[I won a free copy of this book in a contest by the publisher.]
Summary
The author’s assertions include:
- In America, proficiency declines over the course of learning, according to the National Assessment of Educational Progress
- Students are promoted due to age or time spent, or they are introduced to new concepts without mastering the earlier, prerequisite skills. This puts them further and further behind.
- Some “interventions” are actually detrimental. When students practice those skills over and over, they become habits that interfere with effective learning.
- Even the kids at the “top” are failing to reach advanced levels in subject areas. Over 75% of college freshmen need remedial classes in reading, writing, and math.
- What is often a lack of opportunity to master basic skills is instead labeled a “disability” or given a medical diagnosis. Then the child is medicated and programmed accordingly.
The author instead comes to the world of education and learning as a behavioral scientist. She focuses on observation, skills practice, and reinforcement.
Review
The author is highly critical of the American schooling “establishment” which can be off-putting for someone who has worked in education. While I agreed with some of her assertions about unrealistic expectations of kindergarten and first grade students, about behavior modification over medication/diagnosis in some cases, etc., the delivery was a little too antagonistic for me.
One positive to the author’s criticism of every system from teacher training to social promotions is a sense that every student could succeed if only we gave them the right sort of environment and instruction. And I do love that philosophy.
Out of the 190 pages of content, not including appendices, 130 or so are focused on the “problems” of the system. I see the need to establish a strong case for the ways the current system is broken. But I would have enjoyed more emphasis on solutions. The author gives a lot of page space to her own learning program, but not much that the general reader could apply to their situation. I also would have loved more anecdotes and stories of kids and families who saw change and improvement.
The author makes a good case for a shift in instructional methods, but as both a former educator (Teacher/Librarian) and as a parent, this left me feeling pretty powerless. The case is strongly made that the “establishment” will do its thing regardless of research and data. What’s the average parent supposed to do to help their kids? There’s not even enough practical examples here for a parent to adapt to a homeschooling environment. If anything, this could be an interesting discussion starter. But I’m afraid the antagonistic, accusatory tone will keep educational professionals – from teachers to administration to the “establishment – from getting into ways to make a difference for real kids in real need.
Rating: ♥♥½*
*♥♥½ = Mostly solid to solid – some issues, but I was able to finish.
