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Born in 1938 in Houston, Texas, Ravitch attended Wellesley College, thereafter earning her Ph.D. from Columbia University. Currently, she is a research professor of education at New York University. She served in the senior Bush administration and during the Clinton presidency. Ravitch was assistant secretary of education from 1991 to 1993. She is a nonresident senior fellow for both the Brookings Institution in Washington, D.C., and the Hoover Institution at Stanford University. Her numerous prestigious awards, board positions, as well as honorary doctorates have been in recognition of her substantial contributions to educational policy and reform.

Some label Ravitch an independent, whereas others view her as a moderate-conservative on the spectrum of politics. The themes of her prolific writings focus on American educational history and school standards. Her knowledge of New York City public schools is extensive. Additional areas of focus for Ravitch include ensuring that the United States has effectively educated its citizens, especially the young people matriculating through elementary and secondary schools. Ravitch has also focused attention on ensuring that teachers are intellectually and pedagogically equipped to effectively communicate disciplinary content. She credits Lawrence Cremin, noted educator, historian, and past president of Teachers College of Columbia University, for influencing her work. This entry highlights Ravitch's prominent position within American public education regarding the need for a standardized national curriculum, testing methods to determine what students actually learn, and the pitfalls of self-censorship and language control.

National Standardized Curriculum

Ravitch's numerous books, commentaries, and blog offer critiques of both left- and right-wing positions that are contrary to her view for the need of increased intellectual rigor or the opposition of self-censorship. As a policy analyst she is concerned with the need for a return of rigorous intel-lectualism in public education, whereby students systematically experience a curriculum oriented toward high academic standards. She opposes the absence of systematic, traditionalized approaches in disciplinary studies. Ravitch and Chester E. Finn, Jr., published a book titled What Do Our 17-Year Olds Know? (1987) in which they describe the importance of academically prepared teachers capable of delivering a rigorous curriculum in a thoughtful and systematic manner.

Ravitch takes the position that injudicious reforms prohibit the achievement of exact schooling in this country due to the prevalence of anti-intellectual progressive pedagogies, the infiltration of specialists, and a diluted curriculum. Ravitch attests that Congress is unrealistic in its mandate for bringing into fruition a goal of universal proficiency in America. Her claim is that accessible goals need to be set in motion as well as a serious reexamination of federally funded school programs within public education. Otherwise, children will indeed be left behind, particularly those noted as disadvantaged or evidencing a particular exceptionality.

Testing Student Learning

Ravitch argues that the quest for creating tests that do not imply biases of any kind, or negatives against diverse lived experiences such as sex-gender, race, class, age, and culture, have impeded student testing to the point that it is difficult to determine what students are actually learning. She opposes designers and publishers of tests that are more concerned with not offending students and fail to focus on the measurement of student aptitude, intellectual acuity, and overall achievement. Ultimately, her concern is that existent testing methods measure what students can do and not what they have learned. Ravitch deems that it is the responsibility of each state to administer testing programs through the most ethical means possible.

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