At the end of April, Washington Post education reporter Valerie Strauss wrote in her Answer Sheet blog that the Harley Avenue Primary School in the town of Elwood, N.Y. recently canceled its annual Kindergarten play so they could dedicate more time to making certain the children are prepared for “college and career.” The cancelled show was to be performed in the middle of May, and a letter to parents explaining the rationale was dated April 25th of this year – so there is little chance that this is actually an elaborate April Fool’s prank. In the text of the letter, the school told parents:
The reason for eliminating the Kindergarten show is simple. We are responsible for preparing children for college and career with valuable lifelong skills and know that we can best do that by having them become strong readers, writers, coworkers and problem solvers. Please do not fault us for making professional decisions that we know will never be able to please everyone. But know that we are making these decisions with the interests of all children in mind.
A Kindergarten play. Canceled. Because Kindergarten children need to be prepared. “For college and career.” And the play would taken too much time away from THAT.
We can certainly start with the obvious – for five year olds, putting on a play DOES help them learn “valuable lifelong skills.” Working together, learning dialogue and songs, taking direction, expressing themselves, pushing their boundaries, taking risks — in what possible universe are these not fantastic learning experiences for Kindergarten children? If there is a better recent example of missing the forest for the trees, I haven’t seen it.
On a more serious note, this also rings horribly of how terribly awry childhood has been going in this age of standards and “rigor” and high stakes. Not only are we pushing academic tasks to younger and younger ages where they are simply inappropriate, there is growing evidence that it actively harms children to do so:
New research sounds a particularly disquieting note. A major evaluation of Tennessee’s publicly funded preschool system, published in September, found that although children who had attended preschool initially exhibited more “school readiness” skills when they entered kindergarten than did their non-preschool-attending peers, by the time they were in first grade their attitudes toward school were deteriorating. And by second grade they performed worse on tests measuring literacy, language, and math skills. The researchers told New York magazine that overreliance on direct instruction and repetitive, poorly structured pedagogy were likely culprits; children who’d been subjected to the same insipid tasks year after year after year were understandably losing their enthusiasm for learning.
Very young children need play. This is hardly in dispute. But in recent years, there has been increasing focus on test based performance by third grade that has created pressure to ensure children are “ready” by increasing academics in earlier and earlier grades. While very young children are capable of learning skills and knowledge that will feed into academic performance later on, they need to learn it in ways that actually meet their needs. By the time a Kindergarten class cannot spare the time to put on a show — which, incidentally, will teach the children a lot – because of pressure to focus on “college and career” readiness, then something is horribly, horribly wrong.
It is also bizarre that a community like Elwood would feel this kind of pressure. According the United States Census, 47.9% of the community residents have a bachelor’s degree or higher compared with statewide number of 33.7%. Median household income in Elwood is $108,401 compared to a statewide median of $58,687, and only 2.7% of the population lives below the federal poverty line while the average is 15.6% statewide. The median value of owner occupied homes in Elwood is $478,300 while the statewide median is $283,700. Elwood also compares favorably to Suffolk County on Long Island as a whole. In Suffolk County, 37.5% of the population has a B.A. or higher, the median household income is $88,323, and the median home value is $376,800.
Elwood’s public schools appear to be doing well also. The New York State Education Department’s data portal shows exceptional performance on state standardized tests in Elwood. Harley Avenue Elementary is a K-2 school which feeds into James H. Boyd Elementary’s 3-5 program. Although 25% of students opted out in 2015, the proficiency numbers between the 2014 and 2015 tests do not appear different in any appreciable way. In the 2014 tests, 15% of students scored a level 4 in the ELA exams, and 38% scored at level 3 while statewide averages were 9% and 22% respectively. In math, James H. Boyd students also out performed state average with 23% scoring level 4 and 34% at level 3 in 2014 while statewide those numbers were 14% and 22%. While these numbers are not the highest in Suffolk County, they are well above the average.
So – we have a small town. Better educated, wealthier, and performing better on state assessments than other communities in its county and state. But they cannot spare time in Kindergarten to put on a play. And while this example has raised many eyebrows, it goes without question that the high stakes environment has taken an even heavier toll on minority students in the form of narrowed curricula and ever increasing pressure to teach to the test. Sadly, we knew this even before No Child Left Behind was passed as evidence from the so-called “Texas Miracle” showed diminished quality in education at all schools, but especially at Latino majority schools. Our ethnic minority and economically disadvantaged students were the canaries in the coalmine showing us how high stakes testing diminishes educational quality. By the time towns like Elwood are figuring it out, we’ve pretty well killed every canary we have.
Something else stands out here as well. Administrators in Elwood have taken significant flack from all sorts of critics for both canceling the show and then for justifying it on the grounds that those tiny Kindergarten kids need to be subjected to more rigor and more college and career readiness. And yet, those administrators did not invent the policy environment they work within. In today’s zero sum game of education as competition, perhaps Elwood’s administrators are looking around at the nearby schools that “outrank” them and figuring they need to up their game in order to look good enough. The pressure to think like that is not exactly new, but recently it has increased dramatically, and three men bear far more responsibility for that than the public school administrators in Elwood:
Bill Gates spent 100s of millions of dollar rushing the Common Core State Standards into public schools without anyone having time to prepare schools and teachers for them or even knowing if they were actually any good. Secretary of Education Arne Duncan famously said that he thought “We should be able to look every second grader in the eye and say, ‘You’re on track, you’re going to be able to go to a good college, or you’re not,’ ” – signaling how obsession with standardized testing was only going to get worse in the country. Chief architect of the Common Core, David Coleman, expressed his disdain for writing in school that detracts from analysis and his ideas of rigor, saying that “As you grow up in this world, you realize people really don’t give a s— about what you feel or what you think.” These three men, with their impatience, their obsession with standardized testing data, and their general disdain for anything that doesn’t match their priorities have inflicted great damage on American public education, wielding influence far beyond their wisdom.
So if Kindergarten children in Elwood, New York cannot have a play because they need to be “college and career ready,” we should aim our disgust at the people who invented that phrase and made 50 million school aged children chase it without a single public debate on the issue.
ADDENDUM: When the article from The Washington Post was forwarded to me, I failed to notice that it was dated from April of 2014. Unfortunately, as an Elwood parents affirms in the comments, the annual Kindergarten play has not been reinstated. I hope the children of Elwood get a return to sanity in the near future.
8 responses to “How Far Have We Sunk? Pretty Far.”
Clearly the parents don’t seem to mind, or they have been conned. “…has raised a few eyebrows…” is hardly a parent revolt !
As parents, we have little control when the local school boards and administrators become bullies.
It’s possible that the school has resumed Kindergarten shows; the article is 2 years old, after all. Someone should contact them and find out if it’s been reinstated! (Not holding my breath, though. 😦 )
Embarrassing oversight on my part, but thank you for spotting that! I wouldn’t hold my breath either, I’m afraid.
I am an Elwood mom and this happened back in Spring 2014. We now have full day kindergarten but have, sadly, not seen this adorable play return…:(
I am truly sorry to hear that, and I hope (perhaps beyond hope) that the full day Kindergarten includes lots of play and not a moment of worksheets…
Reblogged this on David R. Taylor-Thoughts on Education.
Humanities. Root word: human.