Chicken Little Journalism Fails Education (Again and Again): Up Next, the Science of Science?
Media coverage, however, will not (cannot?) reach for a different playbook; U.S. public education is always in crisis and the sky is falling because schools (and teachers) are failing.
Often education journalism is disturbing in its “deja vu all over again“: Why Other Countries Keep Outperforming Us in Education (and How to Catch Up).
Criticizing U.S. public education through international comparisons is a long-standing tradition in the U.S. media, reaching back at least into the mid-twentieth century.
This is one of many crisis approaches to covering education — Chicken Little journalism — that makes false and misleading claims about the quality of U.S. education (always framed as a failure) and that because of the low status of the U.S. in international comparisons of education, the country is doomed, economically and politically.
Oddly enough, as international rankings of education have fluctuated over 70-plus years, some countries have risen and fallen in economic and political status (even inversely proportional to their education ranking) while the U.S. has remained in most ways the or one of the most dominant countries — even as we perpetually wallow in educational mediocrity.
Yet, this isn’t even remotely surprising as Gerald Bracey (and many others) detailed repeatedly that international comparisons of educational quality are essentially hokum — the research is often flawed (apples to oranges comparisons) and the conclusions drawn are based on false assumptions (that education quality directly causes economic quality).
Media coverage, however, will not (cannot?) reach for a different playbook; U.S. public education is always in crisis and the sky is falling because schools (and teachers) are failing.
Next up? I am betting on the “science of science.”
Why? You guessed it: The Latest Science Scores Are Out. The News Isn’t Good for Schools. As Sarah D. Sparks reports:
Fewer than 1 in 4 high school seniors and a little more than a third of 4th and 8th graders performed proficiently in science in 2019, according to national test results out this week.
The results are the latest from the National Assessment of Educational Progress in science. Since the assessment, known as “the nation’s report card,” was last given in science in 2015, 4th graders’ performance has declined overall, while average scores have been flat for students in grades 8 and 12.
“The 4th grade scores were concerning,” said Peggy Carr, the associate commissioner of the National Center for Education Statistics, which administers NAEP. “Whether we’re looking at the average scores or the performance by percentiles, it is clear that many students were struggling with science.”
THE LATEST SCIENCE SCORES ARE OUT. THE NEWS ISN’T GOOD FOR SCHOOLS
And it seems low tests scores mean that schools once again are failing to teach those all-important standards:
Carr said the test generally aligned with the Next Generation Science Standards, on which 40 states and the District of Columbia have based their own science teaching standards. Georgia, Massachusetts, and New Hampshire are developing new science assessments under a federal pilot program.
But it is even worse than we thought: “These widening gaps between the highest- and lowest-performing students, particularly in grade 4, mirror similar trends seen in national and global reading, math, and social studies assessments.”
Yep, U.S. students suck across all the core disciplines compared to the rest of the world!
And what makes this really upsetting, it seems, is we know how to teach science (you know, the “science of science”) because there is research: Effective Science Learning Means Observing and Explaining. There’s a Curriculum for That. Not only is there research, but also there are other countries doing it better and there are, again, those standards:
Organizing instruction around phenomena is a key feature of many reforms aimed at meeting the Next Generation Science Standards, an ambitious set of standards adopted or adapted by 44 states in 2013. Phenomena are also an organizing feature of instructional reforms in countries outside the United States, like high-performing Finland. But what is phenomenon-based learning, and what evidence is there that it works?…
Our study found that students exposed to the phenomenon-based curriculum learned more based on a test aligned with the Next Generation standards than did students using the textbook. Importantly, the results were similar across students of different racial and ethnic backgrounds.
Up next, of course, is the media trying to understand why science scores are so abysmal (like reading and math), assigning blame (schools, teachers, teacher education), and proposing Education Reform. What should we expect?
Well, since fourth-grade scores are in the dumpster, we need high-stakes science testing of all third-grade students and to impose grade retention on all those students who do not show proficiency in that pivotal third-grade year.
We also should start universal screening of 4K students for basic science knowledge (or maybe use “science” to screen fetuses in utero).
Simultaneously, states must adopt legislation mandating that all science curricula are based on research, the “science of science.”
Of course, teachers need to be retrained in the “science of science” because, you know, all teacher education programs have failed to teach the “science of science” [insert NCTQ report not yet released].
And while we are at it, are we sure Next Generation Science Standards are cutting it? Maybe we need Post-Next Generation Science Standards just to be safe?
Finally, we must give all this a ride, wait 6–7 or even 10 years, and then start the whole process over again.
The magical thing about Chicken Little journalism is that since the sky never falls, we can always point to the heavens and shout, “The sky is falling!”
