While taking a break from the work I was supposed to be doing recently, I found myself typing these words to a colleague:
It occurs to me that if the testing environment were not so toxic right now, we’d be ready for a real revolution in providing content. The technology is available to do a lot of open-source mathematics teaching; the ideas and community exist. But Larry and Stu aren’t really in a position where they feel they have the right/obligation/opportunity to move away from the published curriculum very far. If they toe the line and make modest progress on test scores (or none at all), they are covered. If they bust a move and see anything besides phenomenal gains in their first try, they have reason to be very, very worried. And furthermore they can’t count on collegial and administrative support along the way.
Those are the handcuffs that frustrate me. Without the constraints of NCLB, we wouldn’t need the big publishers much longer.
Within the constraints of NCLB, we get Khan Academy (which gets called ‘revolutionary’ but is not) and teachers are free to reform grading (SBG anyone?). But we don’t get meaningful curriculum change; least of all open-source curriculum.