Archives for category: Failure

The Washington Post published a remorseful article about the negative effects of 20 years of was in Iraq and Afghanistan. Hindsight is sometimes useful. Many books will be written about “lessons learned” from these past 20 years of warfare.

There’s a scene in the 2014 film “American Sniper” that sums up the country’s post-9/11 war lust. Chris Kyle, the late U.S. Navy SEAL played by Bradley Cooper, watches a newscast of the twin towers crumbling before his eyes. The camera fixes on Kyle’s steely yet stunned face as he holds his shaken wife, before cutting to an image of him in full military gear, glaring through the scope of his sniper rifle in the middle of an Iraqi town. (He goes on to gun down a woman aiding Iraqi insurgents.)

The film, which some critics panned as proto-fascist agitprop, spends no time interrogating this implied connection between the events of 9/11 and the American decision to “preemptively” invade Iraq less than two years later to topple the regime of Iraqi dictator Saddam Hussein. Neither did much of the American public or political establishment that got swept up in the George W. Bush administration’s rush to punish “evil-doers.” A Washington Post poll in September 2003 found that close to 7 in 10 Americans believed that it was at least “likely” that Hussein was directly involved in the Sept. 11, 2001, attacks.

That, of course, proved to be preposterous, as was much of the case Bush and his allies made about the imminent threat posed by the Iraqi regime’s phantom weapons of mass destruction. Animated by a neoconservative zeal to oust enemy regimes and wield American might to make right — and unhindered by the bulk of the Washington press corps — the Bush administration plunged the United States and its coalition partners into a war and eventual occupation that would reshape the political map of the Middle East, distract from America’s parallel intervention in Afghanistan and provoke new cycles of chaos and violence.

The first couple of years after 9/11 marked “an era where the United States made major strategic errors,” Vali Nasr, a professor of international affairs at Johns Hopkins University’s School of Advanced International Studies, told Today’s WorldView. “Its vision was clouded by anger and revenge.”

But what if the United States had opted against invading Iraq? The decision to oust Hussein, even more so than the invasion of Afghanistan in the immediate aftermath of 9/11, was an unprovoked war of choice that, on one hand, sealed off a range of other policy options available to Washington’s strategists and, on the other, set in motion events that fundamentally altered the region. It’s impossible to unwind what the Bush administration unleashed, but indulge us at Today’s WorldView as we puzzle through just a few elements of this counterfactual proposition.


First and foremost, there’s the Iraqi death toll. The Watson Institute at Brown University calculates that 184,382 to 207,156 Iraqi civilians were directly killed in war-related violence between the start of the American invasion in March 2003 through October 2019. But the researchers suggest the real figure may well be several times higher.


Even considering Hussein’s own long record of brutality, it is difficult to envision a future of greater suffering for the Iraqi people had the United States not swept him from power, argued Sinan Antoon, a New York-based Iraqi poet and author.

“No matter what — and I say this as someone who was opposed to Saddam’s regime since childhood and wrote his first novel about life under dictatorship — had the regime remained in power, tens of thousands of Iraqis would still be alive today, and children in Fallujah would not be born with congenital defects every day,” Antoon told Today’s WorldView, alluding to the impact of U.S. forces allegedly using rounds of depleted uranium in their battles across Iraq.

Antoon added that we also would not have seen the rise of the Islamic State had the United States not invaded — a conviction shared by former president Barack Obama and echoed by myriad experts. “In the near term, the Iraqi political order probably would not have collapsed and created a void that nonstate or quasi-state actors could fill,” wrote international relations scholars Hal Brands and Peter Feaver in a 2017 study.

“The Sunni-Shia cleavage that has made Iraq so difficult to govern still would have been present,” they continued, “but without the violence, political chaos and Sunni marginalization of the post-invasion period, that cleavage would have remained in a less combustible state, and terrorist groups such as [al-Qaeda in Iraq] and [the Islamic State] would not have found such fertile ground for recruiting.”

Other paths were possible. In 2002, Shibley Telhami, a veteran pollster affiliated with the Brookings Institution and a professor at the University of Maryland, was part of a group of Middle East scholars based in the United States who opposed the Bush administration’s drumbeat to war in Iraq.

“Bush had a chance to build global coalitions, strengthen international norms and institutions, focus on the threat from al-Qaeda, reshape relations in the Gulf region and use domestic and international support to end the Palestinian-Israeli conflict, which, before 9/11, was the central grievance against the United States in the Middle East,” Telhami told Today’s WorldView.

Instead, he added, “Bush chose a policy of unilateralism,” pursuing a war that ravaged the Middle Eastern country, stoked sectarian violence and extremist militancy and “ended the balance of power between Iran and Iraq.” Iran’s gain from seeing its longtime foe fall in Baghdad, in turn, would reset the geopolitical calculations of Gulf Arab states, which became “so insecure that they embarked on destabilizing policies of their own, including the Yemen war,” said Telhami.

In 2003, the Iraqi regime still faced asphyxiating international sanctions. Had those eventually weakened — various countries apart from the United States were eager to bring Iraq out from the cold — the country’s youths would have been better linked to the world and an entrenched regime could have faced its own Arab Spring uprising.

Rasha al-Aqeedi of the Newlines Institute for Strategy and Policy, a Washington think tank, suggests an “Iraqi spring” would still have been brutally put down by the country’s Baathist government. “Saddam would have passed away and [his son] Qusay would have become president — an Iraqi version of [Syrian President Bashar] al-Assad, basically,” she told Today’s WorldView, imagining a milder end for the Iraqi dictator who was hanged in 2006. The status quo in Baghdad would have been “as stable as an authoritarian Baathist state can be.”

Alternatively, there could have been a steady internal unraveling, with the United States in a stronger position to support democratic and economic development, Amy Hawthorne, research director at the Project on Middle East Democracy, told Today’s WorldView. “Iraq, under punishing international sanctions and totalitarian rule for another decade, would have become a failed state, with parts of the south and Iraqi Kurdistan falling outside Saddam’s control.”

Instead, by 2007, the United States was compelled to deploy a “surge” of its troops to combat an Iraqi insurgency it would never quite quell. For multiple reasons, from feckless leadership to sectarian enmities, the government that the United States helped prop up in Baghdad would make a catalogue of its own mistakes. The occupation swiftly became a parable for American blundering and hubris.
“The U.S. was barely keeping its head above water during the surge,” Nasr said. “The aura of its power was gone.”

Ishaan Tharoor is a columnist on the foreign desk of The Washington Post, where he authors the Today’s WorldView newsletter and column. He previously was a senior editor and correspondent at Time magazine, based first in Hong Kong and later in New York.

Online charters have a history of poor performance: high attrition rates, low graduation rates, low test scores.

Will Huntsberry of the Voice of San Diego reports here that online charters were once again among the lowest performing schools in that city.

Huntsberry writes:

Virtual charter schools – as well as other charters that don’t use traditional brick-and-mortar classrooms – performed among the worst in San Diego County in a new analysis of test scores that took each school’s poverty level into account.

The analysis compared 632 schools across San Diego County. Out of 14 non-classroom-based charter schools, as they are called in education jargon, five scored among the 20 lowest-performing schools. Nine out of 14 schools scored among the bottom 15 percent.

California’s non-classroom-based schools have lived under a magnifying glass in recent years. State legislators placed a moratorium on new non-classroom schools, after executives from one online charter siphoned more than $80 million into their own private companies. Legislators also temporarily blocked the schools from receiving new funds.

The new analysis, performed by Voice of San Diego and the Center for Research and Evaluation at UC San Diego Extension, did not just look at a school’s test scores. It compared a school’s performance on standardized tests to other schools with similar poverty levels.

Brick-and-mortar charters performed in line with traditional public schools in the analysis. But non-classroom-based charters scored significantly worse.

These findings reenforce the statewide study of online charter schools in California, prepared by “In the Public Interest.” They have a long track record of failure nationally.

Jeff Bryant is a journalist who specializes in education. In a recent issue of The Progressive, he details the many failures of what is falsely called “education reform.” The term for many has been a ruse for privatization via charter schools and vouchers. Instead of “reform,” it should be called disruption and destruction. Bryant leads the Progressive’s Public School Advocate project. This is a good-news story. Ed Reform has no successful strategies or ideas, but it’s billionaire funders and the U.S. Department of Education continue to fund its failed ideas.

He begins:

It was telling that few people noticed when Chicago’s Board of Education announced in late May that it was closing down its school turnaround program and folding the thirty-one campuses operated by a private management company back into the district.

The turnaround program had been a cornerstone of “Renaissance 2010,” the education reform policy led by former Chicago Public Schools Chief Executive Officer Arne Duncan, who became U.S. Secretary of Education during the Obama Administration. As the news outlet Catalyst Chicago reported, Duncan used the core principles of Renaissance 2010 as the basis for “Race to the Top,” his signature policy that he rolled out to the nation.

Race to the Top, a successor to former President George W. Bush’s “No Child Left Behind” program, included holding schools accountable for higher scores on standardized tests, inserting private management companies into district administration, and ramping up charter schools to compete with public schools.

Another news event affecting Chicago public schools that got very little national attention was the decision by the Illinois state legislature to rescind mayoral control of Chicago schools and bring back a democratically elected school board. The plan is backed by the state’s Democratic governor, J.B. Pritzker (and, predictably, opposed by Chicago mayor Lori Lightfoot). For years, prominent Democratic leaders—including New York Governor Andrew Cuomo and former Chicago mayor and previously Obama White House Chief of Staff Rahm Emanuel—touted mayoral control and a rejection of school board governance.

A third story from the Chicago education scene was that, in December, Noble Charter Network, the city’s largest charter school chain, disavowed its “no excuses” approach to educating Black and brown students because of the racist implications. Noble’s decision added to other reports of no-excuses charter chains dropping their harsh behavioral control and discipline policies during the past year.

These stories highlight the waning of three “school improvement” approaches: strict accountability with private management, mayoral control, and no-excuses charter schools. Each approach was among the pillars of “education reform” favored by previous presidential administrations and heartily endorsed by Washington, D.C., policy shops, such as the Center for American Progress.

Taken in unison, the three stories also contribute to the much larger narrative of how the once all-pervasive and generously funded policy movement known as education reform has ended—not with a bang, but a whimper.

Other policy directives of the reform movement that are also being relegated to the dustbin of history include state takeovers of low-performing schools, evaluating teachers based on student test scores, and flunking third-graders who score below a certain threshold on reading exams.

Please open the link and read on.

Chalkbeat recently wrote about the dismal test scores posted recently by students in Newark, which attempts to show the effects of losing a year of school.

Just 9% of students in grades 2-8 met state expectations in math based on the results of end-of-year tests taken this spring, according to Newark Public Schools data Chalkbeat obtained through a public records request. Only 11% of students met expectations in reading.

Most certainly, students in Newark suffered by not being in school during the past year, as did students in many districts and states where schools closed. As the article notes, there is some uncertainty about the validity of the scores, since the academic performance of Newark students was not compared on the same tests. But, however you see it, the scores reflect a troubled society and district.

First, the results might underestimate the pandemic’s academic impact because some of the most disadvantaged students are likely to have missed the tests. Also, there is no way to compare Newark students’ growth last school year to prior years because they did not previously take the MAP tests. Instead, their performance must be measured against national averages from before the pandemic.

For those reasons, the data does not show whether Newark did any better or worse than other districts in navigating the pandemic, [Martin] West said. What’s clear is that Newark students dealt with more hardships than their more advantaged peers — including family illness, job losses, and housing insecurity — and were shut out of classrooms longer.

It’s hard to remember now that the Newark schools were a major focus of the “corporate reform” movement. The district was controlled by the state, which appointed the superintendent. Mark Zuckerberg contributed $100 million to the “reform” effort.


Matt Barnum of Chalkbeat reported that the Gates Foundation, the Walton Family Foundation, and the Chan Zuckerberg Initiative are joining forces to fund a “breakthrough” in American education, despite the consistent failures they have experienced.

Are they slow learners or persistent?

Barnum writes:

The Advanced Education Research & Development Fund, announced Wednesday, is already funded to the eye-popping tune of $200 million from the Bill and Melinda Gates Foundation, the Chan Zuckerberg Initiative, and the Walton Family Foundation. (Gates and Walton are also supporters of Chalkbeat.)

AERDF (pronounced AIR-dif) says its focus will be on what it calls “inclusive R&D,” or bringing together people with different expertise, including educators, to design and test practical ideas like improving assessments and making math classes more effective. Still, the ideas will have “moonshot ambitions,” said the group’s CEO Stacey Childress.

“One of our mottos for our program teams and the projects they fund is ‘heads in clouds and boots on the ground,’” she said.

It’s an unusually well-funded start for a new education organization, especially as big education funders have seen their influence wane in recent years after some of their ideas showed uneven results and prompted backlash. AERDF suggests these funders still have significant ambitions for improving education in the U.S., even if those efforts are less splashy — or controversial — than they once were.

The organization emerged from work that began in 2018, when CZI and Gates teamed up to invest in R&D. That resulted in a project known as EF+Math, which funds efforts to embed lessons in executive functioning — a set of cognitive skills related to self control and memory — into math classes.

“These executive functioning skills allow you to focus on what’s important, ignore distractions, let you think flexibly to solve problems and keep track of ideas,” said Melina Uncapher, the program’s director. “Perhaps not surprisingly, they’re strongly related to math skills.”

That effort, now part of AERDF, will start work in three school districts — Newark, New Jersey; Vista Unified in California; and Middletown, Ohio — this fall, said spokesperson Ed Wyatt.

You could write a book about their any failures. In fact, I already have written two. One is called Reign of Error and the other is Slaying Goliath.

What the billionaires refuse to recognize is that the root cause of poor academic performance is poverty. One experiment they might try is to raise the standard of living for targeted communities. Or they could fund hundreds of community schools with wraparound services for children and families.

Instead they prefer to search for the magic bullet that will overcome the obstacles in the lives of children who live in poverty. It appears that they learned nothing from their previous adventure into “education reform.”

A suggestion for the funders: Read Richard Rothstein’s Class and Schools.

Writing in Scientific American, Million Belay and Beatrice Mugambe complain that the Gates Foundatuon is steering African agriculture in the wrong direction.

Financed by Gates, the Cornell Alliance for Science is promoting the use of genetically-modified seeds, synthetic fertilizers and pesticides, petroleum-dependent machinery and artificial irrigation. The authors defend “agroecology,” which they describe as small-scale, ecofriendly, reliant on indigenous methods. Agroecology, they say, increases the variety, nutritive value, and quantity of foods produced while sustaining millions of small-scale farmers.

Gates’ grantees dismiss critics of agribusiness as irrational, unscientific, and harmful. But critics allege that the approach endorsed by Gates’ grantees are paving the way for multinational corporations to take over farming in Africa.

Their own organization, the Alliance for Food Sovereignty in Africa (AFSA), represents more than 200 million farmers, fishers, pastoralists, indigenous peoples, women, consumers and others across Africa.

Leonie Haimson, executive director of Class Size Matters, interviewed scholar Tom Loveless about the failure of the Common Core on her weekly radio show called “Talk Out of School.” Loveless is a former teacher, professor, and researcher at the Brookings Institution.

Loveless recently published a book titled Tom Loveless’ book, Between the State and the Schoolhouse, Understanding the Failure of Common Core. [Use code BSSS21 to get 20% off when ordering from Harvard Education Press; offer expires 8/13/2021.]

It was one of the best discussions of Common Core I have heard. I thoroughly enjoyed it. I wrote both Leonie and Tom to commend them. I added a footnote to their conversation. At one point, Leonie asked Tom why the CCSS sets out percentages of literary and informational text that should be taught in elementary school, middle school, and high school. Neither knew the answer.

Here it is: the authors of the CCSS copied the percentages from the NAEP guidelines for test developers. in grade 4, instruction should be divided 50%-50% between literary sources and informational text. In grade 8, the CCSS recommended division is 45%/55%. In grade 12, it should be 30%-70%.

NAEP does not offer these percentages as guidelines for teachers, but as guidance for test developers. There is no evidence that students learn more from fiction or nonfiction. But as Loveless has already demonstrated in an earlier study, the teaching of literature in the nation (based on NAEP surveys) declined after the adoption of Common Core by more than 40 states.

So, Common Core failed to improve achievement as measured by test scores and it failed to reduce achievement gaps among racial and SES groups. Unfortunately its only “success” was reducing the time devoted to teaching literature.


Gary Rubenstein has been following the tale of the so-called Achievement School District in Tennessee for a decade. It was started with $100 million of the state’s $500 million from the Race to the Top (remember “Race to the Top”?). The ASD pledged to raise achievement dramatically in the state’s lowest performing schools, and it failed. Several other states were so impressed by the idea of the ASD that they created their own similar efforts. By the state’s own records, none of them was successful.

When Gary saw that veterans of the ASD were convening at a virtual conference to talk about the lessons learned, he decided to join the meeting. He couldn’t believe the claims that were made about the “success” of the failed program. When he finally decided to ask questions of the panelists, he was told that his questions were unacceptable and he was censored. He wondered why the Chalkbeat reporter wasn’t asking the same questions. All it takes is a review of the published stats.

“Reformers” continue to promote the same failed ideas, without concern for easily ascertainable facts.

Matt Barnum of Chalkbeat reports on a research study that concluded that most state takeovers of low-performing districts were unsuccessful. Local school boards, it was believed, must be the cause of low test scores because they lacked oversight.

The study was written by Beth E. Schueler and Joshua Bleiberg and released by the Annenberg Insttitute.

State officials have taken for granted that the state education department knows better than local school boards how to run school districts. Yet, as the study shows, most have either made no difference or failed. In most cases, the districts that were “taken over” consisted of mostly black and brown children, whose communities lose a democratic institution and as well as a route to political power.

Barnum writes:

Now, a new national study casts significant doubt on the idea that states, at least, are better positioned to run schools than locally elected officials. Overall, researchers found little evidence that districts see test scores rise as a result of being taken over. If anything, state control had slightly negative effects on students.

Frankly, it was always a silly idea to think that state education departments were staffed by top-flight educators. They are working in schools and districts. Most people who work in state education departments (and the U.S. Department of Education) are administrators and bureaucrats, not educators.

Barnum goes on to summarize the study:

The paper is the most comprehensive accounting to date of a strategy that has appealed to policymakers in many states but also brought fierce blowback. The study doesn’t suggest that takeovers never succeed on academic grounds — there are clearexamples where they have.

But the successes appear to be more exception than rule, and the uneven academic results bring into sharp relief the costs of state takeover: the loss of democratic institutions, disproportionately in Black communities.

“These policies are very harmful to communities in terms of their political power,” said Domingo Morel, a Rutgers University political scientist who has studied and criticized state takeovers. “And then what the state says is going to improve — this research shows it’s not doing that either.”

The new study focuses on the 35 school districts from across the country that were taken over by states between 2011 and 2016. These takeovers often happened in small cities and the vast majority of affected students were Black or Hispanic and from low-income families…

To find out what happened next, Schueler and coauthor Joshua Bleiberg of Brown University used national test score data to compare districts that were taken over to seemingly similar districts in the same state that retained local control.

In the first few years of the takeover, the schools generally saw dips in English test scores. By year four, there was no effect one way or the other. In math, there were no clear effects at all.“The punchline is, we really don’t see evidence that takeover is benefitting student outcomes, at least in the short term,” said Schueler.

Many states, Barnum reports, have cooled on the idea of state takeovers, although there are two big exceptions: Providence, Rhode Island, which has already fired its new superintendent because his deputy had a bad habit of massaging boys’ feet without their permission. And Texas is eager to take control of the Houston Independent School District because it has one high school with very low scores, and a disproportionately high number of students needing special education and living in poverty. The students in both districts are majority black and brown.

Apparently, the voucher schools were embarrassed by the Ohio study showing that kids who use vouchers lose ground academically.

There were two ways to respond to that finding: 1) improve instruction in the voucher schools by requiring them to hire certified teachers; 2) obscure the data.

The voucher lobby chose the second route.

The Republican-dominated legislature is now vastly expanding the state’s failing voucher program. But a few years ago, it decided that voucher schools would no longer be required to give the same exams that students in public schools are required to take. The conservative Thomas B. Fordham Institute worried about the change, because it makes it difficult, if not impossible, to draw comparisons between students in public schools and their peers in private and religious schools.

That’s the goal.

Many other states that offer vouchers allow those schools not to take the state exams. Some, like Florida, expect no accountability from voucher schools. Others ask those schools to administer an “equivalent” standardized test, which makes it impossible to compare voucher schools to public schools.