On Tue, Feb 13, 2018 at 8:01 AM, John Merrow wrote:
Friends,

The emperor has no clothes, and I believe it’s high time that everyone acknowledged that. Proof positive is Washington, DC, long the favorite of the ‘school reform’ crowd, which offered it as evidence that test-based reforms that rewarded teachers for high student scores (and fired those with low scores) was the magic bullet for turning around troubled urban school districts.

But now we know that about one-third of recent DC high school graduates–900 students– had no business receiving diplomas, and that they marched across the stage last Spring because some adults changed their grades or pushed them through the farce known as ‘credit recovery,’ in which students can receive credit for a semester by spending a few hours over a week’s time in front of a computer.

The reliable Catherine Gewertz of Education Week provides a through (and thoroughly depressing) account of the DC story, which she expands to include data from DC teachers: “In a survey of 616 District of Columbia teachers conducted after the scandal broke, 47 percent said they’d felt pressured or coerced into giving grades that didn’t accurately reflect what students had learned. Among high school teachers, that number rose to 60 percent. More than 2 in 10 said that their student grades or attendance data had been changed by someone else after teachers submitted them.”

The DC story was initially reported by Kate McGee of WAMU for NPR. That led to an investigation by the DC City Council and action by Mayor Muriel Bowser.

If you have read “Addicted to Reform: A 12-Step Program to Rescue Public Education,” you have read about Arne Duncan’s “Raise the Graduation Rate” effort, which is prime example of phony reform (along with W’s earlier “Raise the Test Scores” campaign). Both superficial reforms proved to be malignant in their impact upon students, teachers, and schools. Students were lied to about their proficiency, administrators and teachers cheated, school curricula were debased, standards were lowered, and confidence in public schools dropped.

The response to the graduation scandal from members of the ‘school reform’ establishment (which includes Republicans and Democrats) has been to blame “a few bad apples” for misbehaving. Wrong, wrong, wrong! This outcome was inevitable and entirely predictable, because this always happens when a system puts all its eggs in one basket. Too much pressure on a single metric renders that metric unreliable and untrustworthy. But Education Establishment figures from the (right leaning) American Enterprise Institute and the (left leaning) Center for American Progress call for greater accountability, more early intervention for kids who do poorly on tests, and so forth. No one questions the wisdom of the test-based system, as far as I can see.

How did the graduation scam continue for so long under the leadership of Chancellor Kaya Henderson? You will recall that Henderson succeeded the controversial Michelle Rhee, who came to DC in 2007 and left in 2010. Henderson, Rhee’s deputy and closest friend, was routinely described in the media as “A kinder, gentler Rhee.” Unfortunately, people focused on the adjectives, “kinder” and “gentler,” and felt relieved to be free of Rhee’s sturm und drang. Suffering from “Rhee fatigue,” everyone apparently ignored the central point of the description: Henderson=Rhee.

Sadly, the current DC Chancellor, Antwan Wilson, has not moved quickly to take control. Perhaps this is because he–just like Rhee, Henderson, and many other school leaders–is on record as a supporter of what I call the ‘test-and-punish’ approach to education.

So, end of the day, it’s not really about the people but about a school system that is inadequate for the 21st Century. We simply don’t have enough kids to sort them into ‘winners’ and ‘losers’ at an early age. Our schools now look at each kid and ask, “How smart is this child?” (often getting their answer from tests, but also from appearance, income level, and race). Instead, schools should be asking an ethically, morally and socially appropriate question, “How is this child intelligent?” Building on strengths and interests is the right starting place.

When administrators and teachers change student scores so they can pass, the adults are lying to the students, telling them they are proficient and denying them the remedial help they were entitled to. We will never know how many lives were blighted, and those kids may never catch up. In Atlanta educators went to jail, but in most other cheating scandals, no adults suffered.

The DC system can identify the 900+ students who received phony diplomas, but what comes next? Should those diplomas be recalled, and the students compensated with additional instruction? Surely the kids shouldn’t be punished, but neither should they be allowed to keep their diplomas. The principal of one DC high school has been reassigned, but that doesn’t begin to get to the heart of the problem.

The rot starts at the top, but Michelle Rhee and Kaya Henderson are long gone from Washington. And, more importantly, they are not the top. They were just opportunistically riding the wave.

It doesn’t make sense to spend a lot of energy looking back and casting blame. We ought to reject test-based reform as the harmful fraud that it is. That’s the right starting place.

(Addicted to Reform: A 12-Step Program to Rescue Public Education is available at your local bookseller and on Amazon and Barnes & Noble.)

https://wordpress.com/post/themerrowreport.com/13075

John

John Merrow
former Education Correspondent,
PBS NewsHour, and founding President,
Learning Matters, Inc.
646.373.3034

My blog:
http://themerrowreport.com

ADDICTED TO REFORM
http://thenewpress.com/books/addicted-reform
The Influence of Teachers:
http://amzn.to/qLS7JT

And here’s what I wrote back:

Hi John,

Thanks for this important piece. What a depressing (yet totally predictable) story it’s been to follow. Is anyone surprised by it? Really? Our emperor needs real and honest clothes! Who will be the designer?

I write about these issues in the special education arena, and in my book, Special Education 2.0– Breaking Taboos to Build a NEW Education Law, that you mentioned in yours. It’s all a long slog… and so important to our nation.

When will we stop setting impossible targets that don’t help (and actually hurt) teaching and learning in our nation’s classrooms and then blame teachers for not meeting them. Really?

Here’s one of my recent posts. http://schoollawpro.com/koretz-book-about-the-testing-charade-and-my-comment-posted/

All the best. Keep up the good work!

Miriam

Miriam Kurtzig Freedman, JD, MA
Author of Special Education 2.0–
–Breaking Taboos to Build a NEW Education Law
____________________________
617 510 0248 (cell)
Miriam@schoollawpro.com

About Miriam

Miriam Kurtzig Freedman, JD, MA—an expert in public education, focused on special education law— is a lawyer, author, speaker, consultant, and reformer. For more than 35 years, Miriam worked with educators, parents, policy makers, and citizens to translate complex legalese into plain English and focus on good practices for children. Now, she focuses her passion on reforming special education, with her new book, Special Education 2.0—Breaking Taboos to Build a NEW Education Law. Presentations include those at the AASA Conference, Orange County (CA), Boston College (MA), CADRE (OR), and the Fordham Institute (DC). Her writings have appeared in The Wall Street Journal, Education Week, Education Next, Hoover Digest, The University of Chicago Law Review on line, DianeRavitch.net, and The Atlantic Monthly on line.

No Comments

Be the first to start a conversation

Leave a Reply

  • (will not be published)