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The opening essay by Paul Peterson seeks to show what education will be like in 2030 if nothing changes, that is, if today's trends are simply extrapolated.The following thirteen essays are clustered into Curriculum and Instruction (five essays), Standards and Testing (two), Governance and Finance (four), and Privatization and Choice (two).Private tutors are hired to shore up academic weaknesses, and schools offer Saturday workshops for remediation.
The curriculum and its delivery are the products of the field of cognitive technology that marries cognitive science with powerful information technologies.
The power of curriculum means that differences among schools and teachers are no longer important determinants of learning outcomes for students. Willingham: Classroom Teaching in 2030 It seems self-evident that we can improve schooling if we tune education to the students' minds. Teachers are expected to write curricula, write lesson plans, cope with enormous student diversity, and improve their teaching although they are given no opportunity to practice.
Courts and collective bargaining agreements will also gain in influence.
Meanwhile, high school graduation rates will fall, and learning will stagnate.
In these essays, members of the Hoover Institution's Task Force on K–12 education, joined by several keen-eyed observers, blend prediction with prescription to paint a vivid picture of American primary and secondary education in 2030.
What follows is necessarily speculative, and readers may judge portions to be wishful thinking or politically naïve.
Follow that progress through the story of Rasheed, an impoverished Philadelphian who faced long odds at birth but just graduated from the University of Pennsylvania.
PDF | View related video Tom Loveless: Time Spent on Learning American students devote more time to learning in 2030 than at any other time in history.
Students attend school about seven hours a day, two hundred days a year.
Homework averages two hours per night in high school.