Embedded in a piece focusing on pre-school funding we find a familiar phrase, “ready to learn:”
More than three-fourths of Montgomery County’s class of 2022 entered school this year ready for the rigors of kindergarten — up 15 percent since 2001.
About 68 percent of their peers in Prince George’s were ready to learn, down slightly from last year, but up one third in the past nine years.
Not only are those stats next to worthless, this is a frightening disconnect from childhood. But then, the institution of schooling has never managed to focus on kids. Most of the talk is about supporting the system and chasing the dollars:
“The most important thing we can actually do is fund the programs, like this, that we know work,” Ervin said. “And what’s happening anecdotally is that many parents can no longer afford private pre-kindergarten.”
“Don’t be easily lulled into the assumption that you’ll get better prepared kindergartners if a larger percentage of kids go to publicly financed pre-kindergarten,” said the Fordham Foundation’s Chester Finn, former U.S. assistant secretary of education. Finn has argued for better options for the students most likely to be underprepared, but against the expense of pre-kindergarten for all.
“Educentric programs could be just as easily delivered by private operators,” Finn said.
Public program, private program, ready to learn? Which one of your 4 or 5 year olds wasn’t already fully engaged in learning? But, as Chester Finn’s comment suggests, there is money to chase.
It is just wrongheaded to equate learning with conforming to the institution of schooling – at whatever age.
Source article here.