Diane Ravitch is a historian of American education and author of the best-selling “The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.”
REUTERS NOTES: The opinions expressed are her own.
Reuters invited leading educators to reply to Steven Brill’s op-ed on the school reform deniers. We will be publishing the responses here. Below is Ravitch’s reply. Here are responses from Joel Klein and Deborah Meier as well.
Aug 23, 2011 10:41 EDT - In my nearly four decades as a historian of education, I have analyzed the rise and fall of reform movements. Typically, reforms begin with loud declarations that our education system is in crisis. Throughout the twentieth century, we had a crisis almost every decade. After persuading the public that we are in crisis, the reformers bring forth their favored proposals for radical change. The radical changes are implemented in a few sites, and the results are impressive. As their reforms become widespread, they usually collapse and fail. In time, those who have made a career of educating children are left with the task of cleaning up the mess left by the last bunch of reformers.
We are in the midst of the latest wave of reforms, and Steven Brill has positioned himself as the voice of the new reformers. These reforms are not just flawed, but actually dangerous to the future of American education. They would, if implemented, lead to the privatization of a large number of public schools and to the de-professionalization of education.
As Brill’s book shows, the current group of reformers consists of an odd combination of Wall Street financiers, conservative Republican governors, major foundations, and the Obama administration. The reformers believe that the way to “fix” our schools is to fire more teachers, based on the test scores of their students; to open more privately-managed charter schools; to reduce the qualifications for becoming a teacher; and to remove job protections for senior teachers.
The reformers say that our schools are failing and point to international test scores; they don’t seem to know that American students have never done well on international tests. When the international tests were first launched in the 1960s, our students ranked near the bottom. Obviously these tests do not predict the future economic success of a nation because we as a nation have prospered despite our mediocre performance on international tests over the past half century.
The last international test results were released in December. Our students ranked about average, and our leading policymakers treated the results as a national scandal. But here is a curious fact: low-poverty U.S. schools (where fewer than 10% of the students were poor) had scores that were higher than those of the top nations in the world. In schools where as many as 25% of the students were poor, the scores were equal to those of Finland, Japan and Korea. As the poverty rate of the schools rose, the schools’ performance declined.
An objective observer would conclude that the problem in this society has to do with our shamefully high rates of child poverty, the highest in the developed world. At least 20% of U.S. children live in poverty. Among black children, the poverty rate is 35%.
Reformers like to say — as they did in the film “Waiting for ‘Superman’” — that we spend too much and that poverty doesn’t matter. They say that teacher effectiveness is all that matters. They claim that children who have three “great” or “effective” teachers in a row will close the achievement gap between the races. They say that experience doesn’t matter. They believe that charter schools, staffed by tireless teachers, can close the gap in test scores.
Unfortunately, research does not support any of their claims.
Take the matter of charter schools. The definitive national study of charters was conducted by Stanford University economist Margaret Raymond and financed by the pro-charter Walton Family Foundation and the Dell Foundation. After surveying half the nation’s 5,000 charter schools, the study concluded that only 17% got better test results than a demographically similar traditional public school; 37% got worse results, and the remaining 46% were no different from the matched public school. An eight-state study by the Rand Corporation found no differences in results between charter and regular public schools. On federal tests, students in charter schools and regular public schools perform about the same.
The overwhelming majority of charter schools are non-union. They can hire and fire teachers at will, and teacher attrition at charter schools is higher than in regular public schools. Many studies have shown that charters have a disproportionately small number of students with disabilities or students who don’t speak English. Yet, despite these structural advantages, they don’t get better results. Furthermore, right-to-work states where unions are weak or non-existent don’t lead the nation in academic achievement; most are middling or at the bottom on federal tests. Brill simply refuses to acknowledge these inconvenient facts because the charter movement is a central part of the “reform” claims.
Research provides no support for Brill’s belief that the teacher is the ultimate determinant of student success or failure. Economists overwhelmingly agree that families, and especially family income, have a larger impact on student academic performance than teachers. Typically, economists estimate that teachers account for 10-15% of student performance; non-school factors influence about 60%.
And what about the reformers’ claim that three great teachers in a row close the achievement gap? It is a sound bite, not an actionable policy proposal. The reformers can’t point to a single school or district that has actually made this happen.
The reform movement is already failing. Its remedies don’t work. It ignores poverty, which is the root cause of poor academic performance.
If we are serious about improving education, we would work to improve both schools and society. We would invest in the recruitment and preparation of career teachers and make sure that every child has a curriculum that includes the arts, history, civics, foreign languages and other subjects. We would also invest in prenatal care so that every child is born healthy and invest in high-quality early childhood education, so that children arrive in school ready to learn. We would stop the budget cutting that is now increasing class sizes and reducing needed services to children.
Unfortunately, such research-based strategies are not part of today’s reform movement, which is why it will most assuredly end up in the dustbin of history, like so many others.
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