Although we acknowledge that change is a constant, few of us have systematically mapped out its impact. Colleagues at the KnowledgeWorks Foundation, working with the Institute for the Future, have devised a complex map of the external forces affecting education from 2006 to 2016. To view the interactive version, visitwww.kwfdn.org/map/map.aspx.
Much of the map won't surprise those working in schools. Over 40 trends are identified, including increased diversity and urbanization, personalized learning plans, and fragmenting preferences. Dilemmas include such things as achieving standards and personalization; reconciling extreme diversity and deep localism; supporting teachers' rights and changing teachers' roles; and integrating digital natives and digital immigrants. The map reminds us that we're part of an interconnected and interdependent world—and it is at once disturbing and exciting.
Forecasts such as KnowledgeWorks' inevitably raise the question: Are we preparing our young people for the right future? What kind of education will allow our graduates to thrive in the KnowledgeWorks world? At ASCD, we believe the answer lies in educating the whole child.
Educating the whole child means promoting emotional and physical well-being as well as spurring creativity and critical thinking. Our whole child experiences a rigorous and comprehensive academic curriculum that fosters 21st century skills. Schools alone can't do this: Accountability for educating the whole child is shared by the school and its community. The whole child
- Enters school healthy and learns about and practices a healthy lifestyle.
- Learns in an intellectually challenging environment that is physically and emotionally safe for students and adults.
- Is actively engaged in learning and is connected to the school and broader community.
- Has access to personalized learning and to qualified, caring adults.
- Is prepared for success in college or further study and for employment in a global environment.
Schools with elements of the whole child already exist. Hamilton County Public Schools in Chattanooga, Tenn., are committed to a singlepath diploma for all students to prepare them for college or a high-skill job. Each school's reform blueprint addresses four basic goals:
- Creating a more challenging, relevant, and engaging curriculum.
- Improving teaching by providing more professional development.
- Providing a more personalized and engaging experience for students.
- Maintaining flexibility in meeting student needs effectively.
The results are dramatic: In 2000, only 18 percent of 3rd graders were reading at or above grade level, and the district had nine of the lowest-performing elementary schools in Tennessee. By 2006, 74 percent of students tested proficient or advanced in reading, and the once-failing schools outperformed more than 90 percent of all schools in the state.
The Stevenson-YMCA Community School in Long Beach, Calif., works with community-based organizations and parents to develop students' social, emotional, physical, moral, and academic competencies. Community and student leadership institutes, after-school enrichment, and adult education classes—many led by residents—are at the heart of the school. Mental health services are available on-site, and a nearby community health center provides medical services. Stevenson is meeting adequate yearly progress and has been identified as a California Distinguished School.
Preparing students for the challenges mapped out by KnowledgeWorks requires schools working with their communities to rethink how they allocate resources—time, space, and human—to ensure each child's success. ASCD believes it's time to put the child at the center of decision making. It's time for the whole child. Our children deserve it. Our future demands it.