This is the second year I've accompanied my granddaughter to her high school’s parent-teacher night. Last year I met her English teacher, Mr. P., a young man who captivated the room with his energy. He gave examples of how reading was the vehicle for exploring new worlds, which could help us make sense of our own life experience. I loved Mr. P.’s passion, intelligence, and excitement. The fact that he turned my granddaughter on to the richness and romance of literature, made me indebted to him even more as the year progressed.

This year, even though he was not her teacher, I went back to his room to thank him personally. I told him that his commitment to sharing his extraordinary gift, for turning on young minds to develop a love for reading and to think critically, was an act of nobility. He had my profound respect because he clearly wasn’t doing it for the money. He smiled and said, “That’s almost as good as a raise,” but assured me that having students willing to think creatively and have their minds stretched was his greatest reward.

I was less moved by charisma this year, than I was by the preoccupation of the staff with the upcoming AIMS test. High school sophomores take this standardized examination to prove their competence. The results are used to judge the effectiveness of teachers, schools, and determine federal funding. Arizona has taken it a step further and has made it a “high stakes” graduation test. Students, regardless of how good their grades are, will not receive a high school diploma unless they pass the AIMS tests.

Tying funding for education directly to test results is another legacy of the current Administration, called the “No Child Left Behind Act” (undoubtedly another feel-good title dreamt up by Karl Rove.) How could anybody not support an Act that leaves no child behind? However, in the eyes of many parents and teachers it would more aptly be named the “Leaving Every Child Behind Act.” But what was allegedly intended to ensure that kids would learn, actually stifles meaningful learning. In the middle of the semester all regular teaching at my granddaughter’s school is interrupted and all focus is on passing the test. Teachers assured the parents gathered that last year nobody failed. The test itself has been widely criticized, having been developed without the input of teachers and has undergone numerous revisions at Arizona taxpayers’ expense.

AIMS testing doesn’t start in high school — it begins in the second grade. The trickle-down effect can be seen even in Kindergarten (now a full day) where kids in public schools have very little physical activity or recess, and the mainstay of their instruction is canned worksheets. A close friend’s first grader missed one day of school last week and had 12 worksheets to make up. The concept of developmentally appropriate practices and the recommendations of the National Association for the Education of Young Children ( HYPERLINK "http://www.naeyc.org" www.naeyc.org) have been cast aside. If the sole aim of education is to pass a single test, then the AIMS test works.


However, if the goal of education is to inspire a love of learning, cultivate creative minds, and produce the great thinkers of tomorrow, then it will sadly fail. Inquiring minds do not to want the right answers; they want to be encouraged to ask penetrating questions. The No Child Left Behind Act is coming up for renewal in the near future. Contact your senators and congressman and encourage them to scrap it — our students, our teachers, our country deserves better. If we reduce teaching to providing the answers to tests, we will discourage teachers like Mr. P. whose joy comes from planting seeds of discovery that excite young minds.

Last Mask of the Authentic Healer

Nov 30– Dec. 2, 2007
Franciscan Renewal Center, Phoenix, AZ
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“This unique, experiential workshop is designed for healers and
those who are interested in expanding their therapeutic repertoire.
In the language of ritual and ceremony, we will explore the many
ways you can magnify your healing power.
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