Recently the phrase “high quality” has come up several times in discussions of educational materials, and I’ve been surprised what a strong, negative reaction I’ve been having each time I heard the word.
After some reflection I think the reason the phrase gets my goat is that “high quality” sounds like it’s dealing with a core issue, while actually dodging the core issue. The phrase is sneaky and deceptive. (Now I don’t mean that the people who were using it were trying to be deceptive; they weren’t. But the phrase itself tends to blind people.) And by “core issue” I mean this – the core issue in determining the quality of any educational resource is the degree to which it supports learning. But confusingly, that’s not what people mean when they say that a textbook or other educational resource is “high quality.”
It’s very easy to demonstrate that “the degree to which it supports learning” is the only characteristic of an educational resource that matters. If an educational resource is written by experts, copyedited by professionals, reviewed by peers, laid out by graphic designers, contains beautiful imagery, and is provided in multiple formats, but fails to support learning, is it appropriate for us to call it “high quality”? No. No, no, no. A thousand times no. Despite this fact, which is intuitively obvious, when people say “high quality” they actually mean all these things (author credentials, review by faculty, copyediting, etc.) except effectiveness. In the world of textbooks and other educational materials, “high quality” describes the authoring and editorial process, and is literally unrelated to whether or not the educational resource supports learning.
In this way, saying “high quality” obscures the issue we should care about most. Instead of letting people and companies off the hook by checking boxes during the pre-publication process, we should care about whether or not a particular resource supports learning for each of our particular students. Seen this way, the true desideratum of educational materials is “effective.” I really don’t care what the pre-publication processes was like as long as my students are learning (unless the process was unethical in some way).
So please – let’s stop saying “high quality.” We don’t want “high quality” educational materials – we want “effective” educational materials. In the future, when you catch yourself saying “high quality,” stop and correct yourself. When you hear others say “high quality,” take that teachable moment to help them understand that the phrase is a ruse. If we can change this one element of the education conversation, we’ll have done something powerful.