Unfortunately, many of the educational and social ills we wroteabout in our early years continue to plague us. For example, theeditorial in our second issue, "Rethinking Testing," warned against"a school system in which tests have gone beyond measuring progressto effectively dictating the content and methods of instruction."
Sound familiar? Our new book, Failing Our Kids: Why the Testing Craze Won't Fix Our Schools, reveals how the current obsession with standardized tests isdoing just that.
Similarly, that first year we wrote about schools' failure toimplement a multicultural and anti-racist curriculum. As one writersaid in an early Rethinking Schools article, "In truth, we should be embarrassed that a special timemust be set aside to focus on Black history. Yet, the realityis that the 'official' history taught in the schools, in general,fails to reflect the many contributions of people of color."
We may have new heroes and holidays, but we should still be embarrassedby schools' failure to teach a more critical, diverse, and honestcurriculum. Multiculturalism is an issue that remains as importantas ever. We are pleased that we are able to present a specialreport in this issue on the current state of multicultural education.
For 15 years, Rethinking Schools has been a vigorous critic of many of the practices of our nation'sschools. We nonetheless remain deeply committed to a free, secularpublic school system as the cornerstone of what we imagine ourcountry could become: a real multiracial democracy.