Are Students Getting Worse?

This paragraph discusses the effects of COVID-19 on the education system, particularly focusing on the case of Vivian Kargbo's daughter who fell behind academically due to remote learning. It highlights the dilemma of keeping schools closed for safety and the negative impact on students' mental health and academic performance. The paragraph also mentions the debate on 'COVID learning loss' and the challenges teachers face in addressing the varied academic levels of students post-pandemic.

A school teacher shares her views on the concept of learning loss, arguing that COVID-19 did not singularly cause student performance to decline but exacerbated existing issues. She discusses the shift in teaching methods, the focus on standardized testing, and the lack of holistic education. The teacher also touches on the impact of remote learning on student behavior and the challenges of adapting to new educational norms.

This section critically examines the concept of 'learning loss' and its historical context, dating back to the 1950s and the space race. It discusses the role of standardized testing in education and the cyclical panic around student performance. The paragraph also explores the idea that learning is more complex than mere performance metrics and that the current education system may not accurately reflect a student's true abilities or knowledge.

The paragraph delves into the historical and capitalist influences on education, such as the shift towards a disciplined workforce and the dehumanization of students. It discusses the role of schools in creating a compliant workforce and the impact of this approach on students' mental health and engagement. The speaker shares personal experiences and reflects on the need for a more student-centered, less punitive educational system.

This section exposes the profit motives behind the learning loss narrative and the multi-billion dollar testing industry. It argues that the focus on standardized testing and performance metrics serves the interests of corporations rather than the educational needs of students. The paragraph also discusses the need for a systemic change in education, moving away from the current model that benefits shareholders at the expense of students' well-being and true learning.

The paragraph discusses the role of education in perpetuating social inequalities and the capitalist system. It draws connections between historical efforts to discipline the working class and modern schooling practices. The speaker argues that the education system is designed to produce a certain type of worker and that this approach is harmful and dehumanizing, particularly for working-class and racialized students.

This section critiques the use of grading and standardized testing as tools for creating a workforce, rather than for fostering genuine learning. It discusses the origins of efficiency in schools, linking it to Taylorism and its negative impact on substantive productivity. The paragraph argues that the education system values efficiency and standardization over curiosity and intellectual engagement, leading to a devaluation of thoughtful work.

The speaker shares a personal story about implementing strict rules in the classroom and its negative consequences. They discuss the concept of 'the beautiful risk of education,' which involves giving students agency and freedom in their learning. The paragraph emphasizes the importance of trusting students to use their power responsibly and the potential for a more student-centered approach to education.

The paragraph explores the idea of 'unlearning' as a response to the shortcomings of the education system. It acknowledges the need to unlearn certain aspects of education but criticizes the notion as an insufficient solution. The speaker argues that societal and economic structures must change for education to truly transform, and that simply unlearning past teachings does not address the root issues.

This section discusses Ivan Illich's critique of traditional schooling and his proposals for alternative educational models, such as 'skill centers' and an educational credit system. While appreciating Illich's critique and suggestions, the speaker also highlights the limitations of his ideas, particularly in the context of an unchanged capitalist system. The paragraph emphasizes the need for broader societal change beyond educational reforms.

The final paragraph ties the issues within the education system to broader societal problems, such as inequality and the need for a compliant workforce. It argues that the education system reflects and reinforces these social relations, perpetuating a cycle of alienation and class stratification. The speaker advocates for a true education that values dialogue and student participation, suggesting that such a system can only arise from a transformed society.