The NYSAIS heads conference is always valuable and 2010 was no exception.
I usually hear NAIS president Pat Bassett in a mega ballroom with all the flashing lights and hoopla of the annual conference. It was good to hear him in the more intimate setting of the dining room at Mohonk. His talk – top trends to look out for – was, as usual, interesting and on target with the concerns of many schools.
The presentation later on Thursday was rather different.
We’ve been hearing for decades about the failure of the public schools. And the battles about education long pre-date the Sputnik era of anxiety (America is losing its competitive edge. Our future and our prosperity are at stake. It must be the fault of our schools. Stop the progressive rot. Raise the bar. Pile on the expectations. More tests. Higher standards. We need to race etc.)
Then America landed a man on the moon and everyone took a breather while schools digested the implications of the Great Society, Civil Rights and Vietnam.
The back-to-basics movement of the 1970’s and A Nation at Risk 1983 kicked the anxiety back into currency, a trend that accelerated with NCLB and has been given wings by the Race to the Top. The result of this is that we are now all thoroughly convinced that we have a crisis and only drastic action will suffice to fix it.
The effect of this relentless assault seems to be that – at least in urban areas – we are ready to hand over public education to private entrepreneurs. One proponent of doing just that – Whitney Tilson – was at the conference to explain why this was necessary and to give the one true recipe to bridge the achievement gaps between the US and the world and between rich and poor in America’s schools.
Tilson is a hedge fund manager, KIPP charter school board member, charter school advocate and one of the founders of DFER (Democrats for education reform) a group dedicated to political change and support of the Duncan-Obama agenda. He seems tireless in his efforts to further his cause.
His talk was an hour long commercial for KIPP schools presented with a fervor that brooked no alternatives. No matter if the data are flawed, the solutions unproven and subject to question and the approach to education narrow and mechanistic – Mr. Tilson has the recipe for success.
Missing from Mr. Tilson’s talk was any notion about what it means to be educated. Missing too was any analysis of who serves to profit financially from the takeover of public schools.
He was speaking to independent school heads who, for the most part, would never consider his solutions for the children in their schools.
So – in addition to Mr. Tilson’s data (available on his website) I began to dig a little deeper.
The actual evidence tells another story. It seems that the “reforms” proposed by Mr. Tilson and other quick fixes to the school system actually don’t work.
Teach for America teachers are not more effective than their peers and leave the profession earlier.
Charter schools are not the silver bullet. Peer-reviewed academic research shows charter schools are not as effective as their advocates claim. Last year the CREDO National Charter Schools Study at Stanford University discovered:
17 per cent of charter schools reported academic gains that were significantly better than traditional public schools, while 37 per cent of charter schools showed gains that were worse than their traditional public school counterparts, with 46 per cent of charter schools demonstrating no significant difference.
Pay for performance schemes and the use of test scores to evaluate teachers are not effective.
These “reforms” so beloved and passionately espoused by Mr. Tilson have been effectively countered by those who actually follow the facts. And refuted compellingly by education historian Diane Ravitch.
Those “reforms” may not work to help educate children. But they can serve to help to make people rich and funnel public money into private hands. For some of the more egregious stories go to Charter School Scandals. Even the underlying case for drastic reform is subject to question. Larry Cuban calls them Myths.
All that notwithstanding – there are jewels in the charter crown and some notable successes just as there are outstanding examples of wonderfully exciting and creative public schools. It would be remarkable if there weren’t. And the dedicated and idealistic young people who clamor to Teach for America are to be applauded for their efforts. Its wonderful that they have been drawn into the profession and want to make a difference in classrooms. It’s just that they are not actually superior as teachers compared with their non TFA peers.
All young teachers can benefit from the support of experienced colleagues and vice versa. Students need well-trained and professional teachers dedicated to on-going growth. And school administrators need more than technocratic skills.
We all know that schools need improving – that is the case, always has been and always should be the case. And there is strong evidence that many urban schools are failing to educate the children in their care. That achievement gap is real and – just like the income disparity gap – appears to be widening. Efforts to narrow both are to be applauded.
Seems to me that those with expertise in financial matters could usefully devote their energies to narrowing that income and opportunity gap.
One question after is talk asked what those in the room could do to help. Mr Tilson’s rather dismissive response was telling. Hard to see how seasoned and thoughtful educators – such as the diverse group of colleagues in the room – could help. The “reform’ crusade of which Mr. Tilson is a part tends to downplay the value of experience and to celebrate the young, the elite and the new. Heads of independent schools tend to be the opposite of technocratic.
Mr. Tilson told his story with slides dense with text and charts and stuffed with dismal data. The economic woes of the country, its educational decline and its waning global competitiveness are dire and schools are a big part of the problem. Other factors – income inequality, poverty, technology and boom-and bust financial markets, – pale in comparison. We don’t need to ask questions about causes and possible solutions. Mr. Tilson already knows the one true way.
Sounds like a very convenient truth to me.
I was wondering why school “reform” has so captured the time, attention and money of hedge fund managers and others in high finance. Barbara Miner has a “follow –the-money” explanation in which she quotes Mr. Tilson’s own explanation to the New York Times. Certainly the teach-and-test mentality has provided the attractive spread sheet data over which to pour and seek fixes. Too bad the data are so flawed and narrow.
My own thoughts on the school reform wars include the following rather random observations:
But all was not lost. Following the spread sheet solution came the antidote: Ned Hallowell and his five step solution to all that ails all. On that – more anon
And the bottom line: Thank-you NYSAIS and conference planners for creating such an interesting and provocative Mohonk 2010.
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Tilson has struck me, through his writing and his speaking engagements, as a bully. He has never struck me as someone interested in inquiry. He has decided he has figured out the problem, and he seems to only be interested in data that reinforces his worldview.
Thx for this. I really enjoyed it.
Joe