ALLISON: Schools shouldn’t sacrifice student performance to vague notions of ‘equity’
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According to a new study published by the Fraser Institute, if Canada wants to remain competitive with emerging economies around the world, we must increase our math, science and reading scores — and not simply pursue high levels of “equity and inclusion” as the primary goal for our schools.
Indeed, highly equitable and inclusive schools — with declining PISA scores, as is currently the case in Canada — do a disservice to students and society at large.
Why? Because higher test scores translate into greater “knowledge capital” — that is, the full body of knowledge available to an economy — and boost economic growth (and, incidentally, the tax revenues that fund our schools).
Indeed, the goal should be equitable access to a quality education. And the most realistic and meaningful way to measure student progress is through PISA tests, which every three years assess the performance of 15-year-olds worldwide in core subjects of math, science and reading rather than the limited curriculum objectives used in provincial testing, which can only show progress or decline within individual school systems. In today’s world, where competition is truly global, we must know how our students and schools perform compared to their peers in other countries, especially the “Asian Tigers” of Hong Kong, Korea, Singapore and Taiwan whose rapidly growing economies have been driven by rising PISA scores.
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Obviously, countries with higher test scores can teach other countries how to improve — although there are limits and some traps here. Attempting to cut and paste Singapore’s or Korea’s much more meritocratic systems of highly competitive student assessment and selection would be impractical and impolitic in Canada. Even so, policymakers should consider reinstating more meaningful meritocratic norms in Canadian schools to encourage and recognize academic achievement. Nothing succeeds like success, except recognized and rewarded success.
Closer to home, other provinces could benefit from considering why Quebec is such a stellar performer in math and why Alberta has the highest overall PISA test score average of all provinces.
But fair warning, recent attempts at school improvement in Canada show that top-down one-size-fits-all changes — including extending compulsory attendance, reducing average class size and tinkering with course content — have had little positive effect on student performance, although they may please teacher unions. If policymakers want to achieve more equitable success for more students, they should introduce more flexibility, school autonomy and choice into our top-heavy centrally regulated school systems. In this respect it may be no accident that the three highest performing, mid-spending provincial K-12 education systems (Alberta, Quebec and Ontario) offer relatively high levels of school choice, although of quite different kinds.
Equity and inclusion are noble goals, but they shouldn’t interfere with student progress. There’s too much at stake, for students and the country.
— Derek J. Allison is a professor emeritus of education at the University of Western Ontario and senior fellow at the Fraser Institute.
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