This is quite a remarkable admission. Nicholas Kristof writes today in the New York Times that the “reform” efforts have “peaked.” I read that and the rest of the column to mean that they have failed to make a difference. Think of it: Bill Gates, the Walton family, Eli Broad, Wendy Kopp, Michigan Governor Rick Snyder, Florida Governor Rick Scott, Ohio Governor John Kasich, Indiana Governor Mike Pence, Louisiana Governor Bobby Jindal, Wisconsin Governor Scott Walker, former Florida Governor Jeb Bush, Secretary of Education Arne Duncan, President George W. Bush, President Barack Obama, Michelle Rhee, Campbell Brown, and a host of other luminaries have been singing the same song for the past 15 years: Our schools are broken, and we can fix them with charters, vouchers, high-stakes testing, merit pay, elimination of unions, elimination of tenure, and rigorous efforts to remove teachers who can’t produce ever-rising test scores.
Despite the billions of dollars that the federal government, the states, and philanthropies have poured into this formula, it hasn’t worked, says Kristof. It is time to admit it and to focus instead on the early years from birth to kindergarten.
For the last dozen years, waves of idealistic Americans have campaigned to reform and improve K-12 education.
Armies of college graduates joined Teach for America. Zillionaires invested in charter schools. Liberals and conservatives, holding their noses and agreeing on nothing else, cooperated to proclaim education the civil rights issue of our time.
Yet I wonder if the education reform movement hasn’t peaked.
The zillionaires are bruised. The idealists are dispirited. The number of young people applying for Teach for America, after 15 years of growth, has droppedfor the last two years. The Common Core curriculum is now an orphan, with politicians vigorously denying paternity.
K-12 education is an exhausted, bloodsoaked battlefield. It’s Agincourt, the day after. So a suggestion: Refocus some reformist passions on early childhood.
Wow! That is exactly what I wrote in “Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools,” along with recommendations for reduced class sizes, a full curriculum, a de-emphasis on high-stakes testing, a revival of public policies to reduce poverty and segregation, and a recommitment to the importance of public education.
When I look at the Tea Party legislature in North Carolina or the hard-right politicians in the Midwest or the new for-profit education industry, I don’t think of them as idealistic but as ideologues. Aside from that, I think that Kristof gives hope to all those parents and teachers who have been working for years to stop these ideologues from destroying public education. Yes, it should be improved, it must be improved. There should be a good public school in every neighborhood, regardless of zip code. But that won’t happen unless our leaders dedicate themselves to changing the conditions in which families and children live so that all may have equal opportunity in education and in life.