Most articles about Eva Moskowitz’s Success Academy charter schools report on her political ambitions, her love of combat with unions and critics, her ability to attract the generous support of billionaires.
Rebecca Mead writes here about the pedagogy of Success Academy charter schools. It is a weird combination of strict discipline and progressive instruction. The question is whether these two divergent approaches can co-exist.
These are schools where student behavior is monitored closely, and the smallest infractions are punished swiftly.
Can Deweyism flourish in a repressive environment?
A Success Academy classroom is a highly controlled, even repressive, place. In some classrooms that I observed, there were even expectations for how pencils should be laid down when not in use: at Springfield Gardens, the pencils had all been placed to the right of the desks, aligned with the edge. The atmosphere can be tense, and sometimes tips over into abuse, as was documented by the Times last year. The newspaper obtained a video that had been recorded secretly by an assistant teacher. It showed a teacher berating a first-grade girl who had made an error on her math worksheet, ripping up the sheet, and sending the child to sit in a “Calm Down” chair. Moskowitz has insisted that the event was an outlier, but the teacher in the video was an experienced educator who had been considered an exemplar of the Success Academy approach. Among some Success teachers, “rip and redo” was a term of art…
At some Success Academy schools, as many as twenty per cent of students are suspended at least once during the academic year. Moskowitz calls suspension “one tool in the toolkit,” and says that most occur during the first weeks of school, when students haven’t yet assimilated the school’s expectations. “I think some people have a fairly idealized view of the kind of language that even young children can use,” she told me. “We have young children who threaten to kill other people. And, yes, they are angelic, and, yes, we love them, but I think when you are outside schooling it is hard to imagine.” According to data from the New York State Education Department, three years ago, when Success Academy Springfield Gardens was starting up and had only kindergartners and first graders, eighteen per cent of the students were suspended at least once. It’s entirely believable that lots of children between the ages of four and seven found it impossible to meet the school’s stringent behavioral expectations. But it’s also fair to wonder whether, if one out of five young children cannot comply with the rules, there might not be something wrong with the rules….
But, even as Success seeks to inculcate its students with its strict behavioral codes, Moskowitz has embraced certain teaching methods that would not seem out of place in a much more permissive environment. Surprisingly, she cites John Dewey as an important influence on her thinking, and she champions hands-on science labs, frequent field trips, and long stretches of time for independent reading. Moskowitz has recruited as a consultant Anna Switzer, the former principal of P.S. 234, a highly regarded public school, in Tribeca. Before Switzer retired from P.S. 234, in 2003, she developed a progressive social-studies curriculum in which students undertake months-long projects on, say, the native populations that originally lived on Manhattan Island. At Success Academy, Switzer has been helping to build similar “modules,” such as an intensive six-week study, in the third grade, of the Brooklyn Bridge. For kindergartners, Success offers a six-week interdisciplinary study of bread. After students read about bread and baking—the importance of bread in different global cultures; the grains that go into making various breads—they take a field trip to a bakery, and bake bread as a classroom activity. Success modules remain heavy on reading and writing, Switzer acknowledges: when the kindergartners study bread, “shared texts” play a more prominent role than they would at a very progressive public school. Still, the curriculum for these projects belies the stereotype of Success as a rigid test-prep factory. “Being a progressive pedagogue is hard,” Moskowitz told me. “Your level of preparation has to be much higher, because you have to be responsive to the kids, and you have to allow the kid to have the eureka moment, while still mastering the material.”
Adding to the difficulty of implementing such ideals is the youth and relative inexperience of Success’s staff. On average, a school loses a quarter of its teachers every year; at some schools, more than half leave. Moskowitz told me that teachers typically stay with Success for just three years. This may be consistent with the job-hopping habits of millennials, but according to veteran educators it generally takes at least three years to become a decent teacher. An unseasoned workforce is not Moskowitz’s ideal, but, given the rapid growth of Success and the network’s projected expansion, it may be a structural inevitability. The system compensates for the inexperience of many of its teachers by having a highly centralized organization. Teachers do not develop their own lesson plans; rather, they teach precisely what the network demands. Like the students in their classrooms, Success’s teachers operate within tightly defined boundaries, with high expectations and frequent assessment….
One of the core tenets of John Dewey’s educational philosophy was the belief that, in school, children learn not only the explicit content of lessons but also an implicit message about the ideal organization of society. A school, he argued, was a civilization in microcosm. “I believe that the school must represent present life—life as real and vital to the child as that which he carries on in the home, or the neighborhood, or on the playground,” Dewey wrote in “My Pedagogic Creed,” which was published in 1897. The society for which the child was being prepared should not be conceived of as an abstraction from the remote future, Dewey believed. It should be replicated, in simplified form, within the structure and culture of the school itself.
“A school should be a model of what democratic adult culture is about,” Deborah Meier, a veteran progressive educator, and a theorist in the tradition of Dewey, told me. “Most of what we learn in life we learn from the company we keep. What is taught didactically is often forgotten.” A corollary of Dewey’s belief is that, if children are exposed in school to an authoritarian model of society, that is the kind of society in which they may prefer to live.
The question posed by the article, left unanswered, is whether a rigid and even repressive culture can be combined with a progressive approach to pedagogy, and whether these classrooms are the best preparation for life in a democratic society.
What can we learn from the Success Academy model? Its students get the highest test scores in the state.
This year, a Success high school, on Thirty-third Street, will produce the network’s first graduating class: seventeen students. This pioneering class originated with a cohort of seventy-three first graders.
So, seventeen out of an entering cohort of 73 first-graders survived to graduation. What does that mean?
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