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Why top-down reform won't save the education system

Countless top-down reforms haven't improved the U.S. education system; can community-based education make a difference?

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  • A new report from the RAND Corporation details another top-down initiative that failed to improve student achievement.
  • Community-based education reform creates coalitions of stakeholders to support lifelong learning.
  • Though barriers exist, such reform could synthesize the best of top-down and bottom-up reform.

If there's one constant in education, it's top-down reform. Long-time educators are as familiar with its ebbs and flows as a sailor the tide's. A new administration or organization promises sweeping changes aimed at enhancing effectiveness; they leave behind a dross of curriculum changes, administrative requirements, and new testing standards.

A few years later, a new administration comes to wash it away and start over.

This ebb and flow would be welcomed by educators and parents if these reforms achieved their goals of improving scholastic achievement, creating productive environments, and imbuing students with a sense of motivation and self-worth. But that's seldom the case.

Failing from the top down

There's a long history of studies showing top-down reform's lack of efficacy. In 2018, the RAND Corporation released a report looking at the Intensive Partnerships for Effective Teaching Initiative, designed and funded by the Bill & Melinda Gates Foundation. The initiative ran for seven years and cost roughly a billion dollars.

Three school districts and four charter management organizations participated in the initiative. Each adopted a rubric "that established a common understanding of effective teaching" and trained classroom observers. These observers scored teachers on their effectiveness and measured that alongside student achievement. The schools then used these measurements to determine recruitment, dismissal, compensation, and advancement criteria.

Unfortunately, the more than 500-page report found the initiative to be a failure. Across the years, few metrics in student achievement, teacher effectiveness, and dropout rate were improved at participating schools, while many saw negative dips when compared to similar schools who did not participate. Nor did the schools retain or hire more successful teachers.

The effective teacher initiative is just one study, but there have been many others. The most well-known example of this century (so far) was the No Child Left Behind Act, which was gutted by a bipartisan Congress after censure across the political spectrum. Smaller examples exist as well, such as a 2019 study that found local nudging strategies, such as text reminders to apply for financial aid, don't scale up effectively.

As evident by such frequent, fruitless attempts, top-down education has clearly not been successful. Then why do we continue to pursue it? Jay P. Greene, endowed chair and head of the Department of Education Reform at the University of Arkansas, believes it stems from a mistaken theory on education.

As he wrote for Education Next, "In its essence, that theory holds that there are policy interventions that could improve outcomes for large numbers of students if only we could discover them and get policymakers and practitioners to adopt them at scale."

Writing on the effective teacher initiative, Greene further adds that these failures aren't "inherently wrong." Individuals and societies can learn from failures, so even mistakes can serve a purpose. The problem with top-down education reforms is that the administrations and organizations pushing them aren't learning the appropriate lessons. (A disheartening irony given the subject at hand.)

Why? Merrill Vargo, former CEO emeritus at Pivot Learning Partners, argues such organizations champion top-down reform because that's what works in the closed-system of the business environment. But public education is an open system, where variables shift constantly through interactions with the environment.

Youth apprenticeship program

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It takes a village

It's here that we find a clue to lasting, beneficial education reform: community-based education reform. Like top-down reform, community-based learning doesn't describe a specific approach. It can refer to many different instruction methods and programs, such as youth apprenticeships, lifelong learning, and experiential learning programs.

It is instead a philosophy of where such reform should be centered. The key driver is an understanding that community engagement, decision-making, and reflection are integral to improving education. In turn, community members and institutions view education as both a responsibility and an asset.

"Schools and universities tend to focus, appropriately so, on the performance of their students. Yet another important aspect for schools to consider is the impact they can have as catalysts for the well-being of local communities," write Rosana G. Rodriguez and Abelardo Villarreal for the Intercultural Development Research Association. "The type of interaction between schools and universities and their constituent parents and communities has great potential to be a strong positive force for improving the quality of life for local citizens."

They point out that community-based reform brings sectors of a community together to form a unified coalition. These stakeholders should include schools, government, community institutions, community members, and, of course, parents. Each working toward the goal of creating a local environment that supports scholastic achievement and motivates students to learn.

Rodriguez and Villarreal further argue that community-based reform pays dividends in the form of economic gains, increased access to social benefits, and community empowerment.

"[W]hat if our system's greatest strength is the thing that is most often cited as its fatal weakness? Proponents of top-down reforms prey on the alleged weakness of our decentralized school governance system, but what if this idea could be turned on its head?" wrote Dave Powell, associate professor of education at Gettysburg College and former "K-12 Contrarian" for Education Week.

He continues: "We can introduce more choice into our system and still keep it genuinely public, and we can also protect equity and opportunity while simultaneously holding school professionals accountable for student learning. We can even provide a more stable source of funding for schools if we want to. We just haven't figured out how to do it yet. I, for one, believe that careful planning in the communities where schools actually exist will help us get there."

While we haven't figured out how yet, there exists an extensive, years-long study in community-based learning that has shown tremendous results. It's called Finland.

Thirty years ago, Finland's education system looked a lot like the U.S.'s. It was top-down heavy, extensively tracked teacher effectiveness, and leaned heavily on test scores to grade efficacy. Then the country made a concentrated effort at reform.

The Finnish system is guided by a national core curriculum, but local municipalities, school administrators, and teachers have broad autonomy to steer education to meet local needs. They can decide timetables, what tests to give, and how to evaluate students. Education is viewed as a community initiative — for example, students support each other and teachers are seen as cornerstones in their communities. While standard tests are administered, they are tied neither to funding nor performance incentives.

Today, the country's education system is recognized as one of the world's best.

Reforming the next reform

Anyone familiar with education literature will know there's been much ink spilled over top-down versus bottom-up reform. If done correctly, community-based learning doesn't have to be top-down or bottom-up. It can facilitate a synthesis between the two.

So why hasn't it been attempted at scale in the United States? There are several barriers.

Some are practical. Teachers need to be trained away from standardized testing and toward working with students individually. Public funding and investment must be retooled for parity for all students, including access to transportation and essential technologies. Parents and community members need to be informed and oriented. And evaluations of student learning cannot be one-size-fits-all.

Others are ideological. Many still see education as imparting required knowledge — not as a creative, lifelong process we all engage in as a community. This can lead community-based learning to be seen as a distraction from traditional, if potentially outmoded, curricula.

These barriers, however, are not insurmountable. They only require planning, resources, support, and the will to work toward positive structural changes.

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Just under our brain's cortex and close to our brain stem sits the cerebellum, also known as the "little brain." It's an organ many animals have, and we're still learning what it does in humans. It's long been thought to be involved in sensory input and motor control, but recent studies suggests it also plays a role in a lot of other things, including emotion, thought, and pain. After all, about half of the brain's neurons reside there. But it's so small. Except it's not, according to a new study from San Diego State University (SDSU) published in PNAS (Proceedings of the National Academy of Sciences).

A neural crêpe

A new imaging study led by psychology professor and cognitive neuroscientist Martin Sereno of the SDSU MRI Imaging Center reveals that the cerebellum is actually an intricately folded organ that has a surface area equal in size to 78 percent of the cerebral cortex. Sereno, a pioneer in MRI brain imaging, collaborated with other experts from the U.K., Canada, and the Netherlands.

So what does it look like? Unfolded, the cerebellum is reminiscent of a crêpe, according to Sereno, about four inches wide and three feet long.

The team didn't physically unfold a cerebellum in their research. Instead, they worked with brain scans from a 9.4 Tesla MRI machine, and virtually unfolded and mapped the organ. Custom software was developed for the project, based on the open-source FreeSurfer app developed by Sereno and others. Their model allowed the scientists to unpack the virtual cerebellum down to each individual fold, or "folia."

Study's cross-sections of a folded cerebellum

Image source: Sereno, et al.

A complicated map

Sereno tells SDSU NewsCenter that "Until now we only had crude models of what it looked like. We now have a complete map or surface representation of the cerebellum, much like cities, counties, and states."

That map is a bit surprising, too, in that regions associated with different functions are scattered across the organ in peculiar ways, unlike the cortex where it's all pretty orderly. "You get a little chunk of the lip, next to a chunk of the shoulder or face, like jumbled puzzle pieces," says Sereno. This may have to do with the fact that when the cerebellum is folded, its elements line up differently than they do when the organ is unfolded.

It seems the folded structure of the cerebellum is a configuration that facilitates access to information coming from places all over the body. Sereno says, "Now that we have the first high resolution base map of the human cerebellum, there are many possibilities for researchers to start filling in what is certain to be a complex quilt of inputs, from many different parts of the cerebral cortex in more detail than ever before."

This makes sense if the cerebellum is involved in highly complex, advanced cognitive functions, such as handling language or performing abstract reasoning as scientists suspect. "When you think of the cognition required to write a scientific paper or explain a concept," says Sereno, "you have to pull in information from many different sources. And that's just how the cerebellum is set up."

Bigger and bigger

The study also suggests that the large size of their virtual human cerebellum is likely to be related to the sheer number of tasks with which the organ is involved in the complex human brain. The macaque cerebellum that the team analyzed, for example, amounts to just 30 percent the size of the animal's cortex.

"The fact that [the cerebellum] has such a large surface area speaks to the evolution of distinctively human behaviors and cognition," says Sereno. "It has expanded so much that the folding patterns are very complex."

As the study says, "Rather than coordinating sensory signals to execute expert physical movements, parts of the cerebellum may have been extended in humans to help coordinate fictive 'conceptual movements,' such as rapidly mentally rearranging a movement plan — or, in the fullness of time, perhaps even a mathematical equation."

Sereno concludes, "The 'little brain' is quite the jack of all trades. Mapping the cerebellum will be an interesting new frontier for the next decade."

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