“Exploratory” is one word Mike Simpson used when describing the types of homework he’d like his students to undertake. Simpson is the head of the Stone Independent School, a tiny private high school in Lancaster, Pennsylvania, that opened in 2017. “We were lucky to start a school a year and a half ago,” Simpson says, “so it’s been easy to say we aren’t going to assign worksheets, we aren’t going assign regurgitative problem sets.” For instance, a half-dozen students recently built a 25-foot trebuchet on campus.
Simpson says he thinks it’s a shame that the things students have to do at home are often the least fulfilling parts of schooling: “When our students can’t make the connection between the work they’re doing at 11 o’clock at night on a Tuesday to the way they want their lives to be, I think we begin to lose the plot.”
—THE CULT OF HOMEWORK (read more at the Atlantic)0
"...For all the effort, time, and best intentions teachers invest in those reams of grade reports, we are lying to ourselves and to our students’ parents, cheating our students out of clear and accurate feedback on their academic process, and contributing to the greater illusion that grades are an accurate reflection of skill mastery..."
"The Education Conservancy founder Lloyd Thacker thinks the rankings have had such a disastrous impact on higher education that he edited an entire book—College Unranked—aimed at reminding 'readers that college choice and admission are a matter of fit, not of winning a prize, and that many colleges are ‘good’ in different ways.' Critics like Roth and Thacker say the rankings contribute to the admissions frenzy, giving the impression that the most desirable schools—irrespective of the applicant and his or her specific interests and needs—are the ones at the top of the list, the ones that are harder to get into. 'They accentuate the race toward the wealthiest schools,' said Roth."
-The Commodification of College Admissions (the Atlantic)
"Many critics lay the blame on the College Board itself, a huge "non-profit" organization that operates like a big business. The College Board earns over half of all its revenues from its Advanced Placement program -- more than all its other revenue streams (SATs, SAT subject tests, PSATs) combined. The College Board's profits for 2009, the most recent year for which records were available, were 8.6 percent of revenue, which would be respectable even for a for-profit corporation. "When a non-profit company is earning those profits, something is wrong," says Americans for Educational Testing Reform. (The AETR's "report card" on the College Board awards a grade of D and cites numerous "areas of misconduct" by the College Board.)"
“Too often, today’s culture sends young people messages that emphasize personal success rather than concern for others and the common good,” said Richard Weissbourd, senior lecturer at the Harvard Graduate School of Education and co-director of the Making Caring Common Project. “As a rite of passage, college admissions plays a powerful role in shaping student attitudes and behaviors. Admissions deans are stepping up collectively to underscore the importance of meaningful engagement in communities and greater equity for economically diverse students.”
-Turning the Tide: Inpsiring Concern for Others For Others and The Common Good Through College Admissions (harvard.edu)
"In 2013, after taking the 2½-day “Lean LaunchPad for Educators” seminar, a few brave educators from Hawken School, a K-12 school in Cleveland, Ohio, decided to change the status quo. They returned to Hawken on fire with a vision of building a completely different sort of entrepreneurship course in their school. They saw the future was a course where students would learn by working on actual problems in the real world instead of sitting in a lecture hall. They adopted the Lean LaunchPad methodology because, as they said, it provides a framework for the chaos of a startup, where nothing is predictable. They found that they could approach teaching entrepreneurship like the scientific method. They ask their students to develop hypotheses and then get out of the classroom to conduct interviews to test them. They learn techniques for innovation, analytical approaches to research, and evidence-based systems for decision-making and problem-solving."