ERIC Number: ED456573
Record Type: RIE
Publication Date: 2001-Apr
Imperatives for Change: The Case for Radically Redesigning Public Education in America. Preschool through Postsecondary.
After a period of decline, dropout rates are on the rise. Relative to students in other countries, American students do well at elementary level and later lag behind. Students are becoming more ethnically diverse. By 2010, immigrants' children are expected to account for one in five of students. In the new economy, college degrees and computer skills are in demand. Just as imperative is the ability to work independently, to think critically, to communicate effectively, and to function as part of a team. Students and their achievement should be at the core of curriculum and accountability measures. Redesigning public education requires rethinking longstanding practices and recognizing that the traditional beginnings and endings of formal schooling have grown irrelevant. Schools should provide extensive high-quality learning opportunities to children before kindergarten. Education should no longer use the lock-step method of student promotion since learning and advancement move at various paces. Transition between levels, from prekindergarten to university, should be smooth. Having enough high-quality teachers to accomplish all of this is imperative. Teachers educate to give facts, understanding, and power to observe the world, as well as to enrich citizenship and cultural awareness. In the future, education will have to become more customized to reach these goals. (Author/RKJ)
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Postsecondary Education, Public Education, School Effectiveness, School Restructuring
Education Commission of the Tates, 707 17th St., Suite 2700, Denver, CO 80202-3427. Tel: 303-299-3600; Fax: 303-296-8332; Web site: http://www.ecs.org. For full text: http://www.ecs.org/ecsmain.asp?page=/search/default.asp.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Metropolitan Life Foundation.
Authoring Institution: Education Commission of the States, Denver, CO.
Note: The first in a series of essays supported by the Metropolitan Life Foundation Change in Education Initiative.