Looking at the Core Curriculum from a Health Care Perspective

Yesterday, I attended a presentation on the use of tablets in health screenings. It is a project CHC has been involved with together with UConn and another health care organization and it is funded in part by the Connecticut Health Foundation.

One of the comments that particularly jumped out at me was about research that questions the effectiveness of many earlier screening programs. The problem is that these screenings often took upward of an hour and were not necessarily all that accurate.

By using tablets with targeted screenings that the patient could do, typically in four to seven minutes on a tablet while waiting for an appointment, the researchers found much greater accuracy and patient satisfaction with the screenings.

Earlier in the day, I had read an article in the New Yorker, THE DEFIANT PARENTS: TESTING’S DISCONTENTS. It was a fascinating article.

The article is full of great quotes, “One teacher remarked that, if a tester needs three days to tell if a child can read ‘you are either incompetent or cruel…’” Applying it to health care, any practice that took frustrating grueling days to administer basic tests would quickly find themselves out of business.

Part of the Affordable Care Act was the creation of the Patient-Centered Outcomes Research Institute. Perhaps, as part of education reform, we need to look at student centered outcomes research. How effective are the existing batteries of standardized tests? Are there better testing methodologies? Are the components of the core curriculum really the components that will result in the best life outcomes for the students? How does the core curriculum relate to twenty first century skills? Is the focus on the core curriculum diminishing the focus on other key 21st century skills, like creativity and collaboration?

This ties back to one of the lines in the New Yorker article,

Allanbrook says that her decision to speak out was motivated in part by thinking about the fifth-grade social-justice curriculum at the school, in which children who are about to graduate are asked to consider the question “What are we willing to stand up for?”

That especially jumped out at me. Does the school your children go to have a social justice curriculum? It seems like such a curriculum may a great example of what needs to be taught to reach twenty first century skills, and getting skipped because of excessive focus on the core curriculum.

To return to the topic of testing, the article talks about a testing process which takes “seventy minutes a day for six days” and contrasting it with “alternative tests produced by the Department of Education, one in English language arts and one in math, each lasting just forty-five minutes”.

There is another of aspect of health care that jumps out at me which I’ll introduce by way of the infamous quote from the Harvard Educated son of a University of Chicago Secretary of Education, Arne Duncan, who

described critics of the Common Core as “white suburban moms who—all of a sudden—[find] their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought they were.”

Yes, I am white and suburban, though I’m a father, not a mother, and I have not found any of my three daughters any less brilliant than I thought they were. The older two both skipped high school to start college at fourteen. The eldest is teaching English in Japan and the middle daughter completed her Masters in Education at age 19 and has already published three books, her most recent pointing out issues with an education system that does not sufficiently promote creativity. The youngest who is attending a great public elementary school consistently is a top scorer on standardized tests.

Besides relying on false stereotypes, the biggest problem I have with Sec. Duncan’s quote is that it reflects a different issue with the core curriculum.

In health care, we have the National Culturally and Linguistically Appropriate Services.

Provide effective, equitable, understandable and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy and other communication needs.

One of the criticisms of standardized testing is that many such tests have been culturally biased. Is enough being done to address cultural biases with the core curriculum? Do these cultural biases also end up in the classroom as teachers “teach to the test”? Concerns about the cultural aspects of education are just one part of the larger concern about the ‘one size fits all’ aspect of the core curriculum. Should the requirements vary depending on a students learning style? Does it really matter at what age geometry is learned and at what age algebra is learned, or does what really matter is that adequate progress is made towards learning all the aspects of the core curriculum by high school graduation?

Perhaps Ken Robinson’s comment about ‘date of manufacture’ addresses this issue best

We still educate children by batches. You know, we put them through the system by age group. Why do we do that? You know, why is there this assumption that the most important thing kids have in common is how old they are. You know, it's like the most important thing about them is their date of manufacture.

Well I know kids who are much better than other kids at the same age in different disciplines. You know, or at different times of the day, or better in smaller groups than in large groups or sometimes they want to be on their own.

If you are interested in the model of learning you don't start from this production line mentality. This is essentially about conformity. Increasingly it's about that as you look at the growth of standardised testing and standardised curricula. and it's about standardisation. I believe we've got go in the exact opposite direction. That's what I mean about changing the paradigm.

(You can get the transcript of his talk here or view the great RSA Animate video of it.)

As a final note, plenty of people have criticized the Affordable Care Act. It doesn’t do enough to reform health care and perhaps some of the reforms are headed in the wrong direction. We do need to improve the Affordable Care Act while recognizing benefits that it brings.

It seems as if the same applies to education reform. We do need a core curriculum, one that really addresses the twenty first century skills our students will need. We need proper testing and scientific research into how well these skills are being taught, the impact they are having, and even on the impact of testing, and we need to introduce ideas like the CLAS standards to education and move away from a one size fits all approach to testing and education.

Back to the starting point of this blog post, research at CHC has found that by coming up with new approaches to health screening, effectiveness and satisfaction can be improved. We need to look at similar ways to do this for education, perhaps individualizing and gamifying the whole process.

So, I asked my twelve year old daughter, “What if we replaced standardized tests with computer games?”

Her response was, “That would be awesome!” and then we went on to discuss how people could use it, track student and school performance and play the games from home.