In our class this week we've really grappled with a lot of ideas regarding sameness as fairness--but one theme really strikes through all others. Unfortunately, it is not a theme acknowledged by any of the chapters or articles we've addressed. It is this: that the fairness (whether it be student to student, or student to district, or student vs wealthier student in another district) in a classroom setting is ultimately up to the teacher and the decisions he or she makes.
We have read about how state efforts at creating a "same" classroom experience/education level by the instituted statewide tests and curriculum mandates destroy the exploration of creativity and "deep" learning in students which allows them to excel at far more than a multiple choice test. We've seen that preparing students solely for passing state tests produces a result more similar to lab rats than engaged human beings. Probably most notable, is the Abbot v. Burke case in New Jersey.
Here are 4 links to explore for some more info:
In summary, urban schools were not producing "quality graduates", nor performing well on state tests. Therefore, the Abbot district (a "minority", low income district) filed a suit against the state about how tax money was spent. True, property tax was the fundamental basis for school funding--and you can see where that goes. More to the point is that for the past 30 years, NJ has been struggling with the financial issue of providing the "same" education to all the students in NJ. Millions of dollars have been spent; misappropriated, misused, insufficiently allocated, and improperly calculated. The result is heralded by "progressive" speakers and educators as an example of diversity and equity. For parents in the system, and critical readers, it's not that clear. In fact, the book cover looks great... but we all know the old saying...
Do we have an interest in this country for producing quality students that engage the world around them with efficacy and reason? Or are we more concerned about "looking good", "pleasing the rabble-rousers", and "passing state assessments"? There seems to be a HUGE amount of fear regarding the last three points when it comes to being a teacher. If I, as a teacher, cause any political stir regarding a minority, or ONE of my students fails a state test, or I pay little attention to my "image" as a teacher and involve myself politically in a cause which is antithetical to my peers' and students' parents' point of view--I may very well think about moving... Somehow, I think we've become more concerned with appearances, and less with the heart of the matter.
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