What does a genuine 21st-century education system look like? Well, for starters, it closes academic achievement gaps, gaps in health and wellness, and enrichment gaps among all young people.
Sounds like a tall order, but for Harvard Graduate School of Education professor Paul Reville, nothing short of it will suffice to provide every student with the tools to succeed—to show that “‘all’ means all” when we talk about educating every one of our nation’s youth.
Reville, who formerly served as Massachusetts Secretary of Education, was the opening speaker at last week’s National Conference on Summer Learning in Orlando, FL (Nov. 11-13), and in his speech he hit on themes that not only resonated for the expanded-learning providers in the audience, but also captured some of the current zeitgeist in education reform. He made an eloquent case for individualized and differentiated learning, calling it a “logical fallacy” to argue that the same thing (i.e., content, instruction) for the same amount of time will work to bring every kid to the same level, when each kid starts out from a different place. And he encouraged those present to stop calling social-emotional skills “soft skills” and instead legitimize them alongside academic development with identifiable and measurable metrics.