"A child's learning is the funtion more of the characteristics of his classmates than those of the teacher." James Coleman, 1972

Monday, May 28, 2012

The States: More Bully Politics of Education Reform

From South Carolina to New Jersey to Wisconsin—and all across the U.S.—universal public education is under assault by the bully politics of education reform.

In my home state of South Carolina, Governor Haley and Superintendent Zais, neither of whom have experience or expertise in education, are seeking to attack unions (although SC is a non-union, right-to-work state), increase education testing through adopting Common Core State Standards, deprofessionalize teachers through new accountability and merit-pay schemes, and cripple public schools by endorsing expanded choice initiatives.

Tractenberg details a similar pattern in New Jersey:
"Gov. Chris Christie wastes no opportunity to trash Newark’s public schools. His assaults continued recently at a national school choice conference, where he and odd-couple partner Mayor Cory Booker were featured speakers. "Aside from Christie’s well-known penchant for confrontation, there are two big problems with his attacks. "First, he insists on citing “facts” that are either flat-out wrong or cherry-picked to emphasize the worst in Newark’s schools. An education expert recently questioned why those promoting school choice often use the best charter schools to characterize all charter schools and the worst regular public schools to characterize all those schools."
The situation is even more grim in Wisconsin, home of the relentless Governor Walker:
"Walker is the archetypical bully. He has plenty of insecurities as a possible suspect in a John Doe case and as a college dropout--which necessitates his attacks on the 'liberal' academics. Self-esteem issues explain his need to repeatedly remind us how 'courageous' he has been and how he is like Ronald Reagan. Walker, like most bullies, yearns for status—which explains his national speaking tour. Most blatantly bullying is Walker’s 'divide and conquer' management style (openly advertised to one of his billionaire campaign donors)." "No group is better skilled at handling bullies, like Walker, than public educators. Teachers have much experience managing bullies in schools. We are trained in anti-bullying tactics. We have intervened in bullying situations and we advise our students on how to counter bullying. It is now time for Wisconsin’s teachers to embrace what we teach our students."
Steve Strieker, then, calls for a response in Wisconsin that every educator should heed: "Public educators must not be bystanders to Walker’s bullying." Part of the action educators must take is to identify the hypocrisy and lack of credibility coming from the current leaders in the call to reform schools along "no excuses" and corporate ideologies.


Bully Bravado Masks Inexperience, No Expertise, and Hypocrisy

Presidents, Secretaries of Education, Governors, and State Superintendents of Education historically and currently have used their bully pulpits to speak to and directly influence public education in the U.S. and in each state. In the twenty-first century, billionaires, millionaires, athletes, and celebrities have increasingly joined those political leaders by adopting education as their hobby. Among all of these elites, several patterns expose their combined failure to understand the problems facing and solutions needed for education—despite their elitist status that allows them power and prestige in the education debate. Those patterns expose these leaders' hypocrisy and lack of credibility and include the following:

• Most of these leaders experienced educational advantages unlike the schools they hope to create by dismantling public schools. Bill Gates, Arne Duncan, and Mitt Romney, for example, enjoyed the luxury of low student-teacher ratios, but claim class size doesn't matter (although class size does matter). The hypocrisy of the "no excuses" reformers reveals that these people living in privilege have a different standard for other people's children.

• Most of these leaders have never taught a day in their lives, and have no background in education other than their appointments and self-proclamations as educators. Sal Khan—like Duncan, Gates, and the governors across the nation—for example, has been anointed "educator" and "innovator" without having ever taught, without holding any degrees in education.

• Most of these leaders have either a weak or nonexistent grasp on the current knowledge and research-base for teaching and learning. Further, like Christie, when these reformers call on evidence, they either cherry-pick, distort, or misrepresent the data. Recently, Superintendent Zais (SC) discounted paying teachers for years of experience or advanced degrees since, as he claimed, those two characteristic do not correlate positively with higher student test scores. But Zais does endorse merit pay, value-added methods of teacher evaluation, charter schools, and vouchers/tuition tax credits—all of which have the same correlation with higher student test scores as his claim about experience and advanced degrees.

With these patterns in mind, educators must consider directly the situation in Wisconsin, where a recall highlights the power of action, and possibly highlights yet again the negative influence of passive educators.

Wisconsin, along with SC and New Jersey, is not just one state in the union, but a very real crucible of democracy. Educators and citizens across the U.S. must not ignore that an attack on public schools, public school teachers, and public school students is an attack on democracy.

Democracy is not just an ideal, it is an act of the individual fully committed to the community.

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