America’s public schools were one of the glories of the nation until recently. Politicians hailed them as a symbol of democracy, a public institution open to all, supported by taxpayers, and controlled by elected local boards.
Local business leaders frequently served on local school boards. Americans broadly understood that the schools prepared the rising generation to be good citizens and to sustain our democracy. Certain principles were taken for granted: public funds were never used to fund religious schools; teachers and principals were career professionals, often the most educated members of their community, and were respected.
This is not to say that everything was rosy. I have written several books about the controversies that rocked the schools, especially over desegregation, which encountered vehement resistance in both the South and the North.
But despite the battles over race, curriculum, and other matters, the public schools garnered high praise from the public and elected officials.
However, this iconic symbol began to take a drubbing in 1983, when the Reagan-era National Commission on Excellence in Education released its harshly negative report called “A Nation at Risk.” The commission claimed that the nation’s schools were mired in a sea of mediocrity, that test scores were on a downward spiral, and that the nation’s public schools were responsible for the loss of major industries to other nations.
The reaction to the report was immediate: states set up task forces and commissions to find solutions to the schools’ crisis. Higher standards for students and teachers, more time in school, tougher curricula, etc.
The one refrain that became the legacy of “A Nation at Risk” was: Our schools are failing.
But we now know that the report was a hoax. James Harvey, who worked on the commission’s staff, explained that the books were cooked to produce a negative result. The data were cherry-picked to paint the schools in the worst possible light. The conclusions were a lie. The report ignored positive findings and chose to ignore the students living in poverty, the students with disabilities, and the other socioeconomic challenges facing the nation’s schools.
So today, relying on the Big Lie of 1983 (“our schools are failing”), ideologues, grifters, tax-cutters, religious interests, and others have joined forces to grab the money now devoted to public schools.
To the original Big Lie have been added new Big Lies to advance the cause of privatization and profits:
Big Lie number one: Test scores are reliable indicators of school and teacher quality. This simple but wrong idea was the basis for No Child Left Behind and Race to the Top. It overlooks the well-known fact that test scores are highly correlated with family income and are influenced more by home conditions than by teachers or schools. Hundreds, perhaps thousands, of public schools were closed because of their inability to meet high test score goals. All of the closed schools were in impoverished communities. Thousands of teachers were penalized or fired because they taught the children with the biggest challenges, those who didn’t speak English, those with severe disabilities, those whose lives were in turmoil due to extreme poverty.
Big Lie number two: Teachers need not be professional to get good results. Inexperienced teachers with high expectations and a few weeks of training will get better results than career professionals. This lie undercut the profession, undermined respect for teachers, and was the founding myth of Teach for America.
Big Lie number three: the private sector will run schools more effectively than local government, therefore we need more charter schools. BUT: The charter sector has spawned scandals, with private entrepreneurs embezzling millions of dollars for themselves. Some charters get high test scores by excluding weak students, some get high scores by attrition of weak students. Many charter schools close every year due to academic or financial problems. On average, charter schools do not get better results than public schools.
Big Lie number four: vouchers will produce higher test scores. BUT: Voucher schools, funded with taxpayer dollars, are usually exempt from state testing and are not accountable as public schools are. Where voucher students do take state tests, they fall farther and farther behind their peers in public schools. Now that it’s well-known that voucher schools are academically behind public schools, their proponents have moved the goalposts to say: Parents should choose, no matter what the studies show about test scores.
The Republican Party, with few exceptions, has swallowed the Big Lies and is intent on giving every student—regardless of income—a voucher to attend a religious school, private school, or home school.
For the first time in two centuries, the very concept of public schools is in jeopardy.
Ninety percent of Americans were educated in public schools. That ninety percent made America a successful nation by most measures. Public schools built bridges among diverse communities.
What will the new paradigm contribute to our nation?
Diane Ravitch's blog 