The Flat World and Education: How America's Commitment to Equity Will Determine Our FutureIn her award-winning book, Linda Darling-Hammond-renowned researcher, policy advisor, and educational leader-contends that improving America's performance in the global economy is closely tied to closing the minority-majority achievement gap at home. Today in the United States only 1 in 10 low-income kindergarteners goes on to graduate from college. At a time when education matters more than ever, the U.S. high school graduation rate has dropped from first in the world to the bottom half of rankings for comparable nations. While such sobering facts inform her new book, the author focuses on the successes of effective school systems in the U.S. and abroad in order to develop a clear and coherent set of policies that can be used to create high-quality and equitable schools. Drawing on her broad experience, Darling-Hammond examines the roots of our modern education system and shows how the skills required for our 21st-century global economy cannot be learned in traditional education systems, which have been in place since the early 1900s. She identifies an "opportunity gap" that has evolved as new kinds of learning have become necessary - a gap where low-income students, students of color, and English language learners often do not have the same access as others to qualified teachers, high-quality curriculum, and well-resourced classrooms. After setting the stage on current conditions in the United States, Darling-Hammond offers a coherent approach for effective reform that focuses on creating successful systems, inducting and supporting quality teachers, designing effective schools, establishing strong professional practice, and providing equitable and sufficient resources. The Flat World and Education lays out what the United States needs to do in order to build a system of high-achieving and equitable schools that ensures every child the right to learn. Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, a chief education advisor to President Obama, Co-Director of the Stanford Center for Opportunity Policy in Education, and Founding Director of the School Redesign Network at Stanford. |
Contents
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| 31 | |
STRATEGIC RESOURCES USED WELL | 132 |
WHERE MISMANAGEMENT MEETS AGGRESSIVE NEGLECT | 146 |
THE MORAL OF THE STORIES | 161 |
Steady Work How Countries Build Strong Teaching and Learning Systems | 163 |
THE FINNISH SUCCESS STORY | 164 |
KOREAS CLIMB TO EXTRAORDINARY EDUCATIONAL ATTAINMENT | 173 |
HOW SINGAPORE BECAME A LEARNING NATION | 181 |
THE COMMON PRACTICES OF STEEPLY IMPROVING COUNTRIES | 192 |
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| 35 | |
| 40 | |
LACK OF ACCESS TO HIGHQUALITY CURRICULUM | 51 |
DYSFUNCTIONAL LEARNING ENVIRONMENTS | 62 |
New Standards and Old Inequalities How Testing Narrows and Expands the Opportunity Gap | 66 |
THE PROSPECTS AND PITFALLS OF STANDARDSBASED REFORM | 67 |
TESTING WITHOUT INVESTING | 73 |
WHEN NEW STANDARDS MEET ONGOING INEQUALITIES | 81 |
Inequality on Trial Does Money Make a Difference? | 99 |
THE LEGALITY OF UNEQUAL SCHOOL FUNDING | 103 |
HOW MONEY MAKES A DIFFERENCE | 105 |
LITIGATING FOR ADEQUACY | 111 |
UNDER WHAT CONDITIONS CAN MONEY MATTER? | 120 |
A Tale of Three States What Happens When States Invest Strategically or Dont | 131 |
Doing What Matters Most Developing Competent Teaching | 194 |
A GLOBAL CONTRAST | 197 |
BUILDING AN INFRASTRUCTURE FOR QUALITY TEACHING | 206 |
Organizing for Success From Inequality to Quality | 234 |
THE NEED FOR MAJOR REDESIGN | 237 |
DESIGNING SCHOOLS FOR TEACHING AND LEARNING | 240 |
CREATING SYSTEMS OF SUCCESSFUL SCHOOLS | 264 |
Policy for Quality and Equality Toward Genuine School Reform | 278 |
MEANINGFUL LEARNING GOALS | 281 |
INTELLIGENT RECIPROCAL ACCOUNTABILITY | 300 |
EQUITABLE AND ADEQUATE RESOURCES | 309 |
STRONG PROFESSIONAL PRACTICE | 313 |
SCHOOLS ORGANIZED FOR STUDENT AND TEACHER LEARNING | 324 |
CONCLUSION | 327 |