One does not have to be Einstein to see this futile exercise of satisfying the public's bizarre system of accounting for misplaced priorities adversely impact children's motivation to learn. I have chosen to enroll my children at New York school not because the school does so well on standardized tests for reading and writing. I chose New York because the staff there must heroically manage to inspire learning in spite of the counterproductive pressure to perform. Research has shown that the more competition is promoted as a tool for learning, the less actual learning takes place.
It's pathetic to watch so many fine educators paid a pittance to pander to ignorant self-serving demands for accountability at the expense of our children's truly deserving affirmations to learn. You could not pay me enough. George W. stumps about "Tougher Standards" in the recent education bill. Meanwhile his unpaid wife, Laura, tries to promote reading as a joy in itself. (Recall Nancy had more brains than Ronny. One wonders if this pattern goes with the office.)
Can my child tell which is larger 3/16 or 5/24? Perhaps. I would rather he get the wrong answer but express curiosity as to why it would matter. What percentage of words randomly placed before my child can she pronounce or spell properly? Who cares? I would rather she read me a misspelled story that demonstrates fascination with character and plot in which she applies delicious words she has joyfully discovered. In the end, there remains one tougher standard teachers charged with my child's education basically need to get back to: Do you recognize my child's desire and can you challenge him to develop it to his own full satisfaction?
Rich Minder
Lawrence
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