
                         Roanoke Times
                 Copyright (c) 1995, Landmark Communications, Inc.

DATE: WEDNESDAY, February 6, 1991                   TAG: 9102060497
SECTION: EDITORIAL                    PAGE: A7   EDITION: METRO 
SOURCE: 
DATELINE:                                 LENGTH: Medium

ROLE CHANGE

DURING the past five years, waves of criticism have washed over the American education establishment. All levels of education have been implicated in accusations that the quality of education in this country has declined to a dangerously low level. It is time to direct our attention to what is "right" about American education.

In examining educational systems in other countries, with reference to how those compare to ours, writers frequently cite the economic and technological advances made, particularly in Japan and Western Europe, and point to the seemingly stronger educational systems in these countries as directly responsible for the gains.

The Japanese system of education, for example, is excellent by any measure. Comparative test scores, which tend to indicate American youth are falling behind their Japanese peers in certain areas of academic achievement, provide additional documentation to support claims of critics.

America's system of education is not perfect. One can look closely at any school system and find ineffective teachers and administrators, disinterested parents and unmotivated students. Taken as a whole, though, the American experiment is doing quite well, given the circumstances in which it must function and the expectations imposed upon it.

Education in America began when adults realized that perpetuating the culture depended on citizens who could read, write and perform basic calculations. The attainment of these basic skills by all children was a paramount goal for the early Americans. Thus, just as the founders of the nation were seeking to establish a radical and unique system of government, they were likewise proposing the establishment of an equally radical and unique approach to education.

Over time, American education has had to respond directly to changes in American society. The resulting responses have led to an expansion of the role of the school in society, a markedly different role from that favored by the Founding Fathers.

In early American society the family was considered the nuclear element. The family had to assume certain responsibilities related to the rearing of the young, enhanced perhaps by the fact everyone was expected to contribute to the economic well-being of the family. Further, single-parent families and parents working outside the home were almost unknown.

As circumstances have changed and society has become more technological, schools have expanded to include responsibilities which were previously within the purview of the family. Schools and teachers, some argue, now are asked to perform roles that were previously the responsibility of parents. The addition of such topics as substance abuse and family life to the basic curriculum has increased expectations for teachers and students.

These realities have to be viewed alongside the fact that the American system of education is an experiment - which, to my knowledge, has no equal in history - involving implementation of universal, free education for all citizens. In other countries, access to education is seemingly open to all children, but there are differences.

U.S. children, regardless of ability or potential, are entitled by law to a free, appropriate education in the least restrictive environment. Although the United States attracts significant numbers of immigrants from other cultures who speak different languages, the American system is expected, indeed obligated, to provide an appropriate education without a loss in quality and achievement.

It is not unusual to find a teacher who must relate to children who are "gifted," children who are average, children who have learning and physical disabilities, and children who speak different languages - all in one classroom. In most other systems of education, grouping of children is much more selective and homogeneous. Can valid and fair comparisons be made, given these differences?

Although American education could be different and probably better, such changes would require support and a coordinated commitment from the political, public and education sectors of society. In the meantime, the truth about American education remains: It is a radical experiment that's working.

AUTHOR NOTE: Gary Ellerman is acting dean of the College of Education and Human Development at Radford University.

by CNB