Schooling and Democratic Citizenship

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Many Canadians are appalled by the overt attacks on democratic citizenship that are occurring just across the ‘world’s longest undefended border.’ Book banning, historical revisionism, ad hominem attacks, overt racism and homophobia are tactics that seem to be designed to erode the rights, duties, and privileges that come with democratic citizenship. The porousness of the boarder separating Canada from the United States has me wondering whether we need a wall.  

Not a physical wall. A wall of concepts and dispositions that schools should teach about and cultivate to ensure the sustained health of a democratic society. I am talking about preparing students for active participation in society and helping them understand their rights and responsibilities.  

I think Canadian schools need to incorporate civic education into the curriculum. Students should learn about their country's democratic institutions, the constitution, and the functioning of the government. Understanding how elections and governments work. In an increasingly polarized society, students should understand how the rights of minorities are respected in a political system that gives the majority the greatest weight in decision-making.  

Schools should encourage students to be aware of and engage in current affairs and important social issues through class discussions, debates, or assignments related to contemporary issues. Students should see the connection between their lives, the community around them, and the larger political environment. We must educate students to analyze different viewpoints, discern reliable sources of information, and make informed decisions. We should be encouraging them to question, reason, and to doubt.  

Students should have opportunities to participate in democratic processes within the school environment. They need direct experience with democratic decision-making and its messiness. Schools should also provide opportunities for students to engage with their local communities through community service, local projects, or partnerships with local organizations. The purpose of such participation is to develop their understanding of active citizenship and the rights and responsibilities of citizens in a democratic society.  

We should be teaching students about human rights to help them understand the values underpinning democratic societies. This includes concepts such as equality, freedom, justice, and dignity.  

Schools should be microcosms of the larger society by welcoming diversity. Teaching about and demonstrating respect for diversity helps students understand the importance of pluralism in a democratic society. The school environment should reflect democratic principles. This means respecting the rights and voices of students, promoting equality, and practicing fairness. Schools should set an example by making decisions transparently, considering the views of students, and addressing conflicts fairly.  

Many readers will recall their school days when the concept of citizenship predominantly focused on the nuts and bolts of democracy, focusing on the procedural aspects of democratic governance (e.g., the election process, the roles of the Parliament, the Prime Minister, opposition parties, and the judiciary). However, I am suggesting a different approach. This approach should focus on the challenges inherent to democratic systems such as the dangers of misinformation in the digital age, the influence of money in politics, or the erosion of trust in public institutions. Incorporating these contemporary challenges into the curriculum should prompt students to critically analyze and contend with these obstacles, equipping them to become proactive contributors in their communities. This approach would offer a comprehensive understanding of democracy and equip succeeding generations to actively champion and safeguard the rights that previous generations have helped to establish.  

If schools do not deliberately teach about and cultivate democratic citizenship, who will?

Hunger, poverty, and teen pregnancy

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Throughout my career I’ve heard many say that you cannot increase student achievement without addressing child poverty, hunger, and related factors such as teen pregnancy. I think addressing hunger, poverty, and teen pregnancy are essential, but I do not think addressing them is a precondition for increasing student achievement.  

It appears that substantial improvement in student achievement and outcomes is possible on a system-wide basis. Nicholas Kristof, in his May, New York Times opinion piece, discussed the transformation of Mississippi's education system, which has significantly improved from being at the lowest level to reaching the middle and then the top position when adjusted for demographics. The achievement was realized through a strong emphasis on reading proficiency by the third grade, using research-based methods and metrics to improve outcomes.  

Despite being ranked last in child poverty and hunger and second in teen births, Mississippi has successfully improved reading and math scores, and high school graduation rates. The improvements have been achieved in collaboration with teachers and their unions.  

The achievement is linked to several key factors, including a $100 million donation from former Netscape CEO Jim Barksdale and his wife to establish a reading institute in Jackson. The institute helped implement a focus on measurable outcomes and cost-effective strategies. Other strategies involved an emphasis on phonics and literacy, teacher professional development, investment in pre-K programs, and a "third-grade gate" policy that requires students to pass a reading test at the end of third grade or repeat the year. To keep students in school, officials visited students who had dropped out due to economic hardships and helped them to arrange flexible work schedules with their employers.  

Mississippi's public school system has made noticeable improvements despite substantial socio-economic challenges and a history of school segregation. If Mississippi can make such remarkable system-wide improvement, systems elsewhere should also be able to do so. The central elements in Mississippi are ones that can be implemented in other state and provincial systems: measurable goals and metrics; cost-effective, research-based methods such as phonics instruction; productive collaboration with teacher unions; and focused professional learning for teachers.  

Careful readers will note that I did not mention the "third-grade gate" policy that requires students to pass a reading test at the end of third grade or repeat the year. My reason for omitting it as a central element is that grade repetition is not supported by evidence.[1] I am, nevertheless, open to changing my perspective based on an examination of the evidence from Mississippi.  

Mississippi’s success shows that it is possible to increase student achievement without addressing child poverty, hunger, and teen pregnancy. Of course, that doesn’t mean we should not also be making efforts to reduce – if not eliminate them. 

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[1] Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420–437.

The Educated Citizen – 2023

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]

The policy order setting out British Columbia’s conception of the educated citizen dates from September 1, 1989 and reflects British Columbia as it was perceived at that time.

A quality education system assists in the development of human potential and improves the well being of each individual person in British Columbia society.

Continued progress toward our social and economic goals as a province depends upon well-educated people who have the ability to think clearly and critically, and to adapt to change.

Progress toward these goals also depends on educated citizens who accept the tolerant and multifaceted nature of Canadian society and who are motivated to participate actively in our democratic institutions.

Government is responsible for ensuring that all of our youth have the opportunity to obtain high quality schooling that will assist in the development of an educated society. To this end, schools in the province assist in the development of citizens who are:

thoughtful, able to learn and to think critically, and who can communicate information from a broad knowledge base;

creative, flexible, self-motivated and who have a positive self image;

capable of making independent decisions;

skilled and who can contribute to society generally, including the world of work;

productive, who gain satisfaction through achievement and who strive for physical well being;

cooperative, principled and respectful of others regardless of differences;

aware of the rights and prepared to exercise the responsibilities of an individual within the family, the community, Canada, and the world.  

Since the late 1980s, society in general and British Columbia (BC) have seen significant changes across multiple areas. The rise of digital technologies is among the most profound changes. The widespread use of the internet, smartphones, and social media has transformed how we communicate, work, learn, and entertain ourselves. This digital revolution has significant implications for education, job markets, privacy, mental health, social dynamics, and politics.  

Climate change, deforestation, overfishing, pollution, and species extinction have created greater awareness of environmental issues. With its diverse ecosystems, BC has often been at the forefront of many environmental debates. Its policies and public sentiments towards environmental preservation, renewable energy, and sustainable practices have evolved significantly since 1989.  

BC has become more ethnically diverse due to immigration. The multicultural fabric of BC has been enriched, but it has also led to challenges related to integration and social cohesion. Since the late 1980s, there's been a growing recognition of the rights of Indigenous peoples in Canada, including in BC. This includes steps towards reconciliation, land rights issues, and efforts to preserve Indigenous languages and cultures.  

BC's economy has shifted over the past few decades. While natural resources like forestry and mining remain important, there's been growth in sectors like technology, real estate, tourism, film, and wine production. Education and lifelong learning are more important than ever. There's been a growing focus on health and wellness, including mental health, since 1989.  

BC has seen a trend toward urbanization, with more people living in cities like Vancouver and Victoria. This shift has brought issues like housing affordability, urban planning, and transportation into focus.  

Society has seen shifts in social attitudes towards issues like gender equality, LGBTQ+ rights, and drug use. BC has often been at the forefront of these changes in Canada, with progressive policies in areas like cannabis legalization and LGBTQ+ rights.  

BC, like the rest of the world, has become more interconnected and interdependent. This has implications for the economy, culture, and politics, and has brought global issues like climate change, refugee crises, and global health threats closer to home.  

These changes have affected all aspects of life in BC, from the economy and the environment to culture and social norms, and have significant implications for education and the concept of an educated citizen. I think it is time to reconceptualize and redefine the educated citizen. Here is my first draft attempt at what such a statement should address to better reflect society today.  

The education system in British Columbia seeks to achieve our collective social, economic, and environmental goals by developing well-educated individuals who can think clearly and critically, adapt to change, and understand the complexities of our interconnected world.

British Columbia needs educated citizens who appreciate the rich and diverse nature of Canadian society, understand the global implications of climate change, acknowledge the challenges of mass migration, are dedicated to promoting social cohesion, and are eager and able to actively participate in our democratic institutions.

Government is committed to ensuring that all youth obtain high-quality education that supports the development of a just and sustainable society. To this end, schools in the province are tasked with educating citizens who are:

Thoughtful and analytical, capable of learning from a broad knowledge base, thinking critically, and communicating effectively on a range of complex topics including environment, culture, and society;

Creative, innovative, and culturally aware, appreciating the value of arts and culture in enriching the social fabric;

Capable of making independent decisions, informed by a global perspective, and responsive to the challenges of mass migration and social cohesion;

Equipped with knowledge that contributes constructively to society, including an understanding of environmental sustainability, and the impact of climate change;

Productive, who gain satisfaction through achievement, strive for physical well-being, and acknowledge the importance of mental health;

Cooperative, principled, and respectful of differences, promoting social cohesion and working towards an equitable society;

Fully aware of their democratic rights and prepared to exercise the responsibilities of an individual within the family, the community, Canada, and the world.

Aware of the Canada’s colonial past and its legacy and committed to truth and reconciliation with Indigenous peoples. 

Technologically proficient and media-literate, deriving satisfaction from effectively utilizing digital tools for personal and societal growth, recognizing the ethical considerations in a digital landscape, and appreciating the power and influence of media.

Aware and respectful of the underpinnings of Canadian democracy, including the Charter of Rights, representative democracy, and the rule of law.

This revised statement with its emphasis on climate change, mass migration, social cohesion, truth and reconciliation, democratic citizenship, and arts and culture better reflects a more comprehensive understanding of the challenges that will be faced by high school graduates. What do you think?

Making sense of British Columbia’s proficiency scales

Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]

Traditional letter grading systems have been ingrained in our thinking about education. But when subjected to closer examination, their limitations become glaringly apparent. For example, an A in Social Studies might give an impression of overall mastery, but it may mask specific areas of struggle, like the interpretation of primary sources. The focus on letter grades has led us to assign tremendous value to a system that falls short in providing comprehensive insights about students’ academic performance or about the curriculum they are trying to master. 

Letter grading systems are appealing. Their simplicity, familiarity, and directness have made the “A” a universally accepted symbol of achievement. There's a certain comfort in being able to categorize performance into neat compartments from A to F. However, the core of performance assessment lies in the interpretation of the letter grades.  

A significant portion of our society tends to view these grades as an indicator of a student's standing relative to their peers. We've invested so much meaning into the symbol of an A, for instance, that it's taken as a benchmark for excellence, even outside of academia; corporations strive for AAA bond ratings and consumers purchase Grade A beef. Yet, what these grades fail to communicate is the extent of a student's learning and areas that require further improvement.  

The transition to proficiency scales has been met with skepticism, often born from the fear that the scales might dilute academic competitiveness and the standards we are accustomed to. Yet, these scales present a nuanced picture of a student's abilities, growth, and areas for improvement. By breaking down performance into categories of 'emerging,' 'developing,' 'proficient,' and 'extending,' teachers can communicate more information about student progress.  

In this system, 'emerging' isn't synonymous with failure but signifies the early stages of understanding. 'Developing' means the student is applying their learning more consistently. The aim is for every student is to be 'proficient,' where they can reliably demonstrate their learned skills. 'Extending' students go beyond, showing a deeper understanding than is typically expected.  

This framework differentiates between a student who is "just starting to demonstrate learning" and one who is "showing an initial understanding". These phrases might seem similar, but they capture crucial differences in a learner's progress. Proficiency scales that are properly aligned with well-defined competencies enable parents, educators, and students to identify specific areas requiring further focus, a feature traditional letter grades do not offer.  

Proficiency scales are a departure from the punitive notions of 'passing' or 'failing,' signaling that learning is a continuum. The purpose of the proficiency scale is to facilitate progression, to help students navigate from 'emerging' to 'developing,' and eventually to 'proficient' or 'extending.'  

Skepticism and resistance are inevitable results of systemic changes. But I would counsel those who are skeptical to approach proficiency scales with an open mind. It's crucial to look beyond the symbol of a grade and focus more on the depth of learning and areas for growth. Proficiency scales promise a broader, more comprehensive understanding of a student's educational progress that letter grades cannot convey.