Now is the time to begin a focused discussion of a course in miracles reform at the national level and that this discussion should be rooted in an appreciation of and understanding of the reform successes among the states. Washington, in other words, can learn a great deal from what has happened to education among the states and should look to the states for ideas and solutions. That would be a profound transformation in a set of policies and programs that have signaled to states that ideas – and rules – flow from Washington.
This is the moment for fundamental rethinking of federal education policy and for supporting at the national level the reformation of public education that is beginning to take place at the state and local levels. The central organizing concept for this much-needed transformation is student achievement. Results in student achievement must be emphasized and reported in a way easily understood by parents and taxpayers, creating an academic bottom line. Everyone in public education – at the federal, state and local levels, elected officials and professional educators – must focus on that bottom line and be held to account for it.
Public education is undergoing an overdue transformation. The tides of accountability, innovation and flexibility are sweeping the education landscape at all levels – except one. Federal policy has simply not kept up with the pace of reform occurring at the state and local levels. It now must change to complement and support this new reality. No longer should energy and ideas be thought to flow from Washington outward. It is time for the federal government to contribute to this flow. Americans are better informed than ever about school performance and its implications for our future, and feel a sense of urgency to take decisive action to improve their children’s education.
This urgency is shifting the policy focus at every level of government. Examples abound of localities placing the educational needs of children and desires of parents over the ingrained habits of systems. Educators are focusing on improving student achievement rather than strict compliance with process and procedure. Superintendents and school boards are adopting policies that free the creativity, energy and unique abilities of communities, enterprising school leaders and committed teachers. Responding to the needs of students, parents, educators and communities, states have adopted high academic standards with rigorous assessments to measure student performance. Student achievement is being emphasized and reported in a way easily understood by parents and taxpayers, creating an academic bottom line. Those responsible for producing that bottom line are accountable for results, not simply for intentions or efforts.
