Five years ago, we switched countries.
Pasi Sahlberg came to the U.S. as a visiting professor at Harvard University, and William Doyle moved to Finland to study its world-renowned school system as a Fulbright scholar. We brought our families with us. And we were stunned by what we experienced.
In Cambridge, Mass., Pasi took his young son to have a look at a potential preschool. The school’s director asked for a detailed assessment of the boy’s vocabulary and numeracy skills.
“Why do you need to know this? He is barely 3 years old!” Pasi asked, looking at his son, for whom toilet training and breast-feeding were recent memories.
“We need to be sure he is ready for our program,” replied the director. “We need to know if he can keep up with the rest of the group. We need to make sure all children are prepared to make the mark.”
Pasi was flummoxed by the bizarre education concept of “preschool readiness.” Compounding the culture shock was the stunning price tag: $25,000 a year for preschool, compared with the basically free, government-funded daycare-through-university programs that the boy would have enjoyed back in Finland.
Pasi had entered an American school culture that is increasingly rooted in childhood stress and the elimination of the arts, physical activity and play—all to make room for a tidal wave of test prep and standardized testing. This new culture was supposed to reduce achievement gaps, improve learning and raise America’s position in the international education rankings. Nearly two decades and tens of billions of dollars later, it isn’t working. Yet the boondoggle continues, even as the incidence of childhood mental-health disorders such as anxiety and depression is increasing.
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