Confidential to the Denizens of Lake Wobegon: You know that whole Garrison Keillor shtick about all the kids being above average actually makes fun of our collective tendency to engage in magical thinking, right?
What’s that? You get that the shtick is a shtick—but your kid really is one of the above average ones? You willing to bank their future on that?
For the second year in a row, the parent resource hub Learning Heroes reports that Americans dramatically overestimate their kids’ academic achievement. Ninety percent of us believe our kids are on track in school, while in fact an apples-to-apples test administered to a cross-section of U.S. students every four years puts the number at one in three.
It astounds me that increasingly the reaction to news such as this—particularly among affluent white parents and at least here in the Twin Cities many of the educators who staff their schools—is to attempt to get rid of the flow of data. Or failing that, to bury the numbers.
I mean, we’re talking about the very same class of people for whom worrying about the kids’ economic and social advantages is a competitive sport. And yet here we are, in perfect Minnesota form, responding to a federal law requiring an overhaul of the way we track schools’ performance by creating a new system that will collect terrific data but minimize its practical uses—to help children in poverty and with disabilities. Continue reading