The “whole child” left is dividing itself from the children as a whole right.
The core mission of the schools is to provide bases of knowledge and abilities to reason over these. They proceed hand in hand in the development of minds.
The degree to which this occurs in schools must be quantified for internal and external evaluative reasons.
The “standardized” tests are designed on what is best for students as a whole.
The educators have noted that schools accomplish more than knowledge and reason. But we cannot allow that fact to water down the core mission, substitute for it with nebulous concepts, get distracted from what is best for most and proceed on unquantifiable intangibles.
When the results for districts are reported, we repeatedly have alternative philosophizing about why the quantifications are invalid. This breath would be better spent discussing how instructional design addresses the core mission.
Do these educators hope to implement a novel core mission, and if so, how will they quantify it?
Note that higher educations, start to finish, is test after test after test. In fact, you must test to even get in. Even employers test. The real world has come knocking so let us get our heads into the game. The front end of education is preoccupied with back-end objectives. The gold standard in education is the test.