“我看到摇摇欲坠的学校偷黑人孩子，白人孩子的未来一样。” — 美国总统奥巴马, 2008
Change is painful. Change takes time. Change is trial and error, 但就是改不了最终由领导有团结周围的所有重要的更高的目标所有的政策制定者的能力所带来的 — 该教育卓越?
是的，我们 可以 close the achievement gap. 是的，我们 可以 加强教师. 是的，我们 可以 improve our overall education system. Difficult as these changes are to face now, 什么是另类五年时间，我们的学生和我们的国家，如果我们不这样做?
本周 全球搜索教育, 我问教授琳达·达林 - 哈蒙德, 在教育研究她的丰富经验, 教学和政策, 重点变化，我们可以相信.
琳达是查尔斯·ê. Ducommun Professor of Education at Stanford University. 她是美国教育研究协会的前任会长国立教育学院和成员. 在 2006, 达林 - 哈蒙德被评为影响教育政策在过去十年全国十大最具影响力的人物之一. 在 2008-09, 她率领美国总统奥巴马的教育政策过渡小组. 奥巴马总统拥有她的畅销书的副本, 平坦的世界与教育: 美国如何的承诺，股权将决定我们的未来.
什么是贫困对教育质量的影响?
扶贫成果的影响在全球范围内, 但对学生的社会经济地位的影响’ achievement are larger in the US than in most other countries. Students in more affluent communities do very well. 例如, 在PISA, 美国学生在学校任职比少 10% of kids in poverty rank above all other countries in the world in reading. 同时, students in schools with high poverty rank near the bottom. One of the unspoken issues in the United States is that we have more and more kids living in poverty (1 在 4 总体 — 远远超过其他任何工业化国家), 越来越多的学校迎合浓贫困儿童 (在比 50% 儿童). Those are schools that also often get fewer resources from the state. Because of the recession, 我们破烂的安全网, 我们不重视日益贫困的问题, the share of high poverty schools is increasing. In high-achieving countries, 有几乎没有学校，其中超过 10% 儿童生活在贫困之中，因为一般, 儿童贫困率要低得多.
这是什么意思的变化趋势看，我们需要做?
I would argue that we have to think about changes in two ways. The last time we made major headway on these issues was in the 1960’s and 70’s when we had the war on poverty and we brought poverty, unemployment and segregation rates down. The achievement gap (富国和穷国之间) 在一段很短的时间内超过四分之三关闭 (15 70年代初和80年代中期的年). There were investments in urban schools, 教师, 在教师培训, in teacher distribution that made a huge difference. Had we continued with those policies, we would have had no racial achievement gap by the year 2000. In the 1980’s, 我们结束了所有的课程，从来没有真正重组.
We have to address the problems now from both sides. 一方面, 贫困和种族隔离越来越差, and policymakers do not want to talk about it. 另一方面, we also have to address the issue of what we do to improve schools. A recent analysis of the achievement gap shows about a third of the achievement gap between affluent and poor students in 9th grade is present at kindergarten. That’s because kids are growing up in very different kinds of communities with different learning opportunities within the family and within the community. We’ve seen huge reductions in the achievement gap where communities have put high quality pre-schools in place. New Jersey is an example. The other two-thirds of the achievement gap is due to summer learning loss. Wealthy students continue to increase their learning during the summer, while low-income students lose ground. We have to improve education from September to June, 但我们也有到位的夏季学习机会.
于是学校里面，我们必须平衡获得高质量的教师, 我们必须提高我们教师的培训, which other countries have done. We have to get a curriculum that is focused on high order thinking and performance skills instead of bubbling in on multiple choice tests. Our kids are definitely disadvantaged because they are never asked on our tests to do the kinds of things that PISA asks them to do and other countries teach them to do: more focus on skills of research and analysis, 写作要求, 思维和表达自己的想法.
是否有一个快速的轨道来解决这个问题?
Many of the countries that were low achieving and are now high achieving made huge gains in a decade. We could make strong gains quickly if we could get focused. A couple of things need to happen. We need to end the practice of allowing people to teach without training. There are states like Connecticut and North Carolina which put in place reforms in the 1990s where they raised salaries for teachers, 对于教师入门标准提高, 准备, 和许可, put in place induction programs to measure good teaching with strong performance assessments as well as support. In a few years they went from teacher shortages to surpluses, 提高教师队伍的素质, and raised student achievement. One of the problems we have in the United States however is that we tend to focus, 进展, and then backslide. We’re good innovators in terms of starting successful projects and programs in schools, 但没有所需要维持系统的重点.
有教育系统和现实世界之间的脱节, 即. 什么样的教育体制孩子们需要在21世纪脱颖而出?
I believe the disconnect is a concern in the UK as well as the US. Too often policy makers and educators think about a curriculum that consists of the facts you need to know across your 12 年的学校教育, 和学校的要求，以确保学生的学习，而不是能够利用知识解决复杂问题的事实, or being able to collaborate effectively. We need to expand students’ experiences to connect to the world out of school and we need to enable them to use technology to explore the world of ideas and to create new products. The change in mindset has to happen, 第一, 在政府层面, and it has to be reflected in student assessment. You see this change in mindset In places like Finland and Singapore where the governments are moving ahead with an idea about what schools should be doing to accommodate the kinds of jobs that are going to be available, the kinds of thinking and knowledge and creativity that are going to be needed. You do not see this change in mindset yet in the US. Nearly all of our curriculum is organized around multiple choice testing.
是学业压力创造福祉学生的问题?
Human beings are learning creatures. From the minute human beings are born there is a drive to learn. The question is how do you build on that drive to learn in the school environment? When people are faced with challenges they feel are irrelevant, that drive to learn diminishes. 当然, children might not think they need to do some of what is needed to be a productive adult in a challenging world. 然而, 与其说是我们需要完成所用的方式，被接合来完成, 生产的, 并且可以结合学习和工作的快乐.
I saw this vividly in two different classrooms that one of my children experienced in 1st grade. One was a school that was all about control. The kids could not talk or move. They were punished when they made a sound. 这是一个可怕的环境, so we moved her. She went into a new classroom where kids were being scientific in their spaces (社区, 他们学校), 做刺激计划, writing their own books and publishing them. All the kids were engaged, 要努力, and learned about ten times more than in the rigid school. So part of the stress issue has to do with the way we are structuring the work in schools, because it is often at odds with the way people really learn. We need to rethink that and need to rethink the backward-looking testing systems that we currently use, 这使人们相信那是你必须做的在校.
您如何看待艺术和创造力的角色?
I am a musician by training. The arts are important for their own sake for all of the things they develop in a human being: ways of being, 思维方式, ways of expressing. We also know that the arts help kids learn other subjects like math and English. Our problem with this in the US is the narrow view of much of the policy community. It’s not that schools or educators or parents don’t see the value of the Arts. It’s lack of awareness from the policymakers who have a narrow old factory model view that school is all about producing reading and math scores. The problem is worse in poorly funded schools.
We need a balanced vision of education where there is an appreciation for the whole person and for what it means to develop a human being. I wish I had a magic wand. My message to the policy community would be “醒来闻到咖啡。”
In the US we have been on the opposite course of countries that have been succeeding educationally for at least the past ten years. The conversations in Washington are very remote from the conversations in everyday people’s lives across the country. The politics are still very narrow. We need enlightened leaders who are willing to learn more about education internationally and at home. Let’s think about what we want to achieve. Let’s think about how we’re going to get there.
在 全球搜索教育, 将C. M. 鲁宾和全球知名的思想领袖，包括迈克尔·巴伯爵士 (英国), 何. 莱昂特司特因 (美国), 何. 琳达·达林 - 哈蒙德 (美国), 何. 马达夫查万 (印度), 迈克尔·富兰教授 (加拿大), 霍华德·加德纳教授 (美国), 伊冯娜赫尔曼教授 (荷兰), 克里斯汀Helstad教授 (挪威), 玫瑰Hipkins教授 (新西兰), 科妮莉亚Hoogland教授 (加拿大), 太太. 尚塔尔考夫曼 (比利时), 多米尼克·拉方丹教授 (比利时), 休·劳德教授 (英国), 本·莱文教授 (加拿大), 巴里McGaw教授 (澳大利亚), Ř教授. 纳塔拉詹 (印度), 斯瑞达拉贾戈帕兰 (印度), 肯·罗宾逊爵士 (英国), 帕西SAHLBERG教授 (芬兰), 安德烈亚斯·施莱歇 (PISA, 经合组织), 何. 大卫·谢弗 (美国), 何. 基尔斯滕都沉浸式 (挪威), 总理斯蒂芬·SPAHN (美国), 伊夫Theze (公立中学美语), 查尔斯Ungerleider教授 (加拿大), 托尼·瓦格纳教授 (美国), 迪伦Wiliam教授 (英国), 西奥Wubbels教授 (荷兰), 迈克尔·杨教授 (英国), 和张民选教授 (中国) 因为他们探索所有国家今天面临的大画面的教育问题. 全球搜索教育社区的Facebook Page
ç. M. 鲁宾是两个广为传诵的在线系列，她接受了笔者 2011 厄普顿·辛克莱奖, “全球搜索教育”和“如何将我们阅读?“她也是三本畅销书, 其中 真正的爱丽丝梦游仙境.
按照ç. M. 鲁宾在Twitter: www.twitter.com/@cmrubinworld
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