A new study by the Economic Policy Institute (EPI) shows that “Skills such as critical thinking, persistence, and self-control—which are often called noncognitive skills or social and emotional skills—are vitally important to children’s development. In a new report, EPI’s Emma García and Elaine Weiss outline why and how nurturing these skills should be incorporated into the goals and components of public education. García and Weiss argue that since these skills are linked to academic achievement, productivity and collegiality at work, positive health indicators, and civic participation, they should be an explicit goal of public education.”
Currently, corporate profits determine US educational policy. The testing industry runs the show. They’re the corporations that insist on higher standards because higher standards mean higher profits.
When a child takes a state mandated test, a major publishing corporation, such as Pearson Limited of Great Britain, makes a profit on that test. When a child fails a test, that child is given the test again until he or she passes, and every time the student takes a test management and shareholders of Pearson get more profits, higher dividends and rising share prices.
The easiest way to get those pesky five to eighteen year old students to take more and more tests is simply to raise standards. More students will fail to achieve those higher standards, and will be forced to retake the tests, and every time they retake those tests Pearson’s profits rise.
This is precisely why US students are the most tested in the world, and by a wide margin. That’s why US educational policy has become an income redistribution program. It redistributes income from local taxpayers to shareholders of Pearson and other testing corporations via higher profits, rising dividends, and surging share prices.