This article is the final of three parts on the FCAT Program in Florida. In Part I, the author explores educational reforms prior to the introduction of FCAT; next, he delves into the perceived problems of FCAT, including competency testing and school drop out rates. Part III concludes with some suggestions for overcoming the “FCAT problem.”
Are There Any Answers?
I believe a test is needed, but just like the Montana study, use all the available data to judge its efficiency. Putting all our eggs in one basket is simply not intelligent. The test may be a great test, I don’t know, I’ve never taken it, or even seen it, but using only the test is like trying to judge a parachute by examining the pack it’s held in. The cover of that book, however colorful, says nothing of our state’s educational system content.
We should do a few things. First give power back to the administrators. The school board is an elected set of officials. The people speak and they go to work. Let those seven officials do their job, and if they don’t, let Ronald Blocker do his job. It is incumbent on these people to ensure state standards are met. If the test indicates they aren’t doing the right thing we have the ability to ensure they are removed. We are the people after all and they work for us.
For the state to set up a powerful bureaucracy that usurps local authority is unconscionable. The problem with depending on our locally elected officials is it makes it incumbent on us to ensure they do their work, along with the superintendent. We must hold them accountable. They stepped into the office of their own accord. They asked us to believe and we did. We showed it through our vote. Make them earn their money, but bear in mind, they are politicians of a sort. We must approach it that way.
I try my best to not stereotype, but from what I see on this far shore bordering the river of edicts from Tallahassee, is a group of educators that aren’t living in reality. I have a very sneaking suspicion that bureaucratic group of highly educated people have let their years of education make them believe they know exactly what is best for us and they will prove that feeling of theirs at the expense of our children.
All too often bureaucracies have looked down their nose and loathed the public. Their powerful positions set them up for this, and in turn tends to encourage the attitude of this snobby minority. I don’t know these people, but only their product that may or may not be working. I don’t believe that product should be the only thing used to judge a whole school system or even a single teacher for that matter. I see it as a decent tool for judging the knowledge of a student, but the simple fact some people can’t take tests allows for built in error and that’s only the beginning of possible problems.
I do believe there numerous problems but they are not unsolvable. That’s obvious by virtue of the fact there are states with great educational systems. We however still seem to wallow toward the bottom and fail to rise from our educational pig sty. We abound in brilliant, intellectual, morally upright students and yet we can’t seem to grace them with a good education to put those qualities to good use. We spend millions upon millions but it really appears we don’t do it wisely.
Our almost statewide problem with the FCAT shows there has to be a problem even to the most casual observer. We, as parents and taxpayers know that. Yes it is a statewide problem, but the state has not shown the ability to correct it in almost fifteen years. It’s a good tool I think, but one of many available. After all this time there should not be questionable results. The state should have this down to an art, and that art should be the education of our future generations. That art should not be diagrams drawn in crayon, but the sharp, bold script likened to the pen that wrote “life, liberty, and the pursuit of happiness”.
A very insightful series on FCAT!