Failure of American Public Education: Still Waiting For The Harvest
My 48 years in urban schools sowing seeds to regain hope in a failed system
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I applaud the many erudite educators, well-read authors, education commissions, and educational organizations that are constantly working on solutions. Some work; some don't. My solution comes from my experiences in the trenches of urban education for 48 years where we struggled against all odds day in and day out. As a veteran administrator, I sincerely believe that the role of the principal as instructional leader has the greatest impact on systemic school reform and I shall set out to prove that this is an important key to improving American education. Unfortunately, American education, especially in urban schools, has not allowed principals to be true instructional leaders.
In a survey that I gave to high school principals from three districts, I asked them to list the duties that consume the majority of their time that may prevent them from being good instructional leaders. They were to formulate a list of typical duties that they must perform on a weekly basis. The book gives their eye-opening responses.
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About the Book
Despite all of the positive things that we have done in American education, we have failed miserably! When it comes to academic rigor in America's large urban schools, other nations such as China, India, and Singapore are passing us at alarming rates. In a speech on education on March 10, 2009, President Obama said that other countries are ahead of the United States in creating internationally competitive educational standards. He argued that a far-reaching overhaul of the nation's educational system is an economic imperative that can not wait. "The relative decline of American education is untenable for our economy, unsustainable for our democracy, and unacceptable to our children. We can not afford to let it continue. What is at stake here is nothing less than the American dream". The Brown decision represented the most hopeful thread of the American narrative; "the doctrine of 'separate but equal' has no place," and the opportunity to learn "is a right which must be made available to all on equal terms." In practice, integrated schools today remain as much of a dream now as they were 50 years ago. The wealthier schools are filled with passionate, experienced educators, while the poorer urban schools are flooded with passionate, inexperienced rookies who are so overwhelmed that they leave the profession in defeat. Three out of every 10 students in the U.S. public schools still fail to finish high school with a diploma. That amounts to 1.3 million students lost from the graduation pipeline each year, or almost 7,200 students lost every day. Those who do graduate are woefully lacking in literacy. Most do not master standard English and are an embarrassment when they speak in settings that require standard English. Where did we go wrong?
About the Author
Dr. Rousseau is an experienced school leader and visionary and has earned a reputation of quality and excellence. She served as an English teacher, dean of students, assistant principal, high school principal, Director of Secondary Education, and Instructional Dean. Her intent has always been to further foster excellence and ongoing development of educational services for all students, She provided quality leadership and training in promoting the programs that provided an environment where learning will occur, a comprehensive, sequential curriculum designed to prepare students for a four-year college or the work place, and an environment where students are challenged, engaged, and have set achievable goals that meet or exceed prescribed high standards. She is an advocate of the purpose of school reform and has had ample experience working in partnerships to get low-performing students back on track.