A New Paradigm for Education

"The definition of insanity is doing the same thing over and over again and expecting different results."
—Albert Einstein

With all the discussion about New Mexico’s educational standing compared to the United States’ and the world’s standing, one would believe the powers that be would be seeking and embracing changes and solutions that could radically improve New Mexico’s public schools.  Einstein may not have been talking about the century-old educational model still operating in most of New Mexico’s school districts and serving as a guide for many state policies and regulations, but he certainly could have been.

Southwest Secondary Learning Center (SSLC) bases student progress and advancement on the concept of mastery of learning/content as opposed to the traditional measurement of seat time or the Carnegie Unit.  The vast majority of schools throughout the nation measure student advancement on the model developed by the State of Massachusetts in 1906 by the Carnegie Foundation for the Advancement of Teaching for the purpose of establishing a retirement fund for elderly college professors.  The Carnegie Unit was created in order to establish a common teaching standard among various Massachusetts institutions of higher learning to determine professor’s eligibility to receive benefits from Carnegie’s $10 million endowment.  In order to keep students in high schools and from prematurely entering college and to provide colleges with uniform admissions standards, the Carnegie Unit (or credit) developed into the measurement tool for secondary schools nationwide.  The standard “unit” was further refined and defined by the amount of time spent in school for a year, week, day or class period or more simply put “seat time.”  This definition of a high school education as “time served” remains firmly entrenched in New Mexico’s schools.  Graduation, attendance, truancy, school calendars and many other state mandated requirements are all based on this antiquated measure of student achievement.  Southwest Secondary Learning Center, a state chartered charter school, is required to adhere to many state mandated requirements that inhibit moving education into the 21^st century. 

The SSLC founders acted on their belief that students’ advancement should be based on content mastery and not on “seat time” in front of a teacher.  The SSLC model uses computers as tools for instruction and teaches individual learners at the specific moment that the instruction is needed.  This model of teaching individual students instead of classes or periods should be embraced as an alternative to the traditional school paradigm that most New Mexico students and families have no choice but to accept.  SSLC students’ achievement and advancement is not constrained by the traditional classroom model; 4 walls, 35 desks and a “sage on stage.”  Students’ progress through the course outline is based on content mastery and demonstrated proficiency instead of teachers’ lesson plans.  Instruction is one-on-one and remediation is immediate, a rarity in the traditional classroom.  Students’ opportunity to self-direct their education and their parents’ ability to set individual proficiency standards and monitor progress on line is a model that should be examined by all who wish their children to reach their full potential.  Many critics of the education establishment contend that simply spending more money on the same century-old model will not improve education for New Mexico students.  To continue on the same path is truly insane.

U.S. Science Scores Drop: SLC Students Continue to Outperform Nation

 “In a world filled with the products of scientific inquiry, scientific literacy has become a necessity for everyone. Everyone needs to use scientific information to make choices that arise every day. Everyone needs to be able to engage intelligently in public discourse and debate about important issues that involve science and technology.”

 -  The National Committee on Science Education Standards

Although Education Leaders in the United States see the importance of solid science instruction as a part of education, the results of a national exam, released Tuesday, are alarming. The test scores showed that a disturbingly low number of students have advanced skills that could lead to careers in science and technology. Only one percent of fourth and 12^th grade students and two percent of eight grade students scored in the highest group on the 2009 National Assessment of Educational Progress. Less than half of U.S. students were considered proficient in science.

These results are only the tip of the iceberg when it comes to the lack of scientific literacy in the United States. According to a 2010 science education report, “U.S. mathematics and science education between kindergarten and 12^th grade now ranks 48^th worldwide.” The study also showed that almost half of U.S. adults don’t know how long it takes the Earth to circle the sun. In 2010, China debuted at the top of International Education rankings. China has now replaced the U.S. as the world’s top high-technology exporter.

“Scientific literacy also is of increasing importance in the workplace. More and more jobs demand advanced skills, requiring that people be able to learn, reason, think creatively, make decisions, and solve problems. An understanding of science and the processes of science contributes in an essential way to these skills.”

 - The National Research Council

Since achievement scores for students in the U.S. have stagnated, employers are now forced to seek qualified workers elsewhere. Charles Vest, the head of the National Academy of Engineering, stated, “We have to have a well-educated workforce to create opportunities for young people. Otherwise, we don’t have a chance.” U.S. Secretary of Education Arne Duncan makes the connection between science education and the nation’s economic future clear: “Americans need to wake up to this educational reality, instead of napping at the wheel while emerging competitors prepare their students for economic leadership."  If we continue to allow ineffective science education, our nation will be at the mercy of other world powers that are able to successfully prepare students for the future in a scientifically advanced world.

“The problems that exist in the world today cannot be solved by the level of thinking that created them.”

- Albert Einstein

Amidst all of the negative news about America’s school system, the Southwest Learning Centers stand out as schools that are successfully educating students in science. Last year’s test scores showed that students in the Southwest Learning Centers are far ahead of their peers. Both the fourth and fifth grade classes at Southwest Primary Learning Center scored 100% proficient in science and the sixth grade class was 85% proficient. Seventh grade students in Southwest Intermediate Learning Center earned a 95% proficient rating in science and Southwest Secondary Learning Center’s 11^th graders were 90% proficient in science. When compared to the less than 50% national average, it is clear that the Southwest Learning Centers are effective in science education and understand the importance of scientific literacy. The Southwest Learning Centers strive to show students the practical applications of science in everyday life and for future careers. For example, the flight program offered at the schools shows students the relevance of science in a tangible way. Educators, law-makers, and leaders need to look to the innovative methods of successful schools, such as the Southwest Learning Centers, to find creative ways to improve science education in the United States. Secretary of Education Arne Duncan sums it up: “Our nation’s long-term economic prosperity depends on providing a world class education to all students, especially in mathematics and science.”