The piece below is the best synopsis I have read on the Klein years in New York Schools. Priceless. From The Answer Sheet:
By Valerie StraussThis was written by Marc Epstein, a history teacher at Jamaica High School in Queens, N.Y., for the past 15 years, and a former dean of students. His articles on school violence, curriculum, and testing, have appeared in numerous magazines and newspapers and he blogs for the Huffington Post. Epstein earned a PhD in Japanese - American Diplomatic history.
By Marc Epstein
If you’ve been watching the news you can’t help but notice the tough time Mayor Michael Bloomberg had with the Christmas blizzard that hit New York City.
After days of telling angry New Yorkers’ to consider taking in a Broadway show and stop complaining, the mayor’s vaunted PR machine demonstrated that it was no substitute for a snowplow. Consequently, the mayor’s approval rating dropped from 55% to 37%. Bloomberg discovered the truism of the old TV commercial that used to end with “You can’t fool Mother Nature.”
The blizzard interrupted another “snow job” that was dumped on New York by Joel Klein before the real snowstorm hit.
In a series of interviews, a valedictory letter to his principals, a segment on the PBS News Hour, and a scrapbook full of clippings from the editorial pages of the New York press, Klein was variously described, and described himself, as America’s most significant educator, a radical, an innovator, and a transformational figure. For the past eight years he has claimed historic academic achievements for the nations’ largest school system that were reflected in higher test scores and record graduation rates!
So with all those seeming accomplishments his sudden departure remains something of a puzzle. His stated goals were to eliminate civil service seniority practices, teacher tenure, close “failing” schools, terminate teachers from closing schools, and expand privately managed funded schools. Klein enjoyed carte blanche from the mayor to pursue these policies and high praise from the president himself. So why end this quest now?
My guess is that it is because Klein’s and Bloomberg’s proud boasts of “historic” success dried up once The New York State Department of Education recalibrated the tests scores and New York City’s results fell like a lead balloon. Overnight, Klein’s claims of pedagogical wizardry evaporated. And with that admission, the New York City “Miracle” went up in smoke.
As a result of this legerdemain, a generation of school children will have passed through the system with marginal literacy skills, when the billions lavished on outside consultants and malfunctioning computer systems designed to track their meaningless “progress” were put in place.
We now know that New York City’s gains on the state tests were illusory. The proportion passing the state reading tests fell from 68.8% to 42.4%, and Klein’s beloved charter schools had pass rates no different from the regular public schools.
The inflated graduation rates have been exposed too. With the recent news that 75% of the high school graduates require remedial reading and math when they enter community college, the Klein Era diploma has been rendered meaningless. So ill prepared are these students that the percent who graduate from college is in the single digits.
Despite the collapse of the New York City scores, the pundits and the chattering classes continue to heap praise on Klein. In their complete indifference to facts, the media sound like a claque that talks only to one another. The truth is what they say it is, with hardly a word of dissent tolerated or printed on their Op-Ed pages or in their news reports.
Most of those celebrating the progress made in the schools know about as much about the inner workings of a New York City public school as they the do the interior of a Sea Wolf class nuclear submarine.
They have unquestionably bought Klein’s self-congratulatory narrative about public education, as well as his narrow-minded views about teachers and unions. This narrative, as airtight as the most intricate Ptolemaic treatise, posits that a sclerotic dysfunctional bureaucracy ran the school system, and its classrooms were filled with incompetent teachers. That accounted for the dismal graduation results prior to mayoral control.
The Klein "spin machine" managed to convince his boss, Mayor Michael Bloomberg, along with New York’s opinion makers, that only he was capable of rescuing public education from the clutches of entrenched union and political interests before it was too late.
He accomplished this feat by appealing to liberal, conservative, and libertarian interests that love the rhetoric for their own particular ideological reasons, and don’t want to be bothered with the details.
. . . .
The question a good reporter should be asking was how did Klein manage to pull the wool over eyes of so many? Was it Bloomberg’s vast media machine or the power of Bloomberg’s fortune shrewdly integrated with the power of the political office he holds?
In part he succeeded because the media was not interested in the details of education administration and were willing to buy the myths spun by a Bloomberg PR machine that would be the envy of most heads of state.
Fail to clear the snow, threaten to close firehouses, or reroute a subway line, and the public outcry is deafening. But restructure the largest bureaucracy in the state four times and the press scarcely manages a yawn.
. . ..
For those on the left, the promise of a Peace Corps-like army of Teach for America volunteers and Teaching Fellows joining hands to close the Achievement Gap, the “civil rights issue of our day,” combined with a kaleidoscope of educational “choice” for disenfranchised students, made Klein’s spiel seductive music to their ears.
Any failures that popped up were airily dismissed because Klein was fine-tuning the mechanism. All Klein had to say to stave off criticisms as one reorganization followed another was that he was bringing accountability to a system that had been unaccountable for decades. Editorial hosannas would follow, drowning out reports of chaos and bewilderment that leaked out from those working inside the system.
Whether or not any of the several reorganizations accomplished anything went largely unexplored. The increase in the annual education budget –from $12 billion to $23 billion—more than the entire economy of some nations—went unnoticed.
As the reorganizations were implemented the school system lurched from tight centralization to extreme decentralization, the lines of communication between schools and central administration became increasingly frayed. Outside evaluators from England would evaluate schools. The pedagogy emphasized bulletin boards, students working in groups with differentiated “footprints,” teachers acting as facilitators, and computer tracking of student progress.
In short, classroom “reforms” represented every combination of a pedagogical game of pick-up sticks one could ever conceive of. Klein left behind a school system in which academic gains have been meager, parents have been shut out, and graduation rates are meaningless. The annual budget has nearly doubled, low-scoring students are shuffled from school to school, discipline problems are hidden, teachers are demoralized, and principals are scared of every twitch in the data, as incompetents rule the administrative roost. What is there to celebrate?