Episode 137: Continuous Improvement and Accreditation in Education: Myth or Club?
Imagine sending your child to a school that claims to be "continuously improving" year after year, yet educational outcomes continue to decline. Something doesn't add up, right?
This episode dives deep into the mechanisms behind school improvement efforts, revealing how the educational system's approach to enhancement often misses the mark. Drawing from both research and personal experience as an education advocate, I unravel the complex web of continuous improvement methodologies, school improvement plans, and the often misunderstood role of accreditation in K-12 education.
I explore the Plan-Do-Study-Act cycle that drives most improvement initiatives and why these well-intentioned efforts frequently fail to deliver meaningful results. The discussion highlights a critical oversight in many improvement frameworks: the absence of social justice perspectives and authentic family engagement, particularly for marginalized communities. When schools view families as external to the improvement process rather than essential partners, they perpetuate existing inequities despite their stated goals of enhancement.
Perhaps most eye-opening is the examination of school accreditation – that mysterious "seal of approval" granted to 95% of America's public high schools by just six regional associations. I pull back the curtain on this process, revealing the close-knit relationships between accreditors and the schools they evaluate, and questioning whether the system truly measures educational effectiveness or merely maintains the status quo.
Whether you're a parent navigating school choices, an educator involved in improvement initiatives, or simply someone concerned about educational quality, this episode provides crucial insights and actionable steps. Share your experiences with accredited schools in the comments at k12educationuntangledbuzzsprout.com, and follow the podcast to continue untangling the complexities of our education system together.
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