Chapter 5 of Whatever It Takes highlights the different theories of schooling held by Geoffrey Canada and some of his administrators. For Canada, it is important for the Harlem Children's Zone to assume a business model in order to achieve success. Among other things, he had a mantra of "more, more, more" when it came to test prep.
An alternative approach by Terri Grey, the principal of the middle school, was about "raising achievement over the long term by gradually molding students into learners." It seems difficult to main both approaches simultaneously. And so Grey's and Canada's schooling philosophies seem to expose important differences headed toward a conflict.
What do you think? Which approach or paradigm do you believe is more beneficial, Canada’s or Grey’s? Why?
Or, for our local college concerns, beyond GPAs, what other ways can we effectively measure learning outcomes here at SIUE?