It says here: DC schools are not the very worst
Check out the most recent edition of Lapham's Quarterly. In his preamble,"Dancing with the Stars", Lapham sketches out the anatomy and history of celebrity, associating it with earlier manifestations like, "the vanity of princes" or the "wish for kings" or the "pretension to divinity " found in some leaders in all societies, including ours, especially "since John F. Kennedy was king in Camelot, and the collective effort [to manufacture fame]--nearly fifty years of dancing with the stars under the disco balls in Hollywood, Washington and Wall Street..."
There is always, always, a hot new thing, and always a new niche opening. For the moment, former DC public school chancellor Michelle Rhee occupies a celebrity niche in education; type Michelle into a search engine and Rhee will pop up before Obama.
But her moment is likely passing. Rhee has moved on to her own nonprofit organization, Students First, and to Sacramento where she will live. The Students First website promotes the organization as the agent of a national movement that will influence educational policies down to the state and local level. The website features glowing generalities about great teachers, informed parents and motivated students, but little about the Rhee's confrontational attitude toward teachers unions, the ultimate basis for her celebrity. Rhee and Students First, according to Washington Post writer Valerie Strauss, "are attempting to raise $1 billion for her new effort to take on the teachers unions." Rhee, it appears, still prizes confrontation with teachers unions above all else.
In her short turn as chancellor, a little over three calendar years on the job (but likely less than that in real time), Rhee crafted her own image as a teachers union nemesis. And the media responded. See, for example, Time magazine's 2008 take on Rhee, who posed on their cover holding a broom with which she would presumably sweep out the "bad" from America's schools as a way to get on the right track, or Fast Company's 2008 cover story, "The Iron Chancellor," which applauded Rhee's serve-the-children-damn-the-adults rhetoric, or the same magazine's 2010 follow-up on Rhee, which included her off-with-their-heads explanation for the firing of some 250 teachers, "I got rid of teachers who had hit children, who had had sex with children, who had missed 78 days of school," Rhee says. "Why wouldn't we take those things into consideration?"
Standardized test scores improved after Rhee's first year on the job, but the results from the next two years were mixed. Nevertheless, Rhee gets lots of credit for "fixing" a disastrously bad school system. "When Rhee took over in 2007, D.C. schools were tied with Los Angeles for worst-in-the-nation status," writes Richard Whitmire (author of The Bee-Eater: Michelle Rhee Takes on the Nation's Worst School District), in "Rhee's necessary toughness." Her achievement, Whitmire, observes, "boosted the District off the cellar floor." Such an improvement hardly seems worth celebrating, but Whitmire is pleased with it and pronounces his disappointment at being unable to "identify one state poised to make Rhee-style academic gains."
So in the wake of Rhee's scorched-earth march through DC, we are now looking for other leaders who will, at a minimum, literally decimate the teachers unions in various school districts, abandon her post in three years or so, and leave behind minimal gains on standardized tests that cannot be correlated with specific, sustainable reforms. Such are the gifts of celebrity.
Showing posts with label Michelle Rhee. Show all posts
Showing posts with label Michelle Rhee. Show all posts
Monday, January 24, 2011
Thursday, September 23, 2010
A Flawed Call to Action
The ironically titled documentary, “Waiting for Superman,” deftly portrays the nation’s longing for a high-quality, universally accessible public school system and some of the obstacles to achieving substantial reform. Along the way, the film celebrates some reformers and mounts a counterproductive campaign to cast teachers and teachers’ unions as significant obstacles to change.
Early in the film, Geoffrey Canada, founder of Harlem Children’s Zone, describes the devastation he felt as a child living in a dangerous neighborhood after his mother told him that Superman was not a real person. The news pushed Canada to the shattering realization that no hero was coming to rescue him from the widespread poverty and violence that characterized the area he grew up in. Canada’s tale of his awakening provides the underlying metaphor driving the film; if we as a nation want an educational system that prepares all our children for the world they will inherit, we cannot wait for a hero, we must perform that rescue ourselves, and together.
Overall, this is an easy notion to sell. Our system of public education has been failing for more than 40 years. Test scores in both reading and math have flatlined since the 1960s. Mid-20th century schools were mostly adequate to the challenge of preparing 20 percent of their students to move on to college, and another 20 percent to begin working as bookkeepers, stenographers and in other semi-skilled positions, while the remaining young people headed for the kind of work that would teach them the necessary skills on the job, or became homemakers in households with one parent at work earning a family wage.
But work life and the global economy have changed dramatically since then. If young people are to find a job in the modern economy, most need a college degree, but with high school dropout rates of 30 percent or more in most public school systems and only a tiny percentage of graduates going on to college, many leave school with no viable alternatives.
Through the dramatic personal stories of children and their adult caretakers desperate to find alternatives to the manifold inadequacies of their neighborhood elementary and high schools, “Waiting for Superman” outlines the collapse of public education and some of the consequent injustices. In the process, the filmmakers follow the work of a number of innovative and creative school reformers, including Canada.
Michelle Rhee, the young chancellor of the Washington, DC, public schools, has several strong scenes in the film, which portrays her as a frank, even confrontational, take-no-prisoners sort of leader. Rhee has been the head of the 45,000-student DC school system since 2007. She has repeatedly characterized entrenched teachers and their unions as one of the most significant obstacles to school improvement. She has fired or forced out more than 600 of DC’s 3,800 teachers since she arrived and has created a series of controversies as she proceeded with the terminations and closed neighborhood schools.
Many of Rhee’s admirers (and they are numerous, both locally and nationally) argue that she could not have moved so effectively against bad teachers and in eliminating underutilized and deteriorating buildings without offending some of the school system’s stakeholders. But the arguments in Rhee’s favor fade when considered along with her provocative assault on the city’s teachers. Virtually all observers agree that some percentage of teachers are extremely ineffective and cannot be coached or retrained to effectiveness, but this consensus cannot justify a reform strategy that appears to rely on sustained combat with teachers. The argument against partnership with teachers’ unions comes almost exclusively from young zealots like Rhee and historically anti-union groups like the Heritage Foundation and the Walton Family Foundation. Unfortunately, the documentary pays little notice to the efforts of education reformers, including Steve Barr, the founder of the Green Dot charter school network based in Los Angeles, and the Gates Foundation, who work with teachers’ unions in pursuit of fundamental change.
Though “Waiting for Superman” portrays teachers’ unions as a, perhaps the, major obstacle to change, the Washington teacher union was not a major problem for Rhee while she fired, released or forced out some 600+ teachers and hired almost 1,000 new teachers. Rhee’s confrontational approach has even obscured other positive changes she has made, including a tenfold increase in the number of teaching coaches working for the system and the establishment of a master teacher program that uses demonstrably effective and experienced teachers to perform ongoing classroom evaluations.
“Waiting for Superman” makes the case that dramatic improvement in the schools will require significant changes in the way teachers are trained and educated. The documentary cites research that pinpoints substantial differences in the results obtained by teachers classified as highly effective or highly ineffective. Those teachers identified as top performers get through 150 percent of the standard curriculum during a school year, while the most ineffective teachers complete only 50 percent of the curriculum.
Ultimately, the film does a thorough job sounding the alarm about the sorry performance of public education in the United States and the dire implications for the country and for millions of children, But while it seems to be warning that we cannot “wait for superman,” its focus on Rhee seems problematic.
Just two days before the recent decent mayoral primary, in which the incumbent mayor, Adrian Fenty, who hired Rhee, was defeated, she appeared at a special invitation-only DC premier of “Waiting for Superman.” At the conclusion of a Q & A following the showing, Rhee made a final statement to the audience. There were still enemies of school reform out there, she said, and they would do whatever they could do undermine school reform and, presumably, force Rhee out. After overpowering the teachers’ union and terminating or otherwise eliminating more than 600 teachers in the last three years, Rhee’s continuing verbal assault is pure scorched earth.
If the claim is true that eliminating the six or seven percent of teachers who are the worst-performing in a district will lead to dramatic improvements in schools and significant increases in test scores, then some of the bloodiest steps toward school improvement have already taken place in Washington. Under the circumstances, it is time for peace with the remaining teachers. The worst are gone and the good efforts of the rest are key to any long-term improvements.
It is unfortunate for “Waiting for Superman” that Rhee turns out to have been such a flawed hero. The larger, more important point that the documentary highlights so well is that failure in school reform is no option; rarely have so many young people and their families required so much from the rest of us.
Early in the film, Geoffrey Canada, founder of Harlem Children’s Zone, describes the devastation he felt as a child living in a dangerous neighborhood after his mother told him that Superman was not a real person. The news pushed Canada to the shattering realization that no hero was coming to rescue him from the widespread poverty and violence that characterized the area he grew up in. Canada’s tale of his awakening provides the underlying metaphor driving the film; if we as a nation want an educational system that prepares all our children for the world they will inherit, we cannot wait for a hero, we must perform that rescue ourselves, and together.
Overall, this is an easy notion to sell. Our system of public education has been failing for more than 40 years. Test scores in both reading and math have flatlined since the 1960s. Mid-20th century schools were mostly adequate to the challenge of preparing 20 percent of their students to move on to college, and another 20 percent to begin working as bookkeepers, stenographers and in other semi-skilled positions, while the remaining young people headed for the kind of work that would teach them the necessary skills on the job, or became homemakers in households with one parent at work earning a family wage.
But work life and the global economy have changed dramatically since then. If young people are to find a job in the modern economy, most need a college degree, but with high school dropout rates of 30 percent or more in most public school systems and only a tiny percentage of graduates going on to college, many leave school with no viable alternatives.
Through the dramatic personal stories of children and their adult caretakers desperate to find alternatives to the manifold inadequacies of their neighborhood elementary and high schools, “Waiting for Superman” outlines the collapse of public education and some of the consequent injustices. In the process, the filmmakers follow the work of a number of innovative and creative school reformers, including Canada.
Michelle Rhee, the young chancellor of the Washington, DC, public schools, has several strong scenes in the film, which portrays her as a frank, even confrontational, take-no-prisoners sort of leader. Rhee has been the head of the 45,000-student DC school system since 2007. She has repeatedly characterized entrenched teachers and their unions as one of the most significant obstacles to school improvement. She has fired or forced out more than 600 of DC’s 3,800 teachers since she arrived and has created a series of controversies as she proceeded with the terminations and closed neighborhood schools.
Many of Rhee’s admirers (and they are numerous, both locally and nationally) argue that she could not have moved so effectively against bad teachers and in eliminating underutilized and deteriorating buildings without offending some of the school system’s stakeholders. But the arguments in Rhee’s favor fade when considered along with her provocative assault on the city’s teachers. Virtually all observers agree that some percentage of teachers are extremely ineffective and cannot be coached or retrained to effectiveness, but this consensus cannot justify a reform strategy that appears to rely on sustained combat with teachers. The argument against partnership with teachers’ unions comes almost exclusively from young zealots like Rhee and historically anti-union groups like the Heritage Foundation and the Walton Family Foundation. Unfortunately, the documentary pays little notice to the efforts of education reformers, including Steve Barr, the founder of the Green Dot charter school network based in Los Angeles, and the Gates Foundation, who work with teachers’ unions in pursuit of fundamental change.
Though “Waiting for Superman” portrays teachers’ unions as a, perhaps the, major obstacle to change, the Washington teacher union was not a major problem for Rhee while she fired, released or forced out some 600+ teachers and hired almost 1,000 new teachers. Rhee’s confrontational approach has even obscured other positive changes she has made, including a tenfold increase in the number of teaching coaches working for the system and the establishment of a master teacher program that uses demonstrably effective and experienced teachers to perform ongoing classroom evaluations.
“Waiting for Superman” makes the case that dramatic improvement in the schools will require significant changes in the way teachers are trained and educated. The documentary cites research that pinpoints substantial differences in the results obtained by teachers classified as highly effective or highly ineffective. Those teachers identified as top performers get through 150 percent of the standard curriculum during a school year, while the most ineffective teachers complete only 50 percent of the curriculum.
Ultimately, the film does a thorough job sounding the alarm about the sorry performance of public education in the United States and the dire implications for the country and for millions of children, But while it seems to be warning that we cannot “wait for superman,” its focus on Rhee seems problematic.
Just two days before the recent decent mayoral primary, in which the incumbent mayor, Adrian Fenty, who hired Rhee, was defeated, she appeared at a special invitation-only DC premier of “Waiting for Superman.” At the conclusion of a Q & A following the showing, Rhee made a final statement to the audience. There were still enemies of school reform out there, she said, and they would do whatever they could do undermine school reform and, presumably, force Rhee out. After overpowering the teachers’ union and terminating or otherwise eliminating more than 600 teachers in the last three years, Rhee’s continuing verbal assault is pure scorched earth.
If the claim is true that eliminating the six or seven percent of teachers who are the worst-performing in a district will lead to dramatic improvements in schools and significant increases in test scores, then some of the bloodiest steps toward school improvement have already taken place in Washington. Under the circumstances, it is time for peace with the remaining teachers. The worst are gone and the good efforts of the rest are key to any long-term improvements.
It is unfortunate for “Waiting for Superman” that Rhee turns out to have been such a flawed hero. The larger, more important point that the documentary highlights so well is that failure in school reform is no option; rarely have so many young people and their families required so much from the rest of us.
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