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- Radical Reform with Reason
In her new book, Schools That Do Too Much, Dr. Etta Kralovec advocates rethinking the amount of time and financial backing given to "school sports, DARE and extra-curricular activities", but not without rationale. She documents the toll taken upon academics from the seemingly endless stream of fundraising for one project or another. She notes that with each new societal challenge; AIDS, drugs, poverty, disrupted family units, we have expected our schools to assume responsibility for instruction on the issue, and to act as surrogate parents. Although there is undoubtedly a need for a larger community support network to support our youth, is that the role of the school? With each new program or curricula added to an already hectic week, some other piece of the day must give way. Inevitably, it is a core academic piece that is lost. With the recent increase in federally mandated standards, and a drive towards "learning results", it is especially difficult to accomplish. Kralovec acknowledges the value in special programs and extra-curricular activities, many of which grew out of progressive reform movements of the past aimed at making our communities more cohesive and nurturing places. However, in the face of nsufficient time and funding devoted to academic pursuits, she argues thatit is time to fundamentally revisit the purpose of school. We must alter the curriculum, the budget, and our own expectations to achieve success.

That the average student's day is chaotic and fragmented is more than just the "view" of Dr. Kralovec. As reported in her book, studies show that during the average high school day, a comparatively small percentage of the day is devoted to actual learning. Large chunks of precious time are squandered on moving between classes, settling into the new class, taking roll call, and the numerous and frequent interruptions from announcements,
bells, and other distractions. Furthermore, the time spent 'in class' is not always spent 'on learning'. Even the very nature of that time is examined. Research shows that the current model asks students to engage at hours when they are least able to do so, and then divides their day into ways which make it particularly difficult to focus. Perhaps from a sense of familiarity, perhaps from lack of a clear alternative, we continue to cling to this unproductive model. Kralovec offers an alternative.

Following an illustration of how to read and understand a school budget (so that parents and interested community members can see where the money is spent), Kralovec goes on to present concrete and well developed, if radical, solutions. These include doing away with homework as it is now (see her prior book The End of Homework), altering the length and structure of the school day, eliminating the bells and loudspeakers which fragment thought, respecting the time allotted to learning, and making the classroom 'sacred space'. She challenges schools and parents to revisit their long-held assumptions about what a school is, in an attempt to see what a school might be. I challenge you to read
her book, loan it to a teacher, pass it around your local school board, and start the dialogue.

Heather Martin-Zboray

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