Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools
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As students enter the upper elementary grades and middle school and high school, they should have a balanced curriculum that includes not only reading, writing, and mathematics but the sciences, literature, history, geography, civics, and foreign languages. Their school should have a rich arts program, where students learn to sing, dance, play an instrument, join an orchestra or a band, perform in a play, sculpt, or use technology to design structures, conduct research, or create artworks. Every student should have time for physical education every day. Every school should have a library with librarians and media specialists. Every school should have a nurse, a psychologist, a guidance counselor, and a social worker. And every school should have after-school programs where students may explore their interests, whether in athletics, chess, robotics, history club, dramatics, science club, nature study, Scouting, or other activities. Teachers should write their own tests and use standardized tests only for diagnostic purposes. Classes should be small enough to ensure that every teacher knows his or her students and can provide the sort of feedback to strengthen their ability to write, their noncognitive skills, their critical thinking, and their mathematical and scientific acumen.
Our society should commit to building a strong education profession. Public policy should aim to raise the standards for entry into teaching. Teachers should be well-educated and well-prepared for their profession. Principals and superintendents should be experienced educators.
Schools should have the resources they need for the students they enroll.
As a society, we must establish goals, strategies, and programs to reduce poverty and racial segregation. Only by eliminating opportunity gaps can we eliminate achievement gaps. Poor and immigrant children need the same sorts of schools that wealthy children have, only more so. Those who start life with the fewest advantages need even smaller classes, even more art, science, and music to engage them, to spark their creativity, and to fulfill their potential.
There is a solid research base for my recommendations. If you want a society organized to promote the survival of the fittest and the triumph of the most advantaged, then you will prefer the current course of action, where children and teachers and schools are “racing to the top.” But if you believe the goal of our society should be equality of opportunity for all children and that we should seek to reduce the alarming inequalities children now experience, then my program should win your support.
My premise is straightforward: you can’t do the right things until you stop doing the wrong things. If you insist on driving that train right over the cliff, you will never reach your hoped-for destination of excellence for all. Instead, you will inflict harm on millions of children and reduce the quality of their educations. You will squander billions of dollars on failed schemes that should have been spent on realistic, evidence-based ways of improving our public schools, our society, and the lives of children.
Stop doing the wrong things. Stop promoting competition and choice as answers to the very inequality that was created by competition and choice. Stop the mindless attacks on the education profession. A good society requires both a vibrant private sector and a responsible public sector. We must not permit the public sector to be privatized and eviscerated. In a democracy, important social goals require social collaboration. We must work to establish programs that improve the lives of children and families. To build a strong educational system, we need to build a strong and respected education profession. The federal government and states must develop policies to recruit, support, and retain career educators, both in the classroom and in positions of leadership. If we mean to conquer educational inequity, we must recognize that the root causes of poor academic performance are segregation and poverty, along with inequitably resourced schools. We must act decisively to reduce the causes of inequity. We know what good schools look like, we know what great education consists of. We must bring good schools to every district and neighborhood in our nation. Public education is a basic public responsibility: we must not be persuaded by a false crisis narrative to privatize it. It is time for parents, educators, and other concerned citizens to join together to strengthen our public schools and preserve them for future generations. The future of our democracy depends on it.
CHAPTER 2
The Context for Corporate Reform
Federal law and policy turned the education reform movement of the twenty-first century into a powerful force that no school or district dared to ignore.
Since the publication in 1983 of a report called A Nation at Risk, federal and state policy makers have searched for policy levers with which to raise academic performance. That report was the product of a commission—called the National Commission on Excellence in Education—appointed by Secretary of Education Terrel H. Bell, during the administration of President Ronald Reagan. The commission warned that the nation was endangered by “a rising tide of mediocrity” in the schools; it pointed to the poor standing of American students on international tests, a recurring phenomenon since the first international test was offered in the mid-1960s. Its basic claim was that the American standard of living was threatened by the loss of major manufacturing industries—such as automobiles, machine tools, and steel mills—to other nations, which the commission attributed to the mediocre quality of our public educational system; this claim shifted the blame from shortsighted corporate leadership to the public schools. The commission called for better curriculum standards, higher graduation requirements, better teacher training, higher teacher pay, and other customary improvements. The commission said very little about testing, accountability, and choice.
The first Bush administration, in which I served, had little appetite for an expanded federal role in education. It announced a program called America 2000, which relied mainly on voluntarism since a Democratic Congress would not consider any education bills sponsored by President George H. W. Bush. Congressional Democrats in the early 1990s wanted greater resources and greater equity in public schools, not standards and tests. The Clinton administration liked the idea of national standards and national testing, but when Republicans took control of Congress in 1995, that idea died. The administration settled for a program called Goals 2000, which offered money to states to set their own standards and tests.
Along came the George W. Bush administration in 2001, which proposed sweeping federal legislation called No Child Left Behind (NCLB). On the campaign trail, Bush spoke of “the Texas miracle,” claiming that testing and accountability had led to startling improvements in student performance. He said that test scores and graduation rates were up, and the achievement gap was narrowing, thanks to the Texas reforms. We now know that there was no such miracle; Texas made some increases on federal tests, like many other states, but its students register at the national average, nowhere near the top. In 2001, no one listened to those who warned that the “Texas miracle” was an illusion.1 Congress swiftly passed the law, which dramatically changed the federal role in education.
The law declared that all states must test every child annually in grades 3 through 8 in reading and mathematics and report test scores by race, ethnicity, low-income status, disability status, and limited-English proficiency. By the year 2014, all students were supposed to achieve proficiency on state tests. The states were required to monitor every school to see if every group was on track to reach proficiency. Any school that persistently failed to meet its annual target would be labeled a school in need of improvement (in the eyes of the media and thus the public, that means a “failing” school). With each year that the school failed to meet its target, the sanctions became increasingly more punitive. Eventually, if the school kept failing, it was at risk of having its staff fired or having the school closed, handed over to state control or private management, or turned into a charter school or “any other major restructuring.” Many schools “failed” year after year, and as 2014 approached, the majority of public schools in the nation had been declared failures, including some excellent, highly regarded
schools (typically, the group that was not making sufficient progress toward 100 percent proficiency was students with disabilities, and the schools that were likeliest to be labeled as failing enrolled high proportions of poor and minority students). In Massachusetts, for example, the state with the nation’s highest-performing students as judged by federal tests, 80 percent of the state’s public schools were “failing” by NCLB standards in 2012.
Let’s be clear: 100 percent proficiency is an impossible goal; no nation in the world has ever achieved this, nor has any other nation ever passed legislation to punish its schools for not reaching an unattainable goal. It was as though Congress had passed a law saying that every city in America should be crime-free. Who could disapprove of such a laudable goal? What city would not want to be crime-free? But imagine if the law set a deadline twelve years off and said that any city that did not meet the goal would be punished; its police stations would be closed and privatized; its police officers would lose their badges. The first to close would be the police stations in the poorest neighborhoods, where crime rates were highest. Eventually, the scythe would swing even in affluent neighborhoods, because no city is completely crime-free. Wishing that it might be so, or passing laws to require that it be so, does not make it so.
NCLB opened the door to huge entrepreneurial opportunities. Federal funds were set aside for after-school tutoring, and thousands of tutoring companies sprang up overnight to claim a share. Many new ventures opened to advise schools on how to meet NCLB testing targets, how to analyze NCLB data, how to “turn around” failing schools, and how to meet other goals embedded in the legislation.
NCLB encouraged the growth of the charter sector by proposing that charter schools were a remedy for failing public schools. When NCLB was passed, charters were a new and untested idea. The original idea for charters was first suggested in 1988, not to promote competition, but to allow teachers to try out new ideas. One of its originators, Ray Budde, was a professor at the University of Massachusetts who envisioned charters run by teachers, free to teach without interference by the local district bureaucracy. The other originator was Albert Shanker, president of the American Federation of Teachers, who envisioned charters where teachers sought out the lowest-performing students, the dropouts, and the disengaged, then figured out innovative ways to ignite their interest in education. Both these men, unknown to each other, saw charters as schools empowered to devise innovative practices and ready to collaborate and share what they had learned with their colleagues and existing schools. Certainly, neither imagined a charter sector that was nearly 90 percent non-union or one that in some states presented profit-making opportunities for entrepreneurs.
Minnesota passed the first charter law in 1991, and the first charter school opened in 1992. Only nine years later, Congress passed the No Child Left Behind law, recommending conversion of a low-performing school to a charter as a remedy. At the time, there was no evidence that charters would succeed where the local public school had failed. Nonetheless, the congressional endorsement was valuable publicity for charters, which gained public recognition and new opportunities to expand and compete with neighborhood public schools for higher test scores. In addition, it paved the way for federal appropriations and federal tax breaks for charter school construction.
As 2014 neared, states were spending hundreds of millions of dollars each year on testing and on test preparation materials; the schools in some districts and states were allocating 20 percent of the school year to preparing for state tests. This misallocation of scarce resources was hardly surprising, because schools lived or died depending on their test scores. Educators and parents raised their voices against the incessant testing, but no one seemed to know how to stop it. Some states not only tested children in grades 3 through 8, as NCLB required, but started testing children in the early grades and in prekindergarten to ready them for the testing that began in the third grade. And the number of tests administered to high school students increased as well, both as a measure of progress and as a condition for graduation. Texas, the epicenter of the testing fetish, insisted that students needed to pass fifteen different tests to get a high school diploma.
The thirst for data became unquenchable. Policy makers in Washington and the state capitals apparently assumed that more testing would produce more learning. They were certain that they needed accountability and could not imagine any way to hold schools “accountable” without test scores. This unnatural focus on testing produced perverse but predictable results: it narrowed the curriculum; many districts scaled back time for the arts, history, civics, physical education, science, foreign language, and whatever was not tested. Cheating scandals occurred in Atlanta, Washington, D.C., and other districts. States like New York manipulated the passing score on state tests to inflate the results and bring them closer to Washington’s unrealistic goal. Teaching to the test, once considered unprofessional and unethical, became common practice in the age of NCLB. Districts invested many millions of dollars in test preparation materials to help teachers do it better. Under pressure to get higher scores to save their jobs and their schools, teachers drilled students in how to take tests and taught them the types of questions that had been used on previous tests and were likely to appear again.
NCLB remained on the books year after year, long after it was due to be revised, reauthorized, or scrapped in 2007. Congress was deadlocked and unable to escape a trap of its own devising. No one seemed able to imagine a federal education policy that did not rely on testing, that did not demand measures to hold schools “accountable” for failure to produce quantifiable results. No one seemed to remember that this had not been the federal role before 2002, when NCLB was signed into law. Even though the “Texas miracle” was long ago forgotten, the federal law that mimicked the Texas model remained in force.
With the election of Barack Obama in 2008, many educators expected a change in federal education policy. Their hopes were dashed, however, by Obama’s education policies, specifically his Race to the Top competition. At the beginning of the new president’s term, Congress passed economic stimulus funding in response to the financial collapse of 2008. Congress set aside $100 billion for education. Of the total, $95 billion was allocated to keep teachers employed, to offset the shrinkage of state and local budgets. The remaining $5 billion was used to fund a competition among the states, called Race to the Top. Secretary Arne Duncan set the conditions. To be eligible, states had to agree to adopt new common standards and tests (the Common Core State Standards); expand the number of charter schools; evaluate the effectiveness of teachers in significant part by the test scores of their students (and remove any statutory barriers to doing so); and agree to “turn around” their lowest-performing schools by taking such dramatic steps as firing staff and closing the schools.
Eleven states and the District of Columbia won Race to the Top funding. Dozens of states competed for the funds, all of them accepting the premises of the competition so they could be eligible to win the millions of federal dollars at a time of deep fiscal distress. By dangling the chance to win millions of dollars before hard-pressed states, the Obama administration leveraged changes across the nation, aligning state education policies with the requirements of Race to the Top. Among the premises of Race to the Top was that charter schools and school choice were necessary reforms; that standardized testing was the best way to measure the progress of students and the quality of their teachers, principals, and schools; and that competition among schools would improve them. It also gave a bipartisan stamp of approval to the idea that a low-performing school could be improved by firing the staff, closing the school, and starting over with a new name and a new staff.
All of these ideas were highly contested; not one has a strong body of evidence or research to support it or to justify the imposition of so many different and untested changes at the same time. But with the joint imprimatur of No Child Left Behind and Race to the Top, advocates of standardized testing, school choi
ce, merit pay, and tough accountability measures like school closings heralded these measures as “reforms.” Race to the Top was only marginally different from No Child Left Behind. In fact, it was worse, because it gave full-throated Democratic endorsement to the long-standing Republican agenda of testing, accountability, and choice.
Race to the Top abandoned equity as the driving principle of federal aid. From the initiation of federal aid to local school districts in 1965, Democratic administrations had insisted on formula grants, which distributed federal money to schools and districts based on the proportion of students who were poor, not on a competition among states. The Obama administration shifted gears and took the position that competition was a better way to award federal funding. This change worked in favor of advantaged states and districts that could hire professional grant writers to compete for federal funding. In many cases, the Bill & Melinda Gates Foundation gave grants to hire professionals to develop applications for specific states, which tilted the field toward the applicants favored by Gates. By picking a few winners, the Race to the Top competition abandoned the traditional idea of equality of educational opportunity, where federal aid favored districts and schools that enrolled students with the highest needs.
The new billions of federal funding encouraged entrepreneurs to enter the education market. Almost overnight, consultants and vendors offered their services to advise districts and states on how to design teacher evaluation systems, how to train teachers, how to train principals, how to turn around failing schools, how to use new technologies, how to engage in data-driven decision making, on and on. With the adoption of the Common Core standards by almost every state, education publishers hurried to align their products with the new standards, entrepreneurs began developing technology to support the Common Core standards, and even more consultants hung out their shingles to sell their services to districts and states about how to implement the Common Core and how to engage in data collection, data management, and data analysis. The Denver Post determined that 35 percent of the federal funds allocated to that city in a School Improvement Grant was spent for consultants, not for students or teachers or schools.2