There’s no word that a political candidate could utter in regards to education that causes me to turn into a raving lunatic faster than “accountability.”
Our teachers and schools have been clubbed over our heads with the “accountability bat” by legislators and school board candidates for 10 years in Indiana.
Frankly, I’m tired of hearing it.
“Accountability” has been the guiding factor in every single policy decision made in Indiana education in that time, and these policies have only weakened our schools.
The lie that our schools and teachers must be “more accountable” has led to a climate of number crunching, standardization, and educational jargon and endless acronyms that now control our schools and stifle far too much critical thinking and creativity.
“Accountability” has led to an era of fewer educational options for our children. How many Indiana schools have lost their arts programs, electives, and even libraries in this era of tight budgets that are often so strained because our state spends so much money on standardized tests?
Yes, we have replaced the joy of books and music in our schools with the art of filling in a bubble with a Number 2 pencil.
All because we now worship data, most of which is used to prove what we usually already know anyway.
Our public schools have become “accountability factories” in America’s desperate race to prove that every fact, standard, and nugget of knowledge can be fully measured at any given moment.
Educational historian Diane Ravitch says it best in the documentary “Rise Above the Mark,” which reveals the truth about what’s happening in Indiana schools right now.
Ravitch says, “What the standardized test does, over time, is that it rewards conformity, it rewards the people who can pick the right bubble…it punishes divergent thinking, it punishes creativity, it punishes originality. If you think about what that’s going to do to this country over the long haul…we are raising a generation of children who have been taught that there’s only one right answer.”
That’s the true irony of the “accountability movement” in education. The very policies designed to ensure teachers and schools are “accountable” — standardized tests, overly complicated teacher evaluation models, letter-grade labels for high achieving and low performing schools — actually prevent the most essential kind of learning.
Because the truth is that the most valuable kind of learning so often simply cannot be measured.
Certainly, no one would argue against the notion that our schools or teachers should be accountable to ensuring that students are learning.
But far too often legislative and school board candidates use the idea of “accountability” as a convenient catch phrase — it sounds impressive.
However, “accountability” has far too often been used as a weapon against schools by those who are often the least accountable themselves.
So, until we are ready to talk seriously about parental accountability to their children, our legislators’ accountability to their communities, corporate and business accountability to ethics and the truth, and even students’ accountability to themselves, then we need to stop overusing and misusing this concept as a basis to manage our schools and monitor our teachers.
We have seen over 10 years of “accountability” in Indiana education policy.
Those policies have failed. Those who have voted for and supported those policies in the legislature have failed.
It’s time replace “accountability” with “equity.”