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Are We There Yet?

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Are We There Yet? Are we there yet? Neoliberal education and never-ending reform Pamela Rogers n the July 1994 edition of OS/OS, Maude for constant growth and improvement, and for Barlow wrote that public education had the system to perform better with less funding, become the “scapegoat” for all types of is ever-present. Without a defined end-goal, the societal ills, including an unskilled work- need to compete at higher levels in international 5 force, a failing economy, and the reason testing, and continually align schools with for Canada falling behind in international the future economy (which is uncertain and competition: unknown), creates deep anxieties out of fear of being left behind. IEducators are being loaded with society’s To show how neoliberalism works in failures, and when they don’t find quick fixes, education policy and how it is replicated “reformers” are ready with radical solutions... regardless of the political party in power, I use Many current myths are gaining cheap currency. New Brunswick and Nova Scotia as exemplars, Our schools aren’t turning out scientists and deconstructing their reform discourse to expose mathematicians. That none of these myths is its underlying logic. I’ve focused on testing and substantiated by fact is lost in the school reform crisis to show how systems quickly reform to zeal. (p. 77) achieve their goal—to use public schooling as Barlow wrote this before the advent of the a vehicle for global economic competitiveness. OECD’s Programme for International Student Assessment [PISA] test, and before strategic PISA: “Hijacking” political messaging over social media, but public education since 2001 during a time of drastic education funding cuts International PISA assessments were created and back-to-basics reforms across Canada in by the OECD in the late 1990s as a way to track the 1990s. Yet the concerns she raises, such student performance in reading, mathematics, as the push for science and mathematics, and and science, with the intent to bolster learning “school reform zeal” are very much present-day in disciplines that support global economic matters in public education. Over 25 years competitiveness for industrialized nations. later, public education in Canada continues to The triennial standardized test is administered be subjected to constant cycles of one major globally at an estimated cost of $80 million reform plan after the next, which begs the USD (without calculating the teacher labour to question, are we there yet? administer the test), which are then compiled The simple answer to this question is no, and analyzed, resulting in global education because there is no “end” to neoliberal reform. rankings (Sjøberg, 2019). Much like the goals of capitalism, the demand Since the 1990s, critical conversations, it essentially provides technology to remove including essays by OS/OS authors Larry professional autonomy from an essential aspect Kuehn and Michael Corbett, have questioned of teaching, standardizing assessment to easily the purposes and effects of international testing track student performance. in local contexts. Sjøberg (2019) has called Although discussions on classroom compo- PISA a “hijacking” of public education, part sition and student learning are also included, of a process where “reforms that are not at the reform plan begins and ends with catering all empirically founded are introduced, often to PISA. overnight” (p. 14). The “hijacking” of public education systems globally is but one of many “The future of Nova Scotia depends on it” dire consequences when politically subscribing Like New Brunswick, Nova Scotia uses PISA to a single test which, although developed results as the basis for reform. Beginning with and analyzed abroad, steers local decisions in the consultation document Disrupting the Status public education. Quo: Nova Scotians Demand a Better Future for Every Student (2014), assessment results cited Another “failed” PISA test? in the Executive Summary set the tone: In New Brunswick’s 2019 reform plan, The panel’s recommendations constitute a Succeeding at Home: A Green Paper on significant change for the management of our Education, education is named a key priority school system. There is no other choice... Given for the Progressive Conservative government. that our youth need to succeed in a competitive After a brief introduction, under the title “What world, this is deeply disturbing. (p. 3) do we mean when we talk about a world-class education system?” the 2015 PISA rankings Disrupting the Status Quo is alarmist. Stand- are used to set the tone for the reform plan. ardized assessment scores are claimed to be Citing that New Brunswick was 10th in the beyond repair, and, therefore, the system must world for science, 7th for reading, and 19th for be overhauled completely, and immediately: mathematics, the document states: “the future of Nova Scotia depends on it” (p. 4). In reality, the chart for Nova Scotia PISA 6 New Brunswick’s education system appears mathematics results shows that test scores to perform well on the international stage. have fluctuated only slightly since 2003 (p. 10), However, in a rapidly changing world, this is not and interestingly, the report does not include enough—we need to do better. We cannot afford PISA reading and science results, in which to lag behind or even just keep pace. (p. 3) Nova Scotia consistently performs at, or above, Based on these figures, the Green Paper the Canadian average. aims for New Brunswick to become a top-10 So, why the fuss? One reason to evoke jurisdiction by 2030. At the back of the docu- crisis is to push through neoliberal reform at ment, full standardized testing results in PISA, a rate Sjøberg described as “overnight.” In Pan-Canadian, and provincial assessments accordance with this sentiment, the executive are provided in Appendix B (pp. 16–22). These summary suggests “There is a pressing need results show that, on average, Canadian for the government to move forward with the schools ranked 4th in science, 2nd in reading, full range of recommendations” (p.4). And in and 7th in mathematics in the 2015 PISA round the follow-up reform document released four of testing—a far cry from falling behind the rest months later, Nova Scotia’s Action Plan for of the industrialized world. Education, The 3R’s: Renew, Refocus, Rebuild But even with good-to-excellent results, (2015), the same level of crisis is used to frame the standings continue to be used politically the proposed changes. to implement massive shifts, such as flexible Like New Brunswick, the suggested changes ability-based groupings over age-based class- are based on the narrative that Nova Scotia is rooms (p. 9), and to lessen teacher workload failing in international assessments, and the an- by implementing artificial intelligence tools for swer to this crisis is to address the issue of test assessment (p. 10). While these suggestions scores. In the Minister’s Message, Karen Casey sound innovative on paper, the changes are adds, “In the simplest terms, we want to ensure based on performance, with the claim that that our students do better, especially in math ability-based classes will foster high levels of and literacy, and that they are better prepared student competition. Further, the use of artificial to lead productive lives in our changing world” intelligence “to reduce teachers’ workloads” (p. 5). In other words, student test scores in does not solve the issue of teacher workloads; math and literacy are directly correlated to their cogs carrying out the state formula for public ability to be “productive” in a future economy. education and are to be evaluated on their In this way, public education, and more contribution to improved student performance specifically, test scores, are presented as the (the goal of the Green Paper). best measure for the functioning of the system, Later in the document, the Green Paper but also as a measure for how the system is suggests that teacher workloads will be sup- functioning, and for students’ possible futures. ported through artificial intelligence, primarily This is an enormous amount of pressure for the in areas of student assessment (ironically, the education system to be judged on a random use of digital technologies which track student sample of students taking a two-hour test highly and teacher performance are discussed directly criticized for its methodology and analysis. before the section titled “Teacher development, teacher freedom” [pp. 9–10]). Instead of dealing Teacher performance and education crises with underlying issues of teacher workloads, The discourses in the Green Paper and Action and supporting teachers by lowering class Plan oscillate between crisis—mainly around sizes, addressing classroom composition, or failing tests scores and an aging education increasing preparation time, the plan suggests system—and hope. Both reform plans use that technology could help take over some of similar tactics: deficit discourses negatively the work for teachers “struggling with often framing the system, students, and teachers, excessive demands on their time” (p. 10). with strategically placed positivity throughout, This bait and switch strategy accomplishes which makes for a confusing, emotionally two things: it outwardly addresses teacher fraught read. Perhaps more interesting are workload, while increasing standardized assess- the similarities in these two plans, from two ment through technology. Such actions are not different provinces and two governments from benign: the discussion
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