Part III: Behind 'The Knowledge Gap.' Is School Curriculum To Blame?

Series: Closing the Achievement Gap | Take Our Survey

With Meghna Chakrabarti

The latest in our series on the achievement gap. Could the problem be the nation’s focus on teaching skills rather than actual knowledge?

Guests

Natalie Wexler, author of “The Knowledge Gap: The Hidden Cause of America’s Broken Education System – And How to Fix It.” (@natwexler)

Sarah Webb, fifth and eighth grade English Langue Learner teacher for the Mad River Local School District outside of Dayton, Ohio. She was featured in “The Knowledge Gap.” Piloted “Wit and Wisdom,” a content-based curriculum, when she was a fourth grade teacher. She is now helping to implement it districtwide.

From The Reading List

Excerpt from “The Knowledge Gap” by Natalie Wexler

On a sunny November morning, Gaby Arredondo is trying to initiate twenty first-graders into the mysteries of reading.

Today’s particular mystery is captions. Ms. Arredondo recently gave a test that asked her students to identify a caption, and—even though she had spent fifteen minutes teaching the concept—many chose the title of the passage instead. Her goal today is to show her students that what makes something a caption isn’t where it appears on the page or what it looks like but what it does: it’s a label that describes a picture.

“What is a caption?” Ms. Arredondo begins brightly to the five students gathered before her at a semicircular table. As she speaks, she writes caption on a whiteboard next to her chair. No one answers. Ms. Arredondo writes a second word: label.

“It’s a label,” volunteers one girl.

“What kind of a label?” Ms. Arredondo prods.

A boy chimes in: “It’s a label that describes things.”

“What kinds of things? Does it tell us the author or the title?”

“It tells us the author and the title,” the boy repeats dutifully.

“No,” Ms. Arredondo says. “It tells us about the picture.”

She shows them a photo from a book called Mothers, which has the words daughters, mother, and son superimposed in the appropriate spots. “So, what is a caption?”

“Words?” a girl named Nevaeh ventures.

As Ms. Arredondo goes through other books with subsequent small groups, the children pepper her with questions about the pictures—what a shark is eating, or whether a planet is Mars or the moon. She deflects them. The point of this lesson isn’t to learn about sharks or planets. It’s to learn about captions.

In a first-grade classroom in another school, teacher Adrienne Williams is about to read aloud a book on mummies. But first, she asks the kids what they already know about the subject—or what they think they know.

“They chase you!” says one.

“They don’t exist.”

“They walk like they’re crazy!”

“They’re wrapped in paper.”

“They kidnap you.”

“You all have a lot of ideas about mummies,” Ms. Williams says calmly. After taking some questions (“Are they real?” “What do they do?”), she puts the book into a projector so the kids can follow along.

“Eww!” they chorus delightedly, as the screen reveals a photograph of a mummy with its hands pressed to its cheeks, its teeth fixed in a ghoulish smile.

The children are rapt as Ms. Williams reads about how mummies are dead bodies that have been preserved, sometimes for thousands of years, and the things that scientists can tell about them: that one ancient man used hair gel, that another’s last meal was vegetable soup.

Along the way she casually points out the “text features” that, in a typical elementary classroom, would be the focus of instruction: the table of contents (“So if I want to make a mummy, what page do I go to? . . . Yes, page 18, ‘How to Make a Mummy’ ”), and a text box that contains a definition of bacteria (“You already know about bacteria after studying germs,” she reminds them). There’s a picture of a sarcophagus. “We’re going to learn that word,” she says.

Both Ms. Williams and Ms. Arredondo were teaching at schools serving low-income populations on a first-come, first-served basis. Both were considered effective and well-trained teachers. Ms. Williams is naturally gifted, but the fact that her lesson was so much meatier and more engaging was largely a matter of luck: her school happened to be using a curriculum that emphasized building knowledge. A few years before, Ms. Williams’ school had used the kind of curriculum used by Ms. Arredondo—which is the norm—and she could see that her students weren’t particularly engaged. “It was just an isolated set of skills,” she says. “There was no bigger context.”

The theory that has shaped the American approach to elementary education goes like this: Reading comprehension is a set of skills that can be taught completely disconnected from content. Teach children to identify captions in a simple text—or find the main idea, or make inferences, or any one of a number of other skills—and eventually they’ll be able to grasp the meaning of any text put in front of them.

But cognitive scientists have known for decades that the most important factor in comprehension isn’t a set of generally applicable skills; it’s how much background knowledge the reader has about the topic. If you don’t have enough knowledge and vocabulary to understand the text, no amount of “skills” practice will help. Given the lack of attention to building knowledge in school, the system ends up further privileging the kids who are already privileged—those who have highly educated parents and are more likely to pick up sophisticated knowledge and vocabulary at home.

Another widespread belief among educators is that history and non-hands-on science are inappropriate for young children. That, too, is not supported by the evidence—including the anecdotal evidence from Ms. Williams’ classroom. The fact is, history is a series of stories. And kids love stories. The same is true for science topics that don’t lend themselves to hands-on activities. It’s ironic that truly abstract concepts like captions are considered appropriate for six-year-olds, but informational tales about history, science, and the arts are not.

When young children are introduced to history and science in concrete and understandable ways, chances are they’ll be far better equipped to reengage with those topics with more nuance later on. At the same time, teaching disconnected comprehension skills boosts neither comprehension nor reading scores. It’s just empty calories. In effect, kids are clamoring for broccoli and spinach while adults insist on a steady diet of donuts.

The good news is that a growing number of elementary schools, like the one where Ms. Williams taught, are recognizing that it’s not only okay to focus on building children’s knowledge, it’s vital to their chances of success. And that kids love it.

Reprinted from THE KNOWLEDGE GAP: The hidden cause of America’s broken education system–and how to fix it by arrangement with Avery, a member of Penguin Group (USA) LLC, A Penguin Random House Company. Copyright © 2019, Natalie Wexler.

New York Times: “Opinion: Why Are We Still Teaching Reading the Wrong Way?” — “Our children aren’t being taught to read in ways that line up with what scientists have discovered about how people actually learn.

“It’s a problem that has been hiding in plain sight for decades. According to the National Assessment of Educational Progress, more than six in 10 fourth graders aren’t proficient readers. It has been this way since testing began. A third of kids can’t read at a basic level.

“How do we know that a big part of the problem is how children are being taught? Because reading researchers have done studies in classrooms and clinics, and they’ve shown over and over that virtually all kids can learn to read — if they’re taught with approaches that use what scientists have discovered about how the brain does the work of reading. But many teachers don’t know this science.

“What have scientists figured out? First of all, while learning to talk is a natural process that occurs when children are surrounded by spoken language, learning to read is not. To become readers, kids need to learn how the words they know how to say connect to print on the page. They need explicit, systematic phonics instruction. There are hundreds of studies that back this up.”

Education Next: “The Lost Children of E.D. Hirsch” — “The most important point raised in Natalie Wexler’s new book The Knowledge Gap is nearly an afterthought. It’s in the book’s epilogue. After a compelling, book-length argument in favor of offering a knowledge-rich education to every child and documenting our frustrating lack of progress in doing so—to raise reading achievement, promote justice, even, she suggests, to end school segregation—the author makes a surprising observation.

“‘I’d love to point to a school district, or even a single school, and say: This is how it should be done,’ Wexler writes. ‘Unfortunately, I have yet to see an American school that consistently combines a focus on content with an instructional method that fully exploits the potential of writing to build knowledge and critical thinking abilities for every child.’

“That is one hell of an indictment of American education, and to Wexler’s credit, a brave one, since arguably it calls into question the mission of her thoroughly reported and briskly readable book. On the one hand, the case for content cannot be made too often or too emphatically, and Wexler does it well. By setting so much of the book in actual classrooms among real teachers and children she does E.D. Hirsch, Jr. better than Hirsch himself. However, it is telling—and a little depressing—that more that 30 years after Hirsch burst nearly by accident onto best-seller lists with Cultural Literacy, the urtext in the knowledge-rich schooling canon, Wexler cannot name a single school or district doing it right. Thus The Knowledge Gap cannot be viewed as a wake up call for American education. The alarm has been ringing for more than three decades. We have hit the snooze bar and rolled over. And that’s, well…alarming.”

Grace Tatter produced this hour for broadcast.

Series: Closing the Achievement Gap | Take Our Survey

This article was originally published on WBUR.org. [Copyright 2019 NPR]