(Guest Post by Matthew Ladner)
Mike McShane hosted an event last week at the American Enterprise Institute, and I had the opportunity to serve on a panel with Mike, Andy Smarick and Kara Kerwin. During the discussion, Andy confessed that what he found the “disaggregation” of K-12 unsettling. This came up in the context of a discussion of Arizona’s ESA program and students like Jordan Visser:
“How do you assign a teacher of record?” I recall Andy asking. For Jordan, such a question is already antiquated. Should his tutor be classified as the teacher of record? Or the physical therapists? Mr. or Mrs. Visser? What if Jordan is taking a MOOC from Stanford is a few years? Should the state of Arizona attempt to hold Stanford “accountable” for what Jordan learns?
Personally I choose “none of the above.”
The trend towards disaggregation in K-12 predates Arizona’s still tiny ESA program. The ESA program can in fact simply be viewed as the best vehicle for managing a customization trend as a quasi-market mechanism that gets us as close as possible to realizing the benefits of markets while preserving the public funding of K-12. The disaggregation trend however has been moving out into the bloodstream for decades. Consider the following program data from Florida:
This is a snapshot of traditional “school choice as you knew it at the end of the 20th Century.” Most but not all of these choices are mutually exclusive such that they are something any one student does to the exclusion of others. You don’t expect to find many students for instance enrolled in a private school full-time and doing full-time virtual instruction, for instance. Most of these options are either/or propositions you are either sitting in this type of seat, or that type of seat. Major avenues of part-time education, such as dual college enrollment and virtual education, are not included, so we are just getting warmed up.
Let’s take virtual education on next:
The Florida Virtual School is not the only supplier of accredited virtual courses in Florida, so the 148,000 or so courses they provided in 2011-12 underestimates the strength of the trend. Nevertheless FLVS long ago begged the question: if a child takes an online Mandarin course from an approved online provider, just what, if anything, does this have to do with the results on the host schools’ accountability scores?
Needless to say, FLVS found it necessary to develop alternative methods for measuring student achievement related directly to course content. High-school students have been taking classes at community colleges for decades with what appears to be an entirely understandable disinterest in sorting through just how much responsibility, if any, the Community College holds for what happens on the high-school students minimal skills accountability exam.
So what happens when we mix dual enrollment with virtual education?
Since we live in an age of wonders, we have over a thousand Massive Open Online Courses provided by some of the finest universities in the world available for free. Oh and the number of courses keeps growing. Did I mention that it has already been worked out for MOOC students to take third-party proctored final exams and receive college credit for them? Yes, right, that too. Has anyone thought through the fact that the $89 cost for a third-party end of course exam may prove incredibly attractive for both families but also to schools who don’t enjoy having a portion of their budget sent off to an online provider?
So, let us imagine a 15-year-old taking a Calculus class from, say, the Massachusetts Institute of Technology. He or she successfully completes a third-party end of course exam, he or she either is or in the near future will be eligible for college credit from a large number of universities around the world. Obviously provision for this student to receive high-school calculus credit will need to be made as well if we are to maintain any semblance of sanity. Should authorities in Arizona disallow this because MIT’s Calculus course doesn’t precisely fit the state of Arizona’s state standards?
In short, the disaggregation genie is out of the bottle, and the trend looks set to accelerate in the coming years. As our system of education evolves it will be necessary to update our thinking regarding transparency and accountability: they are already out of date and will be increasingly so moving forward. It would be absurd to require Jordan Visser to take the AIMS test. The AIMS has nearly played itself out for the 19th Century factory model school system in Jordan’s home state and has nothing to do with Jordan. Regarding the ESA program, the public’s interest in transparency would be better served by collecting national norm reference exam data and having them analyzed by a qualified academic researcher. Regarding the broader education system, Texas has already moved to replace minimal skills tests with subject specific end of course exams at the high school level. If a student takes a Physics class, shouldn’t we be curious as to whether or not they learned any “Physics”?
Creative destruction usually kills outdated ideas before outdated organizations. Our notions about how to provide transparency in a changing K-12 world have been running behind schedule.
If a student takes a standardized test in math and does well, does the credit go to his school or to Kumon/Mathnasium/Sylvan/A+/iXL/Khan/his tutor/his parents (who essentially home school after school)? A lot of schools have gotten away with having a crappy math program because savvy parents make sure their kids learn what they need to learn outside of school.
Lots of things today obscure the quality of our K-12 schools, essentially protecting a broken system.
You raise an interesting point. I see a lot of discussion about how poverty is to blame for short-comings, but almost nothing on how America’s enormous wealth and improving technology may be responsible for success.
I think you are confused, Matt. What Ann described is precisely “how poverty is to blame for short-comings.” Poor people have no money for Kumons or Sylvans, which flourish in more affluent neighborhoods. And, in many cases, *they* need to be the Teachers of Record, even as the local public schools are happy to substitute themselves as the reason for success.
In my affluent Palo Alto (Calif.) we have had students getting extra-curricular help galore, particular since its foolish move to Everyday Math 5 years ago. So EDM and Palo Alto use this as a “proof” that Everyday Math “works.”
Confusion is my normal state, but you two seem to be saying the same thing to me. If so I agree with you both.
Should we say that “Money is the answer.”
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