Javier Hernandez’s in-depth piece in Sunday’s NY Times, Common Core, in 9-Year-Old Eyes, explores the way the learning theory we believe in these days intersects with real life. I haven’t taken a class in learning theory for many years, but what I remember has little to do with what we have come to believe today in America. These days we evaluate teachers with “value-added” formulas and try to quantify the effect of the teacher “standing in the front of the classroom.” We believe in filling the measuring cup with curriculum up to the appropriate standard line, and then we think we can evaluate how well the teacher pours the contents into the head of the child.
In Hernandez’s article, instead, we see how such a theory contrasts with the experience of school and learning for one little boy in New York City—an immigrant from Haiti and one of triplets—two boys and one girl. Here are just a few of the things we can learn from this story.
The teacher is dedicated and knows her stuff. She is teaching to the standards she has been assigned and she believes in the worth of the new Common Core curriculum. No waivering; no ambivalence.
The mother cares about education; she emigrated to NYC to give her kids a better chance. Even though she works long hours, she pays attention to what is happening with her three children, takes away video games entirely when she learns her sons are falling behind, and even assigns her daughter to tutor her own brothers with, incidentally, what appear to be positive results. The daughter, as often happens, was likely more mature and developmentally more ready for school than her brothers. She is goal-oriented and competent; she has become an excellent reader by doing lots of reading. She is often recognized with awards at school and at home affirmed for her academic prowess.
The little boy who is the subject of the piece is a sharp fourth-grader. He wants desperately to succeed at school. Improving at school is so important to him that the high stakes tests he faces seem to be creating performance anxiety that interferes with his enjoyment of school and his ability to move to the conceptual level required in the new math. He was a star at the old math and this new failure alarms him. He has become more emotionally fragile. Fantasy video games are his favorite and very distracting interest. It appears he is behind in reading, with vocabulary gaps that make math harder for him when he is required to “draw a model using equal groups or an array to show the problem, write a division equation for the problem, or write a multiplication equation for the problem.” While he is much more than a beginning reader, his reading skills do not provide the flexibility for him to respond adequately to the math problems now required on the test he will be taking. And to make matters worse, he worries about having to go to summer school, he is alarmed that he might be held back, and he worries about falling behind his brother and sister—as a matter of sibling pride. He has become an anxious child. He has also been working hard at school under all this pressure and his test scores in reading and math appear to be rising. What a relief for him at the moment and for his mother and his teacher. Intense academic pressure is making him try hard and at the same time worry more.
There has been some controversy about whether it is good for this child that the NY Times named him as the article explores the very sensitive issues of his development as a student. Shouldn’t the newspaper have disguised his identity? Like many others, I worry for the child.
But now that the newspaper has published this in-depth piece, I urge you to read it. Read it in the context of last week’s California court decision in the teacher-tenure case of Vergara, in which the judge quoted an economist who confidently declared that research proves a single year in a classroom with an ineffective teacher costs a classroom of students $1.4 million in lifetime earnings. The article lifts up the complexity of teaching and learning—the number of issues that affect not only the teacher but every one of the children in such a classroom. Real life child development for a whole classroom of students is so wonderfully complicated that it cannot so easily be thought about as an econometric problem.
Hernandez’s story of a child in the fourth grade at Public School 397 in Brooklyn, New York describes the kind of hard work going on in classrooms across the country. Teaching and learning are relational; something connects between teacher and child or among children. Or sometimes it does not connect and the teacher must find another way to try again and again. The metaphor of pouring knowledge from a measuring cup into the brains of children does not describe what happens in a classroom. Nor does it describe the experience for the child. This story captures how learning is experienced by one little boy.