Educate For A Change - The Solution Stated Generally

THE SOLUTION STATED GENERALLY

Our current/traditional system of placing students for instruction and of advancing/promoting all students through grade levels denies the individuality and the individual needs of students.

Through decades of dialogue about the “crisis” in American education, the stewards of American education have not recognized the fundamental failing of our enterprise: We are not placing each of our students in courses of instruction for which they are prepared to succeed, and we are not making authentic achievement the only criterion for advancement.

Until we change the way we place students in their instructional settings, and until we demand real integrity in our process of measuring achievement and of granting promotion, our students will, in rising numbers, detach from the system that should be their avenue to life-long success.

Additionally, we have drastically cut back in vocational education, rationalizing that all students can and should achieve at high academic levels, as though all students should attend a college or university.

Until we recognize that many individuals, by virtue of their talents and disposition, are better suited to careers in skilled vocations, we will shortchange a large portion of our students.

Here is a Quick List of the Essential Components of the Educate For A Change Solution.

Rigorous, sequential learning objectives developed for every discipline.
Pre-requisite proficiencies identified.
Placement for instruction based on possession of pre-requisite proficiencies. Possession of pre-requisite proficiencies: the sole criterion for placement, and the sole predictor of success.
No norms-based testing. Students must certify their possession of pre-requisite proficiencies: through "proficiency profiles", or by demonstration.
Flexible pacing of instruction, no timeline requirements or restrictions for advancement. "Go as fast as you can, take all the time you need."
No grades, no grade-levels, no failure. Proficiency profiles indicate learning objectives as being "passed" or "in progress".
Career education K-12 as a vital part of social studies.
Vocational education pathways available as options for students aged 12 and up, vocational pathways include academic standards as required in each discipline.
Academic and career counseling resources agressively provided to students for choice of academic and career pathways.
School culture built on respect for the diversity of learners and their needs.