Reform ‘insanity’ in a single chart

Insanity is sometimes defined as doing the same thing over and over while expecting different results. Below is what Paul Thomas, an associate professor of education at Furman University in South Carolina, calls his “insanity chart” that starkly shows the problems facing public schools and the (same) approach taken to fix it by the “no excuses” brand of school reform espoused by Michelle Rhee and her supporters. This was first published on the Schools Matter blog. Thomas writes his own blog addressing the role of poverty in education.

Public School Problem
“No Excuses” Reform
Poor, Latino/Black, special needs, and ELL students assigned disproportionately inexperienced and un-/under-certified teachers
Assign poor, Latino/Black, special needs, and ELL students Teach for America recruits (inexperienced and uncertified)
Public schools increasingly segregated by race and socioeconomic status
Charter schools, segregated by race and socioeconomic status
Three decades of standards-based testing and accountability to close the test-based achievement gap
Common Core State Standards linked to new tests to create a standards-based testing and accountability system
Inequitable school funding that rewards affluent and middle-class schools in affluent and middle-class neighborhoods and ignores or punishes schools in impoverished schools/neighborhood
Drain public school funding for parental choice policies that reinforce stratification found in those parental choices
State government top-down and bureaucratic reform policies that ignore teacher professionalism
Federal government top-down and bureaucratic reform policies that ignore teacher professionalism
Rename high-poverty schools “academy” or “magnet” schools
Close high-poverty public schools and open “no excuses” charters named “hope” or “promise” [see above]
Ignore and trivialize teacher professionalism and autonomy
Erase experienced teachers and replace with inexperienced and uncertified TFA recruits [see above]
Poor, Latino/Black, special needs, and ELL students assigned disproportionately to overcrowded classrooms
Poor, Latino/Black, special needs, and ELL students assigned to teachers rewarded for teaching 40-1 student-teacher ratio classrooms
Poor, Latino/Black, special needs, and ELL students tracked into test-prep classrooms
Poor and Latino/Black students segregated into test-prep charter schools; special needs and ELL students disregarded [left for public schools to address—see column to the left]
Teacher preparation buried under bureaucracy at the expense of content and pedagogy
Teacher preparation rejected at the expense of content and pedagogy
Presidents, secretaries of education, governors, and state superintendents of education misinform and mishandle education
Presidents, secretaries of education, governors, and state superintendents of education [most of whom have no experience as educators] misinform and mishandle education
Fail to acknowledge the status quo of public education (see above): Public schools reflect and perpetuate the inequities of U.S. society
Fail to acknowledge the status quo of public education [see above and the column to the left]: NER reflect and perpetuate the inequities of U.S. society

 

Valerie Strauss covers education and runs The Answer Sheet blog.
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Valerie Strauss · October 30, 2012