Opinion
Federal Opinion

No Dog Left Behind

By Marion Brady — January 23, 2009 6 min read

Driving the rural roads of Scotland, Ireland, and Wales, I’ve occasionally been fortunate enough to be blocked by sheep being moved from one pasture to another.

I say “fortunate” because I’ve gotten to watch an impressive performance by a dog—a border collie.

And what a performance! A single, midsize dog herding two or three hundred sheep, keeping them moving in the right direction, rounding up strays, knowing how to intimidate but not cause panic, funneling them all through a gate, and obviously enjoying the challenge.

Why a border collie? Why not an Airedale or Zuchon, or another of about 400 breeds listed on the Internet?

Because, among those for whom herding sheep is serious business, there’s general agreement that border collies are better than any other dog at doing what needs to be done. They have “the knack.” That knack is so important, those who care most about border collies even oppose their being entered in dog shows. They’re certain that would lead to border collies being bred to look good, and looking good isn’t the point. What counts is talent, interest, innate ability, performance.

Other breeds are no less impressive in other ways. If you’re lost in a snowstorm in the Alps, you don’t need a border collie. You need a big, strong dog with a good nose, lots of fur, wide feet, and a great sense of direction for returning with help. You need a Saint Bernard.

If varmints are sneaking into your henhouse, killing your chickens, and escaping down a little hole in a nearby field, you don’t need a border collie or a Saint Bernard. You need a fox terrier.

Want to sniff luggage for bombs? Chase felons? Stand guard duty? Retrieve downed game birds? Guide the blind? Detect certain diseases? Locate earthquake survivors? Entertain audiences? Play nice with little kids? Go for help if Little Nell falls down a well? With training, dogs can do those jobs well.

So, let’s set performance standards and train all dogs to meet them. All 400 breeds. Leave no dog behind. Two-hundred-pound mastiffs may have a little trouble with the chase-the-fox-into-the-little-hole standard, and Chihuahuas will probably have difficulty with the tackle-the-felon-and-pin-him-to-the-ground standard. But, hey, standards are standards! No excuses! No giving in to the soft bigotry of low expectations. Hold dogs accountable.

Here’s a question: Why are one-size-fits-all performance standards inappropriate to the point of silliness when applied to dogs, but accepted without question when applied to kids? If someone tried to set up a national program to teach every dog to do everything that various breeds are able to do, the Humane Society and the American Society for the Prevention of Cruelty to Animals would have them in court in a New York minute. But when authorities mandate one-size-fits-all performance standards for kids, and the standards aren’t met, it’s the kids and teachers, not the standards, that get blamed.

Consider, for example, what’s happening in math “reform.” School systems across the country are upping both the number of required courses and their level of difficulty. Why? Is it because math teaches transferable thinking skills? There’s no research supporting that contention. Is it because advanced math is required for college work? Where’s the evidence that colleges have a clear grasp of America’s educational challenge and therefore should be leading the education parade? Is it because most adults make routine use of higher math? No. Is it because American industry is begging for more mathematicians? Not according to statistics on available job opportunities. Is it because math has played an important role in America’s technological achievements, and if we’re to continue to be pre-eminent, a full range of math courses needs to be taught?

Bingo! And true. But how much sense does it make to run every kid in America through the same math regimen, when only a small percentage has enough mathematical ability to make productive use of it? How much sense does it make to put a math whiz in an Algebra 2 classroom with 25 or 30 aspiring lawyers, dancers, automatic-transmission specialists, social workers, surgeons, artists, hairdressers, language teachers? How much sense does it make to put hundreds of thousands of kids on the street because they can’t jump through a particular math hoop?

Some suggestions:

One: Stop fixating on the American economy. Trying to shape kids to fit the needs of business and industry rather than the other way around is immoral.

Two: Stop massive, standardized testing. For a fraction of the cost of high-stakes subject-matter tests, every kid’s strengths and weaknesses can be identified using inexpensive inventories of interests, abilities, and learning styles.

Three: Eliminate grade levels. Start with where kids are, help them go as far as they can go as fast as they can go, then give them a paper describing what they can do, or a Web site where they can do it for themselves.

Four: When kids are ready for work, push responsibility for teaching specialized skills and knowledge onto users of those skills and knowledge—employers. Occupation-related instruction such as that now being offered in magnet schools will never keep up with the variety of skills needed or their rates of change. Apprenticeships and intern arrangements will go a long way toward smoothing the transition into responsible adulthood.

Five: Abandon the assumption that spending the day “covering the material” in a random mix of five or six subjects educates well. Only one course of study is absolutely essential. Societal cohesion and effective functioning require participation in a broad conversation about values, beliefs, and patterns of action, their origins, and their probable and possible future consequences. The young need to engage in that conversation, and a single, comprehensive, systemically integrated course of study could prepare them for it. It should be the only required course.

Six: Limiting required study to a single course would result in an explosion of educational options (and save a lot of money). We say we respect individual differences, say we value initiative, spontaneity, and creativity, say we admire the independent thinker, say every person should be helped to realize her or his full potential, say the young need to be introduced to the real world—then we spend a half-trillion dollars a year on a system of education at odds with our rhetoric. Aligning the institution with our core values would give it the legitimacy and generate the excitement it now lacks.

Alternatively, we can continue on our present course. For almost 20 years, “reform” has been driven by the assumption that “the system"—the math, science, language arts, and social studies curriculum in near-universal use in America’s schools and colleges since 1892—is sound, from which it follows that poor performance must be the fault of the teachers and kids. This, of course, calls for tough love—standards, accountability, raised bars, rigor, competitive challenges, public shaming, pay for performance, penalties for nonperformance.

Wrong diagnosis, so wrong cure. The problem isn’t the kids and the teachers; it’s the system. More than a century of failed attempts to drive square pegs into round holes suggests it’s past time to stop treating human variability as a problem rather than as an evolutionary triumph, and begin making the most of it.

A version of this article appeared in the January 28, 2009 edition of Education Week as No Dog Left Behind

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Teaching Webinar
Meeting the Moment: Accelerating Equitable Recovery and Transformative Change
Educators are deciding how best to re-establish routines such as everyday attendance, rebuild the relationships for resilient school communities, and center teaching and learning to consciously prioritize protecting the health and overall well-being of students
Content provided by Campaign for Grade-Level Reading
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Reading & Literacy Webinar
Addressing Learning Loss: What Schools Need to Accelerate Reading Instruction in K-3
When K-3 students return to classrooms this fall, there will be huge gaps in foundational reading skills. Does your school or district need a plan to address learning loss and accelerate student growth? In this
Content provided by PDX Reading
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Equity & Diversity Webinar
Culturally Relevant Pedagogy to Advance Educational Equity
Schools are welcoming students back into buildings for full-time in-person instruction in a few short weeks and now is the perfect time to take a hard look at both our practices and systems to build
Content provided by PowerMyLearning

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

Federal How Political Backlash to Critical Race Theory Reached School Reopening Guidance
A lawmaker wants Miguel Cardona to repudiate the Abolitionist Teaching Network after federal COVID-19 documents referenced the group's work.
6 min read
Rep. Virginia Foxx, R-N.C., is seen at a press conference at the U.S. Capitol on March 9, 2021 in Washington.
Rep. Virginia Foxx, R-N.C., is seen at a press conference at the U.S. Capitol on March 9, 2021 in Washington.<br/>
Graeme Sloan/SIPA USA via AP
Federal Biden Team: Schools Can Go Beyond Trump Rules in Response to Alleged Sexual Misconduct
The Education Department's guidance, released July 20, states that Title IX rules from 2020 lay out "minimum steps" for educators.
3 min read
Symbols of gender.
iStock/Getty
Federal Fact Check: After Furor Over 1619 Project, Feds Adjust History and Civics Grant Plans
A previously obscure history and civics program has weathered a political storm, but what exactly has changed?
4 min read
Education secretary nominee Miguel Cardona speaks during a Senate Health, Education, Labor and Pensions Committee hearing on his nomination on Feb. 3, 2021, in Washington.
Education secretary nominee Miguel Cardona speaks during a Senate Health, Education, Labor and Pensions Committee hearing on his nomination on Feb. 3, 2021, in Washington.
Anna Moneymaker/The New York Times via AP
Federal 'Stop CRT' Bill, Votes in Congress Add to Political Drama Over Critical Race Theory
Sen. Tom Cotton's legislation and votes about critical race theory in the House underscore the issue's potency in Washington.
5 min read
Sen. Tom Cotton, R-Ark., speaks during a hearing to examine United States Special Operations Command and United States Cyber Command in review of the Defense Authorization Request for fiscal year 2022 and the Future Years Defense Program, on Capitol Hill, Thursday, March 25, 2021, in Washington.
Sen. Tom Cotton, R-Ark., speaks during a hearing on Capitol Hill March 25 in Washington.
Andrew Harnik/AP