Standardization, Defensive Teaching and the Problems of Control

According to Linda McNeil standardization reduces the quality of what is taught and learned in schools. In addition standardized controls reduced the scope and quality of course content, diminished the role of teachers, and distanced students from active learning (McNeil, 2009). The long-term detrimental effects of standardization is that it creates inequities. Subsequently, increasing the gap between the quality for education for the poor and minority youth, then that of white, privileged students.

Standardization of curriculum or the Curriculum Dijour (Stiler, 2009) has a couple different agendas. First it enforced the expectations and desire of the state government. Second, it created a prescriptive reform system to improve student performance (at least this was the desired outcome). So I ask the question why are we in the standardization movement that we are! The policy makers that created and enforced standardization upon us were desiring uniform activities, "sameness", accountability, and expected teacher performance.

The short and long term effects of Standardization of Curriculum are already apparent. Some of the short term effects that we see already are the diminishing roles of teachers. Teachers no longer have the freedom to take the standards and frameworks and use their creativity and expertise to present the curriculum as they choose. Instead, they follow a prescriptive curriculum that says teach page 10 on Monday, page 11 on Tuesday and so forth. As a result it also reduces the quantity and quality taught and learned in school. Teachers teach what they have to in order to appease their administration. The long term negative effect is that it perpetuates inequities, while at the same time increases the achievement gap between privileged and non-privileged students. This parallels the idea that it's my way or the highway!

So the my way students (White Middle Class) appear to be absorbing the curriculum. Many did not find what was taught in school to be credible, due to the numerous resources available to them (Cable TV, Educated parents, Internet, Educated peers, etc) Both students and staff work to appease the bureaucratic requirements of the school/system. There is a huge disconnect between the classroom and the administration.

The contradictions of such control are schools and districts were teachers are not under a legislated curriculum (Juvenile Court Schools). The administration is structured to enforce rules but to support teaching. Teachers feel supported and able to incorporate their deep understanding of the subject matter taught. Students are invited to have their own questions, interpretations, and understandings as part of the learning process. There is a strong understanding between school organization , what is taught and best practices.

As a result a battle exist between those that advocate Standardized Curriculum and those that believe in Contradicting Control and Defensive Teaching. With that being said, there is still hope, that our legislatures will open their eyes and realize that what they are doing, just isn't working like they expected it to.