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Reviewing the books The Making of Americans: Democracy and Our Schools
by E.D. Hirsch Jr. and Why School? Reclaiming Education for All of Us
by Mike Rose in the New York Review of Books, Andrew Delbanco says,
In short, the more one ponders the statistics, the more murky their meaning becomes. The most reliable data, lucidly presented by Daniel Koretz, a professor of education at Harvard, in his book Measuring Up: What Educational Testing Really Tells Us, do disclose some noteworthy trends. Especially in mathematics, student achievement has lately improved at the elementary school level, but the gains have not been maintained through middle school and high school. Test scores of African-American students in reading as well as in math continue to lag behind those of white students, though the gap has been narrowing. Hispanic students also score lower than non-Hispanic whites, although, as Koretz points out, the meaning of these data is complicated by the fact that “the Hispanic population is constantly refreshed” by new immigrants who, at first, may have difficulty understanding and reading English.[4]
Yet despite the manifest ambiguities of the data, Americans persist in believing that our schools have fallen from some golden age of excellence—an idea that Rothstein dismissed as a “fable.” It was a well-chosen word, since “fable” is the name we give to a tale whose claims cannot be empirically verified but that may nevertheless contain some admonitory or normative truth.