
inspiring stories are true. A student really did solve
an “unsolvable” equation in statistics after coming to
class late and thinking the problem on the board was
homework. And a math teacher, during a difficult Friday class, really
did ask her students to write down “the nicest thing
they could say about each of their classmates”, which
when compiled and returned to students had a profound
and lasting effect on many lives.
Although urban
legends offer an interesting diversion, they are of
little practical value since the problems they describe
are not authentic. There are plenty of real problems to
solve, and plenty of failed solutions to expose.
Frauds
In the same year that “The History of a Hoax”
was published, Roderick Paige became superintendent of
Houston schools. During his tenure from 1994 to 2000,
Paige introduced an accountability policy. Principals
were placed on one-year contracts and either given
financial bonuses or demoted based on student
performance – as measured by dropout rates and test
scores. Consequently, dropout rates plummeted and test
scores skyrocketed. At Austin High School, the official
dropout rate fell from 14.4% to 0.3%. The percentage of
tenth-grade students who passed the Texas math test rose
from 26% to 99%. Other schools in the district
experienced similar accomplishments.
Paige was
praised for the success of Houston schools. In 2001, he
was appointed Secretary of Education by President George
Bush (who had served as Texas Governor during Paige’s
tenure). Bush used the dramatic turnabout in Houston as
the model for his No Child Left Behind Act. In 2002,
Houston received the first $1,000,000 Broad Foundation
prize for the best urban school district in the United
States. The “Texas Miracle” offered proof that holding
educators responsible leads to improvements. Or at least
it would have, had it been real.
The dramatic
decline in dropout rates was the result of falsified
data and misleading withdrawal coding. Rather than
coding students as dropouts, they were incorrectly coded
as transferred or pursuing GEDs. In 2001, 27% of
Sharpstown High School students left without graduating,
yet the official number of dropouts was 0%.
(Coincidently, principals with dropout rates below 0.5%
received financial bonuses of up to $10,000.) A state
audit revealed that most students who left should have
been coded as dropouts. State officials now concede that Sharpstown numbers were purposely falsified.
Improvements in test scores were also fictitious. While
scores on the Texas Assessment of Academic Skills
increased, SAT scores were basically unchanged. Was
this a case of a statewide test getting easier over time
to inflate scores and make administrators look good? No,
in Houston, a different mechanism was at work. According
to Robert Kimball, the former Sharpstown assistant
principal who helped expose the Texas Miracle fraud,
“The secret of doing well in the tenth-grade tests is
not to let the problem kids get to the tenth grade.” In
2001, Austin High School had 1,160 ninth-grade students
but only 281 tenth-grade students. Students were held
back for failing one course. Some were even forced to
repeat courses they had already passed. Students eluded
a tenth-grade classification altogether by being coded
in ninth grade for two years and then in eleventh grade
for their third year. Also, the number of students
classified in special education doubled, preventing
these scores from counting toward school accountability
ratings. Only by removing weaker students from
eligibility were scores able to rise.
next:
The Path to Better Schools
This is an excerpt
from
Chalkbored.
Order the book
here
to learn more about ...
- Multiple intelligences and learning styles
- School safety: Duck and Cover, fire drills, and
lockdown drills
- School size and whether small schools are better
- Separating students: tracking and ability
grouping
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