The Stanford screening last Thursday, December 2, proved to be as enlightening as we had hoped. Joining in the Q&A session afterward was Dr. Deborah Stipek , Dean of the School of Education at Stanford, Dr. Madeline Levine, noted clinical psychologist, author of The Price of Privilege and co-founder of Challenge Success, and Dr. Denise Pope, Stanford Lecturer, author of Doing School and co-Founder of Challenge Success.The film was a catalyst for a spirited discussion across a range of issues, from high school testing procedures to university ranking practices. As usual, the audience included a mix of education and psychology professionals along with concerned parents and students. The Stanford venue resulted in a healthy participation from the academic community, whose evolving perspective and influence is critical if we hope to enact the reforms we are trying to achieve.Due to the campus proximity to East Palo Alto and Stanford's affiliation with the area's charter school, the discussion touched on the dilemma of addressing the educational needs of the area's under-served students at a time when the economic downturn has severely impacted the community. Dean Stipek outlined the stresses on students involved in trying to meet the basic needs for food, clothing and shelter, the impact of diminished aspirations and the perception of limited opportunities.Dr. Levine pointed out that childhood depression has doubled in the last 5 years in all communities regardless of socio-economic status, due to a multiplicity of factors. Some believe that some of the responsibility can be traced to the institution of standards-based education reform brought about by the No Child Left Behind Act of 2001. Responding to consistently poor scores from American students on academic standards tests compared to other nations, the Act made federal education funding for states contingent upon the development of assessment exams in basic skills. Opponents claimed that district education officials concerned with the potential loss of funding have over-compensated, putting too much emphasis on high-stakes testing. While "teaching to the test" has now become the norm – whether those tests are the government mandated tests or the AP tests, methodologies that consider the health and education of the whole child are being neglected – and kids are paying the price.In response to a question about what is being seen in other countries, we highlighted the interest in the film and dialogue coming from many countries and several in the audience and on the panel highlighted Finland where there is less emphasis on testing, where subject matter is presented in a way that is developmentally appropriate, the growth of individuals is emphasized, and where there is more emphasis on teacher training and greater respect for teachers as professionals.Dr. Stipek also pointed out that in China where the participation in the global economy is growing by leaps and bounds, there is a growing concern that they are graduating students that know how to pass tests, but lack the ability tobe innovators and think creatively in a manner that can insure success in an entrepreneurial business world. She noted the irony of China wanting to emulate us while we know that what we are doing is becoming a thing of the past.Several audience members brought up the role of busy parents whose own overly-structured and appointment-driven lives serve as a negative model. Madeline Levine pointed out that while kids are being pressured to secure entry into a prestigious school, they are often losing track of the basics of self- regulation and the dynamics of responsible behavior, without which a successful and happy life is impossible. She went on to say that we have been brainwashed into believing that one has to get into a high profile school in order to achieve a positive outcome in life. There is no evidence to support that claim, none whatsoever.Madeline Levine also pointed out that success is so irrevocably tied to notions of material gain in our culture that we almost need a new language when talking about what makes for a happy kid. We should be thinking about how "kids can thrive rather than be successful."Several students questioned the justification for a system defined by competition and the marginalization of so many students. Madeline Levine commented that school is the place where young people have the opportunity to be valued and that schools need to value so much more than simply athletics and honor roll students.Deborah Stipek was asked why things have been moving in an opposite direction. She mentioned the general political climate today; she described No Child Left Behind as an over-reaction, that schools were not taking responsibility, especially in low-income areas where they were lowering their standards and expectations, not giving children the opportunity to achieve and learn at a level that they could. It was a real problem, she said, but the solution that was proposed was not an effective one and only created another set of problems.Dr. Stipek suggested moving toward more individualized, project-based and art- infused instruction, similar to what is done in Finland. "Being a teacher there is a high status profession, highly paid and supported in depth."She said that as she moves through communities, education circles and policy circles, she is hearing a distinct backlash. She emphasized the complexity of the issues which are deeply rooted in what our culture values and what we see as success. She went on to state that it won't be politicians and experts who will bring about change, but rather pointed to the power of media to bring communities together and people like those in the audience who can get others to feel and think differently and get their point across.We underscored the fact that we are screening at colleges and universitiesand communities across the country, and are getting participation from school boards, superintendents' offices, teachers, parents, students and employers. By bringing the communities together, screening the film, dialoging afterwards and having follow-up meetings, positive changes can and will be realized. The future of education is at stake – our children's lives hang in the balance.