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Past As Prologue : the National Academy of Education at 50

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Past As Prologue : the National Academy of Education at 50 PAST AS PROLOGUE The National Academy of Education at 50 Members Reflect Michael J. Feuer, Amy I. Berman, and Richard C. Atkinson, Editors National Academy of Education Washington, DC NATIONAL ACADEMY OF EDUCATION 500 Fifth Street, NW Washington, DC 20001 International Standard Book Number: 978-0-9969495-0-7 Library of Congress Control Number: 2015955319 Additional copies of this report are available from the National Academy of Edu- cation, 500 Fifth Street, NW, Washington, DC 20001; http://www.naeducation. org. Copyright 2015 by the National Academy of Education. All rights reserved. Printed in the United States of America Suggested citation: Feuer, M. J., Berman, A. I., & Atkinson, R. C. (Eds.). (2015). Past as Prologue: The National Academy of Education at 50. Members Reflect. Washington, DC: National Academy of Education. The National Academy of Education advances high quality education research and its use in policy formation and practice. Founded in 1965, the Academy consists of U.S. members and foreign associates who are elected on the basis of outstanding scholarship related to education. Since its establishment, the Academy has undertaken research studies that address pressing issues in education, which are typically conducted by members and other scholars with relevant expertise. In addition, the Academy sponsors professional development fellowship programs that contribute to the preparation of the next generation of scholars. Foreword Fifty years ago American education changed. Congress enacted crit- ical and wide-reaching federal laws, the executive branch demanded the enforcement of revolutionary Supreme Court mandates, and we had finally come to terms with the abomination of racial injustice by passing the Civil Rights Act. More than ever in our history, Washington inserted itself in what was until then a state and local education system. To appre- ciate the zeitgeist, listen to the words of President Lyndon B. Johnson, as he signed the Elementary and Secondary Education Act: He said the law will “bridge the gap between helplessness and hope for [this country’s] educationally deprived children … no law I have signed or will ever sign means more to the future of America.” And there was more to come: 6 months later, Congress enacted the Higher Education Act (HEA), swing- ing open the doors of college to all students. The effects? In 1965, less than 10 percent of the population 25 years and older had attended 4 or more years of college. By 2014, that number was close to 34 percent. But there is still more: the year 1965 also saw the introduction of Head Start, the federal government’s foray into early childhood education, which made a national statement about the imperative to break the cycle of poverty through comprehensive programming and preschool to poor children. At the risk of confusing cause and effect, these changes were happen- ing just as giants of education research (James Conant, Lawrence Cremin, Frank Keppel, Israel Scheffler, Ralph Tyler, and others) were discuss- ing the need for better data and enhanced scholarship concerning the improvement of education. And thus the National Academy of Education (NAEd) was established 50 years ago. v vi FOREWORD It was a radical idea, if not for science and research generally, then certainly for the idea of education research specifically: an Academy “dedicated to the advancement of scholarship concerning the ends and means of education, in all its forms, in the United States and abroad.” Modeled after the National Academy of Sciences, which was founded 102 years earlier, the NAEd would bring together outstanding scholars and provide a formal structure for them to engage in instruction, debate, and research “transcending the bounds of any single institution.” With the generous and enlightened support of the Carnegie Corporation, the vision was realized. With this anthology we begin a year of celebration of our 50th anni- versary, published in time for the annual gathering of members, fellows, and friends in Washington, DC, in October 2015. We asked members to use the occasion to reflect on the Academy’s commitment to addressing the most pressing educational issues of our day, and to think about how we might become even more influential in the years ahead. We are awed and inspired by the words of our colleagues collected here. Not surprisingly, with the coinciding anniversaries of the NAEd and the laws that fundamentally changed the American educational and social landscape, many of our members critiqued the current state of our edu- cational system, offered suggestions for improvement, and looked to the future role of the NAEd. The 52 articles span a wide range of topics, which we have clustered into 8 sections. Many submissions address early childhood and K–12 education. Bruce Alberts covers the crucial role of teachers and their inclusion in edu- cational decision-making, Richard Atkinson reminisces on his work about memory and computer-assisted instruction, William Damon addresses the importance of civics education as it relates to the persistent problems of inequality, Diane Slaughter Kotzin addresses “play” in early childhood education, Marshall (Mike) Smith focuses on systemic solutions for the systemic problems facing our educational institutions, Catherine Snow reviews the history of the research on teaching of reading, Noreen Webb addresses student engagement and participation, and Roger Weissberg attends to social and emotional learning. We include a section titled “Assessment and Measurement in Educa- tion,” the importance of which in the history of education policy and prac- tice is abundantly obvious. Our Academy and many of its members have examined the uses (and misuses) of assessment in our nation’s schools. Here Paul Black describes his extensive work in assessment for learning, Edmund Gordon explores assessment to further learning and human development, Marcia Linn argues for the potential of assessments to strengthen online science learning, James Pellegrino explains why assess- ment systems need to keep pace with the sciences of learning, and Robert FOREWORD vii Sternberg describes the failure of assessments to be based on a modern theory of intelligence. Of the approximately 50 million students in public elementary and secondary schools, less than half are white, 15 percent are black, 26 per- cent are Hispanic, 5 percent are Asian/Pacific Islander, 1 percent are American Indian/Alaska Native, and 3 percent identify as two or more races. One-tenth of our students are identified as English language learn- ers. Poverty has become more severe: roughly 22 percent of all children live in families with incomes below the federal poverty level and 48 per- cent of students are eligible for free/reduced-price lunch. In the section “The Education of a Diverse Learning Population,” members address the imperative for our schools to provide an equal learning opportunity for all of the nation’s students. Greg Duncan and Richard Murnane describe rising income inequality in the United States and what we might do about it, Patricia Gándara retraces the history of language policies, Sonia Nieto laments the dismantling of public education because of segregation and privatization, Alejandro Portes examines the plight and prospects of immigrant students, and Margaret Beale Spencer discusses the continued need to recognize the salience of race. With the HEA came unprecedented access to the nation’s postsecond- ary system. In 1965, roughly 19 percent of 20–24-year-olds were enrolled in higher education; by 2011, that number more than doubled to 40 per- cent. Instead of higher education being an ivory tower for the select few, the HEA made it possible for many more students to gain access to higher education. In the section “Challenges in Higher Education,” Stephen Ceci examines trends in academic hiring and the promotion of females in academic institutions, Robert Floden takes on recent debates over teacher preparation programs and their evaluation, Michael McPherson explores the history of higher education with an emphasis on social sci- ence research contributions in the HEA, Cecilia Rouse examines student completion and affordability, Marta Tienda describes the importance of diversification in the higher education population, and William Tierney discusses the federal government’s long involvement in higher education. A dominant theme in the history of the Academy is the role of research and the quality of evidence it produces. In the section “Modes of Inquiry for Educational Research,” the authors comment on the history of edu- cational research and the ongoing debate over evidentiary standards. Margaret Eisenhart, Michael Feuer, Kenji Hakuta, Richard Shavelson, and Maris Vinovskis explore from their vantage points the demand for scien- tifically valid research, what this demand means, and how to ensure that education research addresses the complexities of our educational system. Michael Cole traces his journey from an experimental learning theorist to a “mushy developmentalist,” David Kaplan examines misinterpreta- viii FOREWORD tion and misuse of statistical data and the opportunities for the Bayesian paradigm, and James March and Denis Phillips challenge us to broaden our definition of research, with Phillips reminding us that education is an “intrinsic good” and March that “education is a vision, not a production facility.” Whether and how education research can be “useful” in policy is, of course, an abiding concern of the Academy. This is the main focus
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