As a result of the No Child Left Behind Act, nearly half of the nation’s school districts have unwisely decreased class time focusing on subjects like social science and art, while increasing the daily class time spent on reading and math.
In the integration of the No Child Left Behind Act, we clearly understand that the public education system needs complete revamping, but the minimizing of school subjects that motivate children to learn and encourage a well-rounded education, such as the arts, only weaken the flawed education that students are receiving anyway.
Children are leaving elementary school and even leaving high school with minimal skills as far as writing, reading and math, but will now, with these time reductions, have little knowledge in regards to equally important school subjects.
We know that at times students must be forced to read and do math, and these skills must be emphasized by the public education system for the betterment of our society and to make an easier transition for students into higher education or the professional world.
But in their quest to raise test scores in reading and math to assure funding for their school programs, these districts are ignoring important components of our children’s education. Cutting down time spent on the social sciences, sciences, art, physical education, recess and lunch sends the message that being fundamentally aware of cultures, of history, of science and of our very well-being is not as important as scoring well on a standardized test.
In addition, the skills and love of learning that are developed in the early years are necessary for college admission and success in higher education. If the creative aspirations of children are stifled and if critical thinking skills are ignored in lieu of more math homework, it is a disservice to the younger generations.
Reading and writing are inextricably linked to all disciplines of learning ““ even in the sciences ““ and math, too, is linked to a variety of subjects.
Instead of separating the disciplines ““ elevating some and minimizing others ““ educators should be integrating them. Higher education and professional life is built upon interdisciplinary skills and incorporating these skills early on in education prepares students better. In college, history is not the regurgitation of facts, but rather the employment of critical reading, writing and thinking to understand historical and social movements.
Writing and reading well are essential in these courses and even in science courses, where the written word is integral in conveying knowledge about the physical and life sciences. Memorizing a diagram of the heart is only one part of understanding anatomy, but being able to understand and communicate basic information, such as the functions of the organ, necessitate the mastery of verbal and written skills.
It is not just knowing how to read but, more importantly, having the ability to read critically that makes the skill useful. The same applies to math and science ““ math and science are not mutually exclusive as the school districts’ actions imply. One must be able apply mathematical reasoning to disciplines such as chemistry and physics.
In desperate efforts to raise test scores, the public education system is degrading the knowledge, skills and exploration of various disciplines children need to succeed in life by exclusively elevating reading and math over all other subjects.