John Thompson, historian and retired teacher in Oklahoma, reviews historian Jack Schneider and journalist Jennifer Berkshire’s A Wolf at the Schoolhouse Door. Schneider and Berkshire have collaborated on podcasts called “Have You Heard.”
Thompson writes:
The first 2/3rds of A Wolf at the Schoolhouse Door, by Jack Schneider and Jennifer Berkshire, is an excellent history of attacks on public education. It taught me a lot; the first lesson I learned is that I was too stuck in the 2010s and was wrong to accept the common view of Secretary of Education Betsy DeVos as a “joke” and a “political naif.” The last 1/3rd left me breathless as Schneider’s and Berkshire’s warnings sunk in.
A Wolf at the Schoolhouse Door starts with an acknowledgement that DeVos isn’t the architect of the emerging school privatization tactics. That “radical agenda” has been decades in the making. But she represents a new assault on public education values. As Schneider and Berkshire note, accountability-driven, charter-driven, corporate reform were bad enough but they wanted to transform, not destroy public education. They wanted “some form” of public schools. DeVos’ wrecking ball treats all public schools as targets for commercialization.
Schneider and Berkshire do not minimize the long history of attacks on our education system which took off after the Reagan administration’s A Nation at Risk blamed schools for “a rising tide of mediocrity that threatens our very future as a Nation.” They stress, however, that it was a part of Reagan’s belief that our public schools and government, overall, were failing, and how it propelled a larger attack on public institutions.
Forty years later, free marketers are driving a four-point assault. They contend that “Education is a personal good, not a collective one,” and “schools belong in the domain of the Free Market, not the Government.” According to this anti-union philosophy, it is the “consumers” who should pay for schooling.
The roots of this agenda lie in the use of private school vouchers that began as an anti-desegregation tool. Because of “consumer psychology,” the scarcity of private schools sent the message that they were more valuable than neighborhood schools. But, neither private schools nor charter schools made good on their promise to deliver more value to families. Similarly, Right to Work legislation and the Janus vs AFSCME ruling have damaged but not destroyed collective bargaining.
Neither did online instruction allow the for-profit Edison schools or, more recently, for-profit virtual education charter chains to defeat traditional schools. Despite their huge investments in advertising spin, these chains produced disappointing outputs. For instance, DeVos claimed that virtual schools in Ohio, Nevada, and Oklahoma had grad rates approaching 100%. In reality, their results were “abysmal.”
To take one example, the Oklahoma Virtual Charter Academy had a 40 percent cohort graduation rate, not the 91 percent DeVos claimed. It received a D on the Oklahoma A-to-F Report Card for 2015-16. Also, in 2015, a Stanford study of 200 online charters found that students lost 72 days per year of learning in reading and 180 in math in a 180-day year.
Such dismal results prompted more calls for regulations for choice schools. Rather than accept more oversight, free marketers doubled down on the position that parents are the only regulators. To meet that goal, they borrowed the roadmap for Higher Education for-profits, adopting the tactics that failed educationally but made them a lot of money.
So, Schneider and Berkshire borrow the phrase “Lower Ed” from Tressie Cottom as they explain how privatizers patterned their movement after Higher Ed where 10 percent of students attended for-profit institutions. Their profits came from the only part of public or Higher Education that could produce big savings, reducing expenditures on teaching. This meant that since the mid-1970s tenure-track faculty dropped by ½, as tenured faculty dropped by 26 percent. Consequently, part-time teachers increased by 70 percent.
Moreover, by 2010, for-profit colleges and universities employed 35,000 persons. They spent $4.2 billion or 22.7 percent of all revenue on marketing and recruiting.
In other words, the market principles of the “gig economy” are starting to drive the radical “personalized” education model that would replace “government schools.” Savings would begin with the “Uberization” of teaching. A glimpse of the future, where the value of a teaching career is undermined, can be found on the “Shared Economy Jobs” section of JobMonkey where education has its own “niche.” Teachers could expect to be paid about $15 per hour.
And that leads the system of “Education, a la Carte,” which affluent families need not embrace but that could become a norm for disadvantaged students. What is advertised as “personalization” is actually “unbundling” of curriculum. Algorithms would help students choose courses or information or skills and teachers (who “could be downsized to tech support”) that students think they need.
Worse, this “edvertising” is full of “emotional appeals, questionable claims, and lofty promises.” Its “Brand Pioneers” started with elite schools’ self-promotion and it led to charters adopting the “Borrowing Prestige” dynamic where the implicit message is that charters share the supposed excellence of private schools. And then, charters like Success Academy took the “brand identity” promotions a step further, spent $1,000 per student on marketing SA logo on You-Tube, Twitter, Instagram, baby onesies, and headphones.
Schneider and Berkshire also described the KIPP “Brand Guidelines” video which compares the charter chain to Target, which wouldn’t represent its business differently in different cities. So, it says that every conversation a KIPP teacher has about the school is “a touch point for KIPP’s brand.”
Similar edvertising techniques include the exaggerated size of waiting lists for enrolling in charter chains. Their marketing role is sending the message, “Look how many people can’t get in.” Charters have even engaged in “market cannibalism,” for instance issuing gift cards for enrolling children in the school.
Worse, demographic trends mean that the competition between choice schools and traditional schools will become even more intense as the percentage of school age children declines, For instance, 80 percent of new households in Denver since 2009 didn’t have children. And even though corporate reformers and DeVos-style free marketers have failed to improve education, their marketing experts have shown an amazing ability to win consumers over.
So, here’s Schneider’s and Berkshire’s “Future Forecast:”
The Future Will Be Ad-Filled;
The Future Will Be Emotionally Manipulated;
The Future Will Be Micro-Targeted;
The Future Will Have Deep Pockets;
The Future Will Tell You What You Want.
“…it is the “consumers” who should pay for schooling.” I agree completely. Since it does an individual no good to learn to read without reading what some other individual in society has written, it would appear that we all ought to be paying for each other’s education. Consider the customers. My friend Allen makes plastic display items to sell to retail stores. My students learn to measure and he benefits when they can measure. He does not mind paying taxes so his job applicants know how to read a ruler and come to work.
My friend John wants to live in a country where everyone reads and understands the issues of the day so they can be good citizens. He pays taxes so this can happen.
Sounds like public school to me.
Coincidentally, “NEPC Talks Education” this morning released a 30-minute interview with Schneider and Berkshire about the book. https://nepc.colorado.edu/publication-announcement/2021/01/podcast-saldana-schneider-berkshire
By considering education a personal good, global moguls create a way to financialize all aspects of human behavior including education. What Schneider and Berkshire are alluding to is much larger than an attack by billionaires, religious zealots and ideological libertarians. This is a scheme that the global wealthy including the international banks and Big Data are planning with or without anyone’s consent. It is a global network of blockchains that Wrench in the Gears has been warning about for several years, and it seems to developing its own dystopian plans for education with or without us. https://wrenchinthegears.com/2020/09/22/blockchain-education-a-ticket-to-digital-serfdom/
If Berkshire and Schneider fully described DeVos’ stated motivation while ignoring the role conservative religion played in writing the script against public schools, I think I’ll move their book down the list of my planned reads.
Linda . . . wouldn’t do any good for you anyway. CBK
DeVos is not Catholic.
I remember well “A Nation at Risk”. At the time a psychologist whose name I cannot come up with right now, did research and wrote a book “The Truth About American Education” based on that research, much like Dr. Ravatich does today. But then like now the truth did not matter and I saw our school system degraded because the school board ate up the propaganda. What did we as teachers and administrators know?
It is part of the big lie which has brought us to this point.
My criteria has always been, how do we perceive a child; as a human being to be educated to his/her highest potential as a human being or as an “it”, to be “trained’ for the workforce of big bucks. I never knew a time when a part of education was not a preparation for life, to be prepared to take part in societies need for workers but the priorities are essential as to the foundation of that which we call education. Humankind’s greatest minds have searched for elusive “truth” and were respected for that view. How THAT view has changed..
Gordon Wilder I’m afraid the philosophical parent is scientific positivism which, to follow the metaphor, bore the children of (1) a soulless capitalism and (2) an almost-soulless educational system . . . a system that, insofar as WE followed the bells and whistles of that paradigm, diminished or lost what you refer to so well in your note: “a preparation for life.” And that life as knowing and bearing the responsibilities of preserving and living in a democratic state with other human beings.
My view is that the same stunted paradigm also invited the set of problems that comes to us today through the general tag of religious zealotry. That zealotry harbors a tacit recognition of the shallowness of the paradigm (broadly speaking, the elimination of human development associated with history, the arts and humanities, including the study and acceptance of religions as an historical reality); but comes at it in the reactionary form that ignorance always does, . . . but ironically with the same distortions that were present earlier in the century and in their own education. CBK
Gordon, you were thinking of the late Gerald Bracey.
Yes, it was Gerald Bracey, one of the two people who influenced me the most regarding education. We exchanged our last emails the night he died. The other great influence, Diane, was you.
Bracey. I do not remember the spelling was the author on which I posted above.
even scarier: The future will tall you what you want, and you will want it.
I found this book as alarming as the authors intended. It’s 215 pages of past, present, and perhaps the future if we don’t put the brakes on privatization of the public good of educating all the children. It’s followed by about 70 pages of citations and sources, a treasure for those who like to seek out original sources.
Looking forward to A Wolf at the Schoolhouse Door after I finish School House Burning. Two important books.
They were a one-two punch telling me I’ve been stuck i the 2010s, back in the charter wars, and missed the new threat. The same applies to what I learned from both books. The DeVos privatization will fail educationally, as did the Bush-Duncan corporate reforms. But they were extremely effective promoters, and the new completely free market transformers are committed to branding, just as their predecessors were committed to test and punish