The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we've seen, attempts to make schools 'more accountable' for their test scores leave teachers torn between what psychologist Barry Schwartz calls 'doing the right thing and doing the required thing'. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to 'turnaround' test scores, by 'teaching to the test' or, worse, 'gaming' the system. Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia 'cheating' on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a 'de-moral-ised' profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there's growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway."
( David Price )
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