Teachers Save Children

Imagine a war zone.

The medics put themselves into the battle, willing to sacrifice themselves for their cause and trying to protect the innocents who are in harm’s way; treating the ones harmed. Of course there are casualties, and there are wounded.

Poverty is like war.

What it does to people, families, and children especially, is like they have been wounded and are being wounded. The deeper the poverty, the deeper the wounds and the more desperate the people trapped in that war zone. What happens to people, and what desperate people trapped in poverty find themselves needing to do to survive are things educators are made well aware of if they are serving that population. In the poorest of communities, the wounds tend to be deeper, more pervasive, fall on children the heaviest, and get more concentrated in classrooms filled with these young bodies and minds coming into school from those homes and those hoods. Traditional public schools, and public school teachers have open doors and open classrooms to take in those “wounded” from the community, regardless of the condition they arrive in. Without a doubt, bad outcomes are more concentrated in areas more impacted by poverty.

In the poorest of communities, the wounds tend to be deeper, more pervasive, fall on children the heaviest…

It’s seems as if everyone actually in the battle, serving students, is aware, while the armchair education “experts” preaching reform from the outside have no clue-or worse, pretend to have no clue. What definitely doesn’t help is when these experts deny the impact of the poverty while wasting their clout and energy trying to undermine the public servants actually in the battle.

Now I’m not trying to shame anyone at all, just instigate a better conversation. Airlifting some selected and non-critically wounded to a safe zone removed from the front lines, administering first-aid and distributing water bottles in the cool shade of evacuation tents is also a part of caring for the wounded. And a hearty slap on the back, a big jerky Trump handshake and a merit badge for supporting positive outcomes for those who got to ride your helicopters and get some R&R because you are due. But it would lean into arrogance to scoff at the survival statistics of the medics on that front line who are treating critically wounded as bullets fly and shells explode nearby-the same way it is arrogance to smugly use “poverty is not an excuse” as a bullshit accusation/catchphrase and use graduation rates and test scores when promoting schools that draw out a selective sampling from poverty; shameful to puff your chest and strut, comparing those stats removed from the front line and under the shady tent-the same way it is shameful to stroke one school’s reputation with stats generated from a manufactured enrollment compared to an open-doors, traditional school.

…it would lean into arrogance to scoff at the survival statistics of the medics on that front line who are treating critically wounded as bullets fly and shells explode nearby…

Maybe replacing draft-dodging from the real war(s) with brave, honest and transparent choices is where the NAACP was coming from with their moratorium on charters.

No fear: the helicopters and tents are needed and there are edupreneurs willing to invest. Serving in that capacity is a choice for those seeking the merit badge-just remember that choice doesn’t exist for the front-line medics.

Those real soldiers will battle on.

It’s true, I support education reform

Public Education Needs to be Reformed

It’s true, I am in favor of school reform. We need school reform because times have changed and are changing-and it isn’t all good. Changing so much, in fact, that public education needs now to be thought of as more than a mere step-up to opportunities in life but also as the bulwark against the offensive forces depriving us of opportunities to truly thrive. A recent New York Times article describes the economic decay eating our nation from the middle out:

Younger households have borne the brunt of the slowdown. Those headed by people aged 30 through 44 are more likely to be lower income — and less likely to be middle income — than in 2000

These are our parents, our families, our neighborhoods. The jobs, the income, the opportunities waiting for high school graduates, college graduates, and young people looking to start families and lives and join these communities…those things that once strengthened and stabilized our nation and its economy…they just aren’t there the way they once were. The problem is that the public sector, used, abused and abandoned by the buyer-owners of policy, have been scapegoated for the conditions created by financial and political shenanigans of those buyer-owners. The scapegoats aren’t so much “public” as in parents and families (needed as a force to win over and then turn upon their own neighbors, schools, those just under-and-over class compared to them…). The culprit pointed to was the public sector worker with any amount of job security, social and financial stability, or likelihood for advancement.

Those apparently became only for the wealthiest and/or those connected to policy. People who began to revolve in and out of corporate advisement, political appointment, and “non-profit” advocacy regardless of their experience, performance or content/clarity of their message.

So education reform was launched and flown by these forces-less experienced in education or interested in educating citizens; more interested in training future citizens for survival in and compliance with the currently destructive system.

A truer reform effort, different than the current one grounded in a campaign of misdirection and misinformation, will be one that doesn’t just toss about words like “school choice” or “teacher quality” when it plays well in snips and snaps. It will be about more than a collection of arrogant and privileged non-educators playing education expert-partnering with policymakers to avoid the real issues and replace those issues with tests and data. True reform will come after a deepening of the debate regarding what those terms (and others used in current reform’s dodge, duck, dip, dive, and dodge[i]  style talking points) mean for who-and what efforts need to be made to move us forward on a better path.

Regarding a better path:

First off, let’s be honest: if you fail to get adequately educated your outcomes are less likely to be desirable. Surprised? I hope not, but current education reform narratives are built on this understood truth as if it’s some new epiphany limited to those who are behind the school reform campaign. Their evidence that schools are failing include a long semi-legitimate list (remember, I believe reform needs to happen but we need to replace theater with thought): that so many more young people are struggling in school; that so many are failing in school; that so many leave high school and attempt college unprepared; that so many drop out or are expelled; that test scores aren’t what they should be…it goes on and on.

The reform campaign, while likely to produce improved outcomes (“survival”?) for some, was initiated under an umbrella of blame that is not convincing. Sure we can all be better, should want to be better, but the propaganda can get a little outrageous-and it must be kinda fun too. I’m sorry, but there’s a twisted part of me that wants to travel back in time and be a fly on the wall for the conversations that rocketed Rhee from lousy teacher for a few years to nationally renowned teacher humiliat-er  and education expert. For those who can reach back to the classics and make this connection, I am going to give reform-think a shot:

The only reasons Charlie Bucket made it to the final round was that he was a disconnected white child of privilege, and because Willy Wonka ran a shoddy, narrow vision failure factory (and was himself an overprotected failure…probably a pervert too), and all his products were wrapped in shiny packages but contained little real quality. Actually, Charlie didn’t really earn that factory…he was just given it because Willie didn’t want to hold him to a higher standard!

What many reform advocates avoid is a discussion about the undeniably correlated factors that 1) impact a learner’s ability to take advantage of opportunities and in concentration can place hurdles in the path of a school’s academic mission-turning it towards a more social one; and 2) encourage market forces to undermine the goal of having a truly educated citizenry, turning the goal of public education towards feeding the free-market furnace. It didn’t take long for reform narratives to shift to “the most important in school factor…”

But of course. That’s like an arsonist avoiding responsibility by saying the most important in home factor in preventing fires is a fire extinguisher. The market seeks to undermine, blame and maximize economic and social control.

Under Obama, the privatizers—led by Bill Gates and the Walton family—have opened a huge area of government to an industry led more by entrepreneurs than teaching professionals

While this did come from Alternet, I wouldn’t categorize it as just typical Alternet alarmist-speak. The folks involved in test-based accountability and common standards are pretty much on the record salivating over the opportunities available in the edu-product market-especially those available once citizens are compelled to comply with common standards, becoming a large population of standardized consumers.

What do you suppose education reformers and our leaders intend for the world our children are growing up in to? Is it a “civil right”-is it right at all, for us to demand, test and punish a growing number to ensure that a few more will merely survive?

Can we do better with a refocused brand of reform for all of us?

[i] Patches O’Houlihan, dodgeball legend

Get Past Stale Choice Debate

What things do parents most want for their children? What factors are most closely correlated with better student outcomes? Should charter schools be praised for filtering students in, pressuring students out, and then pointing at test scores and graduation rates inflated by these practices? Should investors,edu-pretenders and politicians be allowed to take critical potshots at the traditional schools they have worked hard to over-mandate, under-fund, and test into failure if their charter darlings are allowed to play by different rules?

Same students, same measures, no filter or exit chute. Let methods/magic be revealed. Unless it’s a separate these kids from those kids plan…then that’s a different conversation.