Around the country, supporters of education reform — or at least of the test-scores-driven, tenure-busting, results-rewarding sort of reform epitomized by organizations like Teach for America and championed by Education Secretary Arne Duncan — gave a collective gasp of dismay last month when voters in a number of districts handed primary defeats to candidates closely associated with just this type of reform. In New York, three state-senate candidates who ran on pro-charter-school platforms each failed to garner more than 30 percent of the vote. In Washington, voters overwhelmingly rejected Mayor Adrian Fenty in favor of the City Council chairman, Vincent Gray, as the Democratic candidate in this year’s mayoral election. The Fenty defeat worried many people particularly because he was inextricably linked with his crusading, nationally celebrated schools chancellor, Michelle Rhee.
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It became clear that people don’t much like stern-faced do-gooders telling them how to think and what to do; that they prefer “a reform agenda that’s being done with people, not to people,” as Randi Weingarten, the president of the American Federation of Teachers, recently put it. They don’t like collective slap-downs — like the one Rhee managed when she referred to the hundreds of fired teachers indiscriminately in an interview with a business magazine as people who “had hit children, who had had sex with children.” They don’t like to see respected members of their community seemingly compared to dirt, as Rhee unthinkingly did by agreeing to pose on the cover of Time wielding a big broom. They like policy makers who at least appear to be taking their concerns to heart, as Rhee pointedly did not, bluntly telling the magazine: “I’m not going to pretend to solicit your advice so you’ll feel involved, because that’s just fake.” . . . .
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Saturday, October 02, 2010
Rhee's Revolution Reaping the Rewards of Arrogance Run Amok
A couple of clips from an insightful op-ed by Judith Warner in the NYTimes: