Back To School
Monday, August 30th, 2010School starts this week (where it didn’t already start), as does – despite this year’s weird delay – Vermont’s general election campaign.
The two are related.
Whether they should be is a matter of legitimate disagreement. Some argue that education should not be “politicized.” Perhaps not. But it always has been and always will be, if only (and not only) because education accounts for more state and local tax dollars than any other function of government.
And this year, there’s little doubt that Republican Brian Dubie and either Democrat, Peter Shumlin or Doug Racine, will have very different ideas about schools and how to pay for them.
So the News Guy today begins a series of several connected (though not consecutive) posts about Vermont schools – what’s wrong with them and what’s right; how much they cost and how they’re financed; what the candidates are saying about them.
Consider this post a general introduction, but one that will pose some impolite if not downright insolent questions, starting with this one: is the whole “school reform” movement embraced by both liberals and conservatives – the one calling for more transparency, accountability, and innovation – a lot of hooey?
Especially, perhaps, in Vermont, where according to the standards by which American schools are judged, the schools are quite good.
Some qualification: That question is a question, not an allegation or even a suggestion. Nor should it imply opposition to transparency, accountability or innovation, just some doubts about how those values are applied to American public schools.
And those italicized words two paragraphs above are emphasized because there is a plausible case to be made that schools in all 50 states aren’t very good, that American public education has become so preoccupied by process that it does not adequately transmit knowledge. (To be examined in a future post).
Though it received little attention, the State Board of Education on August 17 voted to adopt “Common Core State Standards” in math and English, actually a national standard promoted by the U.S. Department of Education, precisely the kind of step urged by “school reform” advocates.
At first glance, at least, this policy might be a step toward transmitting more knowledge. But as the Board acknowledged this transition “will certainly come with cost,” as schools and the State Education Department junk their old curriculum programs and the New England Common Assessment Program (NECAP) testing they have been using for years.
How much cost? The board didn’t say. But with the state likely to cut back on its share of school funding, any cost increase seems likely to fall on property taxes.
That’s one reason to be wary of school reform, and not the only one in Vermont. Earlier this summer, to qualify for $1.2 million in federal aid, the Burlington school district fired Joyce Irvine as principal of the Integrated Arts Academy. By almost all accounts Irvine was an excellent principal, but the school was “failing,” as measured by test scores, and the federal rules required a rough response – such as firing the principal – as a condition of more aid.
But the school did not “fail” because Irvine was a bad principal. It “failed” because it is chock full of children from poor families and immigrant children who do not speak English. Of course those kids do poorly in standardized tests.
There is only one word to describe Irvine’s dismissal: stupid. Not that the Burlington school officials were stupid; they did what they had to do to get the money they thought they needed. The whole structure is stupid, raising an interesting question: is school reform going to teach children that stupidity is the path to success?
None of this means that schools could not and should not be better, nor that, in Vermont, they might be cheaper. But it does raise questions about the wisdom (lack of stupidity?) of some of the “school reform” movement’s specific proposals.
One pet idea of some school reformers can be ignored– vouchers, or “school choice” as its promoters prefer, under which all parents would get vouchers to send their children to any public, private, or parochial school. This will not happen. It has fervent and well-financed devotees. But it is dead.
Who says? The American people. Voucher plans were put to public referenda in ten locations, including such large states as California and Michigan, in the 1990s. The results were clear. Even though in every case the early polls predicted easy approval, voters rejected all ten by large margins.
No, the pro-voucher side was not outspent. Instead the voters learned something during the campaigns. What they learned was that in the final analysis the “choice” (Americans love choice, which explains those early poll results) lies not with the parents or children, but with the private schools that taxpayer-funded vouchers would support. If it is not discriminating on the basis of race, religion, sex (or, in some states, sexual orientation), a private school may accept or reject any applicant for any reason or for none at all.
With few exceptions, the voucher advocates know they’ve lost. That’s why they’ve retreated to their drop-back position, charter schools. These are public schools operated by private (including for-profit) entities which are exempt from the some of the restrictions and requirements applied to conventional public schools.
Charter schools have not been rejected by the public. Furthermore, some of them seem to be quite good.
But others are quite bad, and on balance standardized tests reveal no convincing evidence that charter schools are any better than regular public schools. A report last year by Stanford University’s Center for Research on Education Outcomes (CREDO)found that “a decent fraction of charter schools, 17 percent, provide superior education opportunities for their students. Nearly half…have results that are no different from the local public school options and over a third, 37 percent, deliver learning results that are significantly worse than their students would have realized had they remained in traditional public schools.”
In general, studies have found that students who benefit most from charter schools are poor, minority, children whose alternative is an inner-city school, often in a troubled neighborhood. There are, for all practical purposes, no such schools in Vermont. Still, education reformers recommend establishing charter schools around the state.
A good idea? Or an effort to fix something that ain’t broken?
One more observation before ending this introductory post, an observation for which no special expertise about education is needed. If improving schools is the object, making war on the teachers makes no sense.
This does not mean that teachers or their union should be coddled or granted every wish. The National Education Association is a union like any other. It always asks for more than it can or should (or knows it will) get. In this whiney society, teachers tend to be whinier than most, their closest competitors being building contractors, hunters, and farmers, the last of whom have somewhat more justification for their complaints.
Still teachers are the employees of the entire community, and dissing your employees is not the way to get the most out of them. Like firing a good principal, it’s just plain stupid.
Yet some folks seem to get their jollies by bashing the teaching profession. One wonders where (or if) they went to school.







