Has America Decided to Educate Promising Children and Leave the Rest Behind?

In what seems to me the most chilling moment in The Prize, Dale Russakoff’s new book (discussed in yesterday’s post here) about the catastrophic five-year school reform experiment imposed by Mayor Cory Booker, Governor Chris Christie, and Facebook’s Mark Zuckerberg on Newark, New Jersey’s schools—the moment when teachers at a charter school co-located in the same building as a traditional public school ask Mayor Cory Booker how he plans to help and support the neighborhood school also operating in their building—Booker replies, “I’ll be very frank…. I want you to expand as fast as you can.  But when schools are failing, I don’t think pouring new wine into old skins is the way.  We need to close them and start new ones.'” (p. 132)

This is the same book in which a school administrator admits that charters cream the most able children of striving parents and tells Russakoff that 60 percent of Newark’s children are likely to remain in traditional public schools. What Mayor Booker, Governor Christie and philanthropist Zuckerberg are selling is school reform for the purpose of saving some children and leaving many of the most vulnerable behind. Such a school reform philosophy tacitly accepts the idea that our society is incapable of educating all of our children, and because we can’t save all children, we’ll at least try to educate those most likely to succeed.

While there is considerable research pointing to social and educational programs likely to expand opportunity for a mass of our society’s children, a lot of people can’t think beyond limited programs aimed to lift up promising children.  Others cynically doubt school leaders who outline expensive ideas that are far more ambitious.  I worry about the dearth of leaders willing to ask us to find the will to leave no child behind, and I worry more about broad skepticism when strong leaders do propose promising plans.  Have we as a society lost the belief that we can educate all children?

Skepticism persists about Mayor Bill deBlasio’s education plans, despite the successful launch of a major expansion of pre-kindergarten in New York City. Last week the New York Daily News reported, “DeBlasio boosted the Big Apple’s pre-K capacity from 19,000 seats in 2013 to more than 80,000 seats in 2015 by expanding existing programs and funding a slew of new ones.” “Kids from areas with median incomes that are below the city average of $51,865 account for 62% of registrants in the free, full-day programs that kicked off Wednesday.”  Many have urged DeBlasio and Farina to slow down on plans announced earlier this year for the NYC schools significantly to increase the number of full-service Community Schools that set out to support families with services located right at school that can include medical, dental, and mental health clinics; after-school programs; Head Start and Early Head Start; summer enrichment, and parental job training.

As reported by Chalkbeat NY, in a major address last Wednesday, DeBlasio announced more plans for broad improvements in NYC’s public schools, including expanding the number of second-grade reading specialists across the district and ensuring that children in all high schools have access to algebra by ninth grade and advanced courses in science.  Such reforms are urgently needed in New York, for while NYC’s  previous mayor Michael Bloomberg emphasized small high schools with more personalized services, a July, 2015 report from the New School’s Center for New York City Affairs exposed shocking deficiencies in many of those small schools: “Today, 39 percent of the city’s high schools do not offer a standard college-prep curriculum in math and science, that is, algebra 2, physics and chemistry.  More than half the schools do not offer a single Advanced Placement course in math and about half do not offer a single Advanced Placement course in science…  Students at schools that don’t offer the full complement of college-prep sciences meet the (graduation) requirement by taking one of these sciences, usually biology—or as it’s known in New York schools, ‘living environment’—and supplementing that with courses such as forensics or general science.  The result is an intense bifurcation of the city’s public high school system, one that parents frantic to get their children into top high schools are acutely attuned to.”

Chalkbeat’s article about the new initiatives DeBlasio proposed last week printed a laudatory comment on deBlasio’s announcement from Zakiyah Ansari, an influential parent advocate, but the reporter wonders about the cost—a projected $186 million, and asks: “Will the city be able to pull off the new programs, which will require extensive teacher hiring and training along with philanthropic funding?  And even if the efforts go as planned, will they guarantee that students read proficiently and graduate high school in record numbers? ‘Those are lovely goals,’ said New York University research professor Leslie Santee Siskin, ‘but it would take a lot of work and reconfiguring of practice to make them reachable.'”

Interestingly, Mayor deBlasio and Carmen Farina’s priorities mirror the recommendations of Professor Jennifer King Rice of the University of Maryland, in a brief published last week by the National Education Policy Center. King Rice’s brief seeks a way to restore the mission of public education articulated by Horace Mann, “the 19th century champion of publicly funded universal education,” who “persuasively reasoned that education is the ‘balance wheel’ of the social structure.  He argued that education should be ‘universal, non-sectarian, free, and that its aims should be social efficiency, civic virtue, and character, rather than mere learning or the advancement of sectarian ends.’ While much progress has been made in establishing a universal education system since Mann spoke those words over 150 years ago, substantial disparities in educational resources, opportunities, and outcomes continue to undermine his vision—and ultimately our society… Grounded in the erroneous assumption that schools alone can close the achievement gap, NCLB and the policies in its wake have emphasized high stakes test-based accountability, school choice, school reconstitution, and other largely punitive strategies to prompt school improvement.”

To restore Mann’s vision and close gaps in opportunity, King Rice cites research grounding four recommendations:

  • “Policymakers and the general public should recognize the broad goals of education including civic responsibility, democratic values, economic self-sufficiency, cultural competency and awareness, and social and economic opportunity.  Student achievement, while important, is a single narrow indicator…
  • “Policymakers should ensure that all schools have the fundamental educational resources they need to promote student success: effective teachers and principals, appropriate class size, challenging and culturally relevant curriculum and supportive instructional resources, sufficient quality time for learning and development, and up-to-date facilities and a safe environment…
  • “Policymakers should expand the scope of schools in high-poverty neighborhoods to provide wrap around services including nutritional supports, health clinics, parental education, extended learning time, recreational programs, and other services needed to meet the social, physical, cognitive, and economic needs of both students and families.  Expanding the services and resources offered by schools has the potential to dramatically increase their impact…
  • “Policymakers should promote a policy context that is supportive of equal opportunity: use achievement testing for formative rather than high-stakes purposes, avoid policies that allow for school resegregation, and renew the commitment to public education.”

In a piece headlined, DeBlasio’s Plan to Lift Poor Schools Comes with High Costs and Big Political Risks, Kate Taylor of the NY Times points out that Mayor deBlasio framed his education address last week as a moral imperative: “There is a tale of two cities in our schools….  Each and every child, in each and every classroom deserves a future that isn’t limited by their ZIP code.”  In words I will always remember, I heard the Rev. Jesse Jackson say the same thing several years ago: “There are those who would make the case for a race to the top for those who can run.  But ‘lift from the bottom’ is the moral imperative because it includes everybody.”

Have we become so cynical in America that our default response is to scoff at DeBlasio’s vision as naive and too expensive?  Have we become so unwilling to tax those who can well afford to support public education that we are afraid even to aim for such a vision?

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3 thoughts on “Has America Decided to Educate Promising Children and Leave the Rest Behind?

  1. Don’t worry about the children that Cory Booker intends to leave behind: Eli Broad has a plan!! He wants to unleash charters on Los Angeles-where, the report states, 76% of students are free/reduced lunch and 90% non-white and he wants to expand this across the country. My worry is: what is his plan for these children? “No Excuses”? You can see that plan in the LATimes.

  2. Jan,
    Thank you for keeping us up to date on deBlasio’s efforts. .His is a vision that we need for Cleveland, OH.
    Where in Cleveland is the person who could be the next deBlasio?
    Because the co-optation in the Cleveland Plan is a disaster. And all the powers have signed off on that.
    We need equity for all children in Cleveland, especially those in Cleveland Public Schools, not funding the skimming of ‘competent students’ from the public schools.
    I personally look forward to spending some ‘volunteer time’ in my neighborhood Public schools.

  3. Pingback: In Final PBS Broadcast, John Merrow Interviews New York City’s Controversial Eva Moskowitz | janresseger

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