As educators, we are only as effective as what we know. If we have no working knowledge of what students studied in previous years, how can we build on their learning? If we have no insight into the curriculum in later grades, how can we prepare learners for future classes? – Heidi Hayes Jacobs
I’ve just had the pleasure of rereading an old report on school improvement, a report commissioned in the early years of Bernard Lord’s government. While it has a somewhat unwieldy title – “Schools Teach – Parents and Communities Support – Children Learn – Everyone Benefits: A Review of the New Brunswick Education System Anglophone Sector” – it is more commonly referred to as the Scraba Report.
Perhaps “pleasure” isn’t quite the word I’m looking for in light of the horrifying picture of education in New Brunswick that it delivers. Maybe “grim satisfaction” captures my response, a response that really hasn’t changed since I first read this work upon its release in 2002. The author of the report, Elana Scraba of Education Consulting International, provides an unstintingly brutal assessment of the failings of New Brunswick’s system at the time.
The good news, of course, is that the Lord government immediately adopted a majority of the recommendations the report provided and a new golden age in education in New Brunswick dawned. Since 2002, reforms in New Brunswick education have seen language and math skills improve dramatically while the literacy rate provincially has risen astronomically as a result. Employers report that recent graduates from high school come prepared for the work force while those who go on to post-secondary studies are top of their class no matter where they attend.
And yes, sadly, that last paragraph was entirely fictional. You might even say that it was written with more than a little bitterness. I remember reading the Scraba Report back then with dismay. It managed to identify virtually every issue I had ever had with the system in New Brunswick, most importantly, the lack of emphasis on a core curriculum that was clearly defined and properly aligned with classroom practice and assessment.
But that’s just the beginning. Rereading the Scraba report, almost 15 years later is very much a “déjà vu all over again” experience. It seems inconceivable that I am reading about things that could easily be used as justification for another examination of New Brunswick’s system: core curriculum, inclusion, assessment results, French Immersion, lack of resources. These are the very things that are at the heart of the Scraba Report’s analysis and ultimate recommendations and they are the very same things that preoccupy much of the time of those who continue to care about education in New Brunswick today.
The fact that most who might read this have never heard of the Scraba Report should tell you what happened to it. Back in 2002, for a brief moment, the report awakened hope that something real and substantial might happen. An article appeared in the NBTA News, disability groups responded positively, and the report, in general, created some waves. But then it was shelved, government moved on, and the report was left to gather dust. I wish I could say I was surprised. Allow me to digress.
Within a few years of the province implementing the English Language Proficiency Assessments (ELPAs) at the grade 9 level, a committee was struck that got together to review the make-up of the assessments. One representative from each district was sent to Fredericton (I was chosen to represent what was then School District 8) and this group came up with over 80 recommendations for improving everything from format to content. In the end, one (yes ONE) recommendation was adopted: changing when the assessment was administered.
I offer that story of my experience as a small example of the larger travesty and as a reflection on the current controversy over reinstituting Grade One French Immersion. Both the shelving of the Scraba Report, and my experience with ELPAs, point to government’s unwillingness to tackle, in a substantive way, the confused mess that the NB educational system has become. While we have an incredible cohort of well-trained and dedicated teachers, I watched as, year after year, their enthusiasm and energy were drained by a system that cares too often about all the wrong things to the detriment of teachers, the system and, most importantly, to students.
What does government care about in education you might ask? Quite frankly, I don’t think they know, except in the most general terms. As the Scraba Report emphasizes in many places in many ways, the kind of change NB needs will take many years. Among the recommendations at the time was “Declare a moratorium on curriculum change for four years”. From the political perspective, that would be a hard pill to swallow.
Education in New Brunswick has long been a way for political parties to claim that they are willing to “invest” in the future. Imagine being prevented from making any education related claims for an entire mandate. Imagine leaving education more properly in the hands of educators. Imagine a system that focused on essential skills and measured its success by students’ obtaining them. Dare to dream.