I have just finished reading Moneyball. It is the story of how Billy Beane, the general manager of the Oakland A’s, developed a winning team within the constraints of a minimal operating budget. He did it by re-thinking the institutionalized measurements of a player’s value and potential that had been used by major league baseball since the game was invented and a Brit named Henry Chadwick developed the record-keeping format. I believe this has implications for 21st century education.
While developing the 2014 strategic plan for Charlotte-Mecklenburg Schools, I was amazed to find that our sole measure of the success of our schools was the scores of the state tests – basically three at elementary school and five in secondary school. Parents, educators, and elected officials used this statistic to determine which schools were “the best”.
- How do we know that these specific measurements lead to success for students?
- These measures only cover a third of the subjects. What does that imply about the other two-thirds?
- How is the ability to memorize facts and formulas a 21st century skill? (Common core may cure some of this one.)
If we are to measure what matters for students to be successful in the future, what is it that we need to measure and how do we make sure students receive it as part of their education?
I would be interested to hear about what in your formal and informal education has made it possible for you to be successful.
The School Solutions Group 