"... There is no deep-seated desire on the part of educational consumers to improve educational effectiveness. This is not to say that Jewish parents do not care about their children's Jewishness. Indeed, Jewish education for many American Jews serves as the key expression of their Jewishness, rather than as an instrument of educational mastery.This article was published in 1988.
"The nature of the dissatisfaction expressed by parents about school programs is usually more about the appeal of the program to the child, than about its failure to achieve particular subject matter goals.
"... Attending school, rather than achievement in school, is the primary, even if implicit, goal of Jewish education — at least in its supplementary form... The desire for identification rather than instructional effectiveness characterizes the culture of the Jewish school.
"Furthermore, community preoccupation with a host of other quasi-research issues — censuses of Jewish students; calculations of percentage of eligible students receiving a Jewish education; drop-out rates; retention rates; successful outreach programs — indicates concern with getting and keeping students in the educational system as the primary goal. Enhancing the instructional effectiveness of that system is not a priority.
"... Since failure to achieve even minimal learning levels has next to no social consequences (aside from mastery of Bar Mitzvah skills), there is little need for research related to the improvement of educational attainment. In this regard, it is worth bearing in mind that much of the recent push for excellence in general education has been at the behest of private industry and higher education, both of which bear the brunt of ineffective schools. No comparable institutional demand exists in American Jewish life."
Thursday, February 18, 2010
The more things stay the same . . .
I thought this was as good a time as any to share with you a few choice quotes from David Resnick's terrific article, The Current State of Research in Jewish Education, which appears in Studies in Jewish Education, Volume III: