Writing in the Atlantic, Joel Klein, the former chancellor of the New York City Department of Education, relates that he doesn’t think that a timid approach to school reform will solve the giant problems afflicting America’s schools (emphasis added):
DURING MY TENURE, I fought to break this institutional stranglehold of defenders of the status quo. I did so because I believed that our kids are not getting the education they deserve, that we have clear examples showing dramatically better results, and that we won’t achieve those results if we just keep tinkering. Since 2007, my colleague Michelle Rhee, in Washington, D.C., has been making the same noises. The response, often from friends as well as opponents, was that we were unrealistic: complex systems don’t change easily, impatience is immature, and directly challenging the educational establishment is not a winning strategy. “You need to be more collaborative and less controversial,” we were repeatedly admonished.
That’s bad advice. Collaboration is the elixir of the status-quo crowd. Consider one of the most cherished mantras in public education today-“We’ll never fix education until we fix poverty.” This lets the school system off the hook: “We can’t do too much with these poor kids, so don’t blame us (but give us more money).” Sure, money, a stable family, and strong values typically make educating a child easier. But we also now know that, keeping those things constant, we can get dramatically different outcomes with the same kid, based on his or her education. Texas and California, for example, have very similar demographics. Nevertheless, even though Texas spends slightly less per pupil than does California, it outperforms California on all four national tests, across demographic groups. The gap is around a year’s worth of learning. That’s big. And the gaps are even bigger when we compare similar demographic groups in large urban districts. Low-income black students in Boston or New York, for example, are several years ahead of those in Detroit or Los Angeles on the national exams.
The whole article is worth reading, but the idea isn’t anything terribly new — the system is “[n]ot bad for the adults. But it’s just disastrous for the kids in our schools.”
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