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In her award-winning book, Linda Darling-Hammond-renowned researcher, policy advisor, and educational leader-contends that improving America's performance in the global economy is closely tied to closing the minority-majority achievement gap at home. Today in the United States only 1 in 10 low-income kindergarteners goes on to graduate from college. At a time when education matters more than ever, the U.S. high school graduation rate has dropped from first in the world to the bottom half of rankings for comparable nations. While such sobering facts inform her new book, the author focuses on the successes of effective school systems in the U.S. and abroad in order to develop a clear and coherent set of policies that can be used to create high-quality and equitable schools. Drawing on her broad experience, Darling-Hammond examines the roots of our modern education system and shows how the skills required for our 21st-century global economy cannot be learned in traditional education systems, which have been in place since the early 1900s. She identifies an "opportunity gap" that has evolved as new kinds of learning have become necessary - a gap where low-income students, students of color, and English language learners often do not have the same access as others to qualified teachers, high-quality curriculum, and well-resourced classrooms. After setting the stage on current conditions in the United States, Darling-Hammond offers a coherent approach for effective reform that focuses on creating successful systems, inducting and supporting quality teachers, designing effective schools, establishing strong professional practice, and providing equitable and sufficient resources. The Flat World and Education lays out what the United States needs to do in order to build a system of high-achieving and equitable schools that ensures every child the right to learn.
Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, a chief education advisor to President Obama, Co-Director of the Stanford Center for Opportunity Policy in Education, and Founding Director of the School Redesign Network at Stanford.
- Sales Rank: #121798 in eBooks
- Published on: 2009-01-01
- Released on: 2013-04-12
- Format: Kindle eBook
From Publishers Weekly
Starred Review. Examining in detail issues like equality of spending, testing in K-12 education, and teacher preparation, Stanford education professor Darling-Hammond (The Right to Learn) makes a clear, organized argument that, "like manufacturing industries that have struggled and gone under in recent decades, modern schools were designed at the turn of the last century," and are in desperate need of transformation. Using a straightforward style to examine complex issues, Darling-Hammond reveals the successful educational strategies around the world that are toppling the old educational guard, including a high degree of personalization that allows stronger, closer relationships among students, faculty, staff, and parents. Darling-Hammond doesn't shy away from difficult questions at the heart of seemingly-intractable academic issues; for example, "How is it that scores have been driven upward on the state tests required by No Child Left Behind, yet they have dropped on... international measures?" Scholarly and factual, well-researched and packed with astounding examples of the current climate of American education, this text should prove highly informative for educators, educational administrators, and involved parents throughout the U.S.
Review
''Contains a valuable lode of practical and research-based advice about how to improve our schools.'' --Washington Post
''There are few who are as strong as Darling-Hammond in using and analyzing statistical data and scholarship...and in fighting for educational equity; when she talks about leaving no child behind, she truly means it. This book is a must for graduate education students, educators, [and] policy makers...Essential.'' --CHOICE Magazine
''Darling-Hammond identifies the policies and the practices that could turn the tide from educational mediocrity to educational excellence for all if we only had the will.'' --The School Administrator
About the Author
Linda Darling-Hammond is Charles E. Ducommun Professor of Education, Stanford University.
Most helpful customer reviews
104 of 114 people found the following review helpful.
What we Americans can do for our education system(s)
By Stephen Armstrong
This is Linda Darling-Hammond's magnum opus, and it is a magnum opus--complex, thorough, well-written, complete, and thoughtful. Her thesis is that until we in the U.S. do the following, our country will produce hollowed-out children who cannot compete in the global economy: (1) Make a serious, long-term commitment to educational equity by funding all districts equally; (2) Use "thinking curricula" that require students to work together on projects of intellectual import, rather than on meaningless "seatwork"; (3) Professionalize the teaching profession by increasing its status, pay, training, professional development, and requirements for entry, especially in the sciences, mathematics, foreign languages, and so forth; (4) Use a 15- to 20-year timeline for improvement; (5) Stop the yo-yo curriculum innovations that swing U.S. curricula all over the block in unproductive "innovational" oscillations; (6) Stop punitive de-funding or punitive control of "failing schools" through Annual Yearly Progress reports, which have the unintended consequence of over-valuing the results of standardized testing.
Darling-Hammond gives both positive and negative examples of educational innovation. On the positive side in the globe: Singapore, South Korea, and Finland. In the U.S. Connecticut, North Carolina. These are extremely well-written case studies of how to improve education well. On the negative side: The U.S. as a whole, and California in particular, which gutted the #1 public school system in the world over the last 30 years.
In regard to educational equity, Darling-Hammond is particularly passionate, especially since the poor districts are also the immigrant districts are also the most-needy districts and the least well-funded districts. Such disparities in Massachsetts, for example (not mentioned in her book): Newton, MA, just built a $170 million high school; Chelsea, MA, twenty miles away, is bankrupt. Guess where the poor immigrant groups live.
I finished the book by wanting to ask Darling-Hammond questions. For instance, if we created a national action plan to improve education in the U.S., how long would she want it to run, and how much would it cost? What would she do about the multi-tiered political offices that control local education (federal, state, and local)? What would be her #1 curriculum priorities? Would she dispose of useless courses? How would she handle the problems of parent rage and disrespect of teachers? What would be the impact of her reforms on special education and bilingual education, which have poor track records for re-integration or fast integration of students into the overall curriculum?
On my part, I have suspicions about both special education and bilingual education that lasts for six or seven years. Also, Darling-Hammond does not mention that U.S. students study about 50% as much as students in well-functioning countries such as India and China. This lets our students off the hook of improving themselves (see the movie, 2 Million Minutes, which is the amount of time students in the U.S., China, and India spend in high school).
Nevertheless, her overarching conclusion is valid: until and unless we build an equitable, well-funded, comprehensive, across-the-board reformed educational system, U.S. children will never be able to compete in the world economy. That's the nice way of saying our children will come out dumb.
The measure of a good book: one wants to continue the dialogue. Nicely done, Dr. Darling- Hammond!
143 of 169 people found the following review helpful.
Foggy Weather
By R. M. Smith
My review? In a word: disappointing. I had hoped that Dr. Darling-Hammond would have dispelled the fog surrounding the current national debate on education reform. Instead she only perpetuates many of the same old false assumptions and romantic beliefs dominating policy analysis today - only this time re-packaging them in progressive vestments rather than in the typical "free market" three-piece suit.
Here are a few observations. She spends the first part of the book trying to make the usual case about the dire state of student achievement in the United States. Like so many other recent reformers, she indicts public education relying largely on results from international assessments such as the Program for International Student Assessment (PISA), but fails to provide the necessary interpretive cautions concerning the sampling and other methodological weaknesses of these assessments. The fact that many students in our country receive an outstanding public education is glossed over completely thus justifying the need for universal reform through a complete condemnation of the status quo.
LDH avoids any discussion of cognitive ability and its connection to student achievement, further promoting the romantic fiction that all students can achieve the same performance standards within the same time frame. This omission ignores a critical reality which must be fully explored in the education reform debate - but is never even broached.
The middle section of the book focuses on trying to learn lessons from other countries with reputedly higher student achievement. None of the relevant cautions about such comparisons are cited, while sweeping, unfounded generalizations carry the day. The approach reminds me of much educational research where authors freely discuss cause and effect based on even the slightest positive or negative correlations.
The last third of the book discusses what should be done to fix public education. While there are some worthy targets for improvement, too many familiar hobby horses show up to confuse the discussion. For instance, LDH promotes small (secondary) schools enthusiastically, citing Diane Ravitch as a source. Of course, DR in her most recent book, The Death and Life of the Great American School System, effectively shreds the argument for small schools.
LDH's lengthy discussion of teacher quality has merit but takes many wrong turns and eventually ends up promoting a set of expensive ideas that will make little difference. And as long as I am mentioning resources, I might as well make sure that you understand that there is no discussion of how her admittedly expensive reform proposals might be funded. Even if her recommendations were spot on, the cost would be prohibitive, at least given the public taxation system in the United States as it is today.
Her best contribution is in the discussion of opportunity to learn and the need to ensure that all students get access to a good basic education - though we differ somewhat on what constitutes a basic education, the engine of opportunity. Yes, there are inequities that need attention. And yes, there are teacher quality issues that need attention. And yes, students need to be appropriately challenged academically. And yes, students need to spend more time in school. But unfortunately this book does not offer much to inform our understanding of these issues or advance a realistic course of action.
The fog still hangs heavy over the debate.
18 of 22 people found the following review helpful.
The Flat World and Education - both a joy and a heartbreak
By Sandra Day
Linda Darling-Hammond's (LDH) book, The Flat World and Education is both a joy and a heartbreak. We learn in detail how the United States' education system has come to be in the state that it is, and we are overjoyed to see that she details a road map to improvement. But our hearts break when we realize that if we do not help those see this road - those who have the power to make real changes in our educational system, then her roadmap will likely not be followed.
I begin where Linda Darling-Hammond ends this book, with a quote from Martin Luther King, Jr.
"I said to my children, 'I'm going to work and do everything that I can do to see that you get a good education. I don't ever want you to forget that there are millions of God's Children who will not and cannot get a good education, and I don't want you feeling that you are better than they are. For you will never be what you ought to be until they are what they ought to be.'"
It is appropriate to begin with this because throughout her book, there is the consistent message that educators know what needs to be done to improve education and that we have the power to make positive changes.
The first third of the book outlines the history of our educational system and notes that the U.S. is falling behind other countries as they make significant investments in education reform, including removing rigid centralized structures and increasing investments in teacher education and development. These reforms are long-term in nature versus the US' quick-fix mentality evidenced by "Race to the Top." In addition, LHD focuses on "opportunity gap" by chronicling how inequities in resources and teacher quality impact low-socioeconomic schools. Also, serious attention is given to the inequitable access to rigorous course material for students of color.
Next, LDH states that the U.S. has lead to teachers rushing through the curriculum instead of focusing on quality teaching and students who can answer test questions, but cannot apply their knowledge and skills. In addition, these accountability reforms have lead to policies that punish low-performing students and schools instead of providing the supports they need.
The next third of the book focuses on inequitable funding and the relationship between funding and quality. Darling-Hammond provides evidence that builds a relationship between funding and equity and describes how investments in quality pre-school experiences and quality pedagogy have demonstrable impacts. LDH then uses three states' examples that demonstrate investment in improving teacher quality and early learning experiences. These examples are then compared to international countries where long-term (over 30 year), consistent, and coherent educational reforms have made huge strides in educational outcomes. The commonalties of these strides become the basis for Darling-Hammond's American educational vision:
- Equitable funding
- Eliminated tracking systems
- Focused learning standards/outcomes on higher order thinking skills
- Developed national teaching policies to develop stronger teacher education programs
No LHD publication would be complete without a strong focus on improving teacher preparation and quality by overhauling teacher preparation. This work leaves no doubt about her commitment to fixing teacher recruitment and retention, and creating opportunities to share teacher knowledge and skill to create widespread expertise that can improve schools.
In the final pages of the book the "joy" shines through. Her vision for what quality schools is crystal clear. Our school systems should move towards smaller schools that keep students and teachers together for multiple years. In addition, inquiry and project-based structures should be used to promote intellectually challenging, personalized and relevant instruction that is assessed through performance-based measures. Teachers and administrators should be collaborative learners as they focus on continual improvement. Her roadmap also includes creating meaningful learning goals to guide curriculum in schools. These learning goals should be complemented by appropriate state and local assessment systems that evaluate students' abilities to solve problems, and explain and defend their ideas. Policies must be enacted to equalize funding and improve teacher quality. In addition, increases in funding for recruitment and retention of quality teachers in high-need areas and mentoring programs are needed. Significant attention to reforming school cultures and structures to focus on collaborative learning is also needed.
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