It is
that last sentence that should get your attention. The leaders of the
“education reform” movement — the Michelle Rhees, the Bill Gateses, the Walton
family — have been pushing
hard to make education function more like a business, profit motive and all.
We are told that overpaid teachers are all that stand between us and a
well-educated nation. We are told that more testing (designed by and run by
private firms), more charter schools (which can and do earn profits), and Teach
for America (a federal program that replaces experienced teachers with recent
college grads) can fix all the problems of America’s school.
Among
the solutions pitched are using
Rosetta Stone language software instead of hiring
foreign-language teachers, eliminating classroom instruction in favor of online
classes and hiring “data-driven” leaders, who view education not as a mission
to impart knowledge to the next generation, but rather a service to be
delivered at the lowest-possible cost.
Therein
lies the basis for myth of our failing schools. Education is big business.
Literally every American is required to get schooling in some form for some
time. Today, the vast majority of those students go to public school for free,
where they’re taught by teachers whose only goal is to teach. If those students
can instead be funneled into for-profit
charter schools, supported by government money, they can become the same
sort of profit-generators that for-profit
online colleges have become.
There
are a few things standing in the way of business and all this money, however.
Chief among them are the teachers, women and men who chose a career that is not
especially lucrative, and indeed is constantly disparaged. The vast majority of
teachers decided on their career not because they wanted to get rich, but
because they truly want to help children learn. They understand that providing
education to every American free of charge is the precise opposite of running
education like a business, and thank goodness — because business would spend
less time educating the “unprofitable” kids.
We
can, and should, continue to strive to improve our education system. We should
not be satisfied with an education system that gets diplomas into the hands of
only 88 percent of adults. But neither should we pretend that this system is
badly broken, or in decline.
Improving
educational outcomes does not depend on breaking the unions, or converting our
public schools to charter schools. Rather, it depends on our ability to address
problems outside of school — poverty, access to health care and child care,
access to early childhood education. These are not problems our school system
can fix. Indeed, as long as we continue to cut social services, these are
problems that will only get worse.
Our
schools have done a great job of improving outcomes over the past 70 years,
despite a general lack of support. Our schools are not failing. Despite the
demands of high-stakes testing, the attacks on educators as a group, the
continuing sneering as schools in general, our education system just keeps
doing what it’s always done — educating children, as best they can with what
little we give them. They don’t deserve a free pass, but neither do they
deserve the opprobrium heaped on them. Our education system is better now than
it has ever been. For that, educators deserve nothing but respect.
Take Action!
Fecke’s
article was originally printed at Care2 make a difference: http://www.care2.com/causes/the-myth-of-the-education-crisis.html?page=3
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