by David C. Berliner
…What does it take to get politicians and the general public to abandon misleading ideas, such as, “Anyone who tries can pull themselves up by the bootstraps,” or that “Teachers are the most important factor in determining the achievement of our youth”? Many ordinary citizens and politicians believe these statements to be true, even though life and research informs us that such statements are usually not true.
Certainly people
do pull themselves up by their bootstraps and teachers really do turn around the
lives of some of their students, but these are more often exceptions and not
usually the rule. Similarly, while there are many overweight, hard-drinking,
cigarette-smoking senior citizens, no one seriously uses these exceptions to
the rule to suggest that it is perfectly all right to eat, drink, and smoke as
much as one wants. Public policies about eating, drinking, and smoking are made
on the basis of the general case, not the exceptions to those cases. This is
not so in education.
For reasons that are
hard to fathom, too many people believe that in education the exceptions are
the rule. Presidents and politicians of both parties are quick to point out the
wonderful but occasional story of a child’s rise from poverty to success
and riches. They also often proudly recite the heroic, remarkable, but occasional
impact of a teacher or a school on a child. These stories of triumph by
individuals who were born poor, or success by educators who changed the lives
of their students, are widely believed narratives about our land and people,
celebrated in the press, on television, and in the movies. But in fact, these
are simply myths that help us feel good to be American. These stories of
success reflect real events and, thus, they are certainly worth studying and
celebrating so we might learn more about how they occur (cf. Casanova, 2010).
But the general case is that poor people stay poor and that teachers and
schools serving impoverished youth do not often succeed in changing the life
chances for their students.
America’s dirty
little secret is that a large majority of poor kids attending schools that
serve the poor are not going to have successful lives. Reality is not nearly as
comforting as myth. Reality does not make us feel good. But the facts are
clear. Most children born into the lower social classes will not make it out of
that class, even when exposed to heroic educators. A simple statistic
illustrates this point: In an age where college degrees are important for
determining success in life, only 9% of low-income children will obtain those
degrees (Bailey & Dynarski, 2011). And that discouraging figure is based on
data from before the recent recession that has hurt family income and resulted
in large increases in college tuition. Thus, the current rate of college
completion by low-income students is probably lower than suggested by those
data. Powerful social forces exist to constrain the lives led by the poor, and
our nation pays an enormous price for not trying harder to ameliorate these
conditions.
Because of our
tendency to expect individuals to overcome their own handicaps, and teachers to
save the poor from stressful lives, we design social policies that are sure to
fail since they are not based on reality. Our patently false ideas about the
origins of success have become drivers of national educational policies. This
ensures that our nation spends time and money on improvement programs that do
not work consistently enough for most children and their families, while
simultaneously wasting the good will of the public (Timar & Maxwell-Jolly,
2012). In the current policy environment we often end up alienating the youth
and families we most want to help, while simultaneously burdening teachers with
demands for success that are beyond their capabilities…
A WRONGHEADED
EDUCATION POLICY
Bi-partisan
congressional support in the USA for the No Child Left Behind Act (NCLB),
passed in 2001, demanded that every child in every public and charter school in
the country be tested in grades 3-8 and grade 10. There were severe
consequences for schools that did not improve rapidly. The high-stakes
accountability program at the center of the policy was designed to get lazy
students, teachers, and administrators to work harder. It targeted, in
particular, those who attended and worked in schools with high concentrations
of poor children. In this way it was believed that the achievement gap between
poor students and those who were middle-class or wealthy could be closed, as
would the gaps in achievement that exist between black, Hispanic, American
Indian, and white students. It has not worked. If there have been gains in
achievement they have been slight, mostly in mathematics, but not as easily
found in reading (see Amrein & Berliner, 2002; Braun, Chapman, & Vezzu,
2010; Chudowsky, Chudowsky, & Kober, 2009; Lee, 2008; Nichols, Glass, &
Berliner, 2006, 2012; Smith, 2007).
It may well be
that the gains now seen are less than those occurring before the NCLB act was
put into place. In fact, the prestigious and non-political National Research
Council (2011) says clearly that the NCLB policy is a failure, and all the
authors of chapters in a recently edited book offering alternative policies to
NCLB reached the same conclusion (Timar and Maxwell-Jolly, 2012). Moreover, a
plethora of negative side effects associated with high-stakes testing are now
well documented (Nichols and Berliner, 2007; Ravitch, 2010).
By 2008-2009,
after at least five years of high-stakes testing in all states, about one-third
of all U.S. schools failed to meet their targeted goals under NCLB (Dietz,
2010). Estimates in 2011, by the U.S. Secretary of Education, are that more
than 80% of all U.S. public schools will fail to reach their achievement
targets in 2012 (Duncan, 2011), and almost every school in the nation will fail
by 2014. And this widespread failure is with each state using their own testing
instruments, setting their own passing rates, and demanding that their teachers
prepare students assiduously. The federal government at the time this paper is
being written is now quickly backing off the requirements of the failed NCLB
act, and granting waivers from its unreachable goals to those states willing to
comply with other “reform” efforts that also will not work. These other
inadequate reforms required by the federal government include the forced
adoption of the Common Core State Standards, using numerous assessments from
pre-kindergarten to high school graduation that are linked to the Common Core,
and evaluating teachers on the basis of their students’ test performance.
In addition, and
long overdue, as this paper is being written a backlash against high-stakes
testing from teachers, administrators, and parents has begun (see “Growing
national movement against ‘high stakes’ testing,” 2012). Still, most state
legislatures, departments of education, and the federal congress cling to the
belief that if only we can get the assessment program right, we will fix what
ails America’s schools. They will not give up their belief in what is now
acknowledged by the vast majority of educators and parents to be a failed
policy.
Still further
discouraging news for those who advocate testing as a way to reform schools
comes from the PISA assessments (The Program for International Student
Assessment). Nations with high-stakes testing have generally gone down in
scores from 2000 to 2003, and then again by 2006. Finland, on the other hand,
which has no high-stakes testing, and an accountability system that relies on
teacher judgment and school level professionalism much more than tests, has
shown growth over these three PISA administrations (Sahlberg, 2011).
Finland is often
considered the highest-achieving nation in the world. Their enviable position
in world rankings of student achievement at age 15 has occurred with a minimum
of testing and homework, a minimum of school hours per year, and a minimum of
imposition on local schools by the central government (Sahlberg, 2011).
Although we are constantly benchmarking American school performance against the
Finns, we might be better served by benchmarking our school policies and social
programs against theirs. For example, Finland’s social policies result in a rate
of children in poverty (those living in families whose income are less than 50%
of median income in the nation) that is estimated at well under 5%. In the USA
that rate is estimated at well over 20%!
The achievement
gaps between blacks and whites, Hispanics and Anglos, the poor and the rich,
are hard to erase because the gaps have only a little to do with what goes on
in schools, and a lot to do with social and cultural factors that affect
student performance (Berliner 2006; 2009). Policymakers in Washington and state
capitals throughout the USA keep looking for a magic bullet that can be fired
by school “reformers” to affect a cure for low achievement among the poor,
English language learners, and among some minorities. It is, of course, mostly
wasted effort if the major cause of school problems stems from social
conditions beyond the control of the schools. The evidence is that such is the
case.
Virtually every
scholar of teaching and schooling knows that when the variance in student
scores on achievement tests is examined along with the many potential factors
that may have contributed to those test scores, school effects account for
about 20% of the variation in achievement test scores, and teachers are only a
part of that constellation of variables associated with “school.” Other school
variables such as peer group effects, quality of principal leadership, school
finance, availability of counseling and special education services, number and
variety of AP courses, turnover rates of teachers, and so forth, also play an
important role in student achievement. Teachers only account for a portion of
the “school” effect, and the school effect itself is only modest in its impact
on achievement.
On the other hand,
out-of-school variables account for about 60% of the variance that can be
accounted for in student achievement. In aggregate, such factors as family
income; the neighborhood’s sense of collective efficacy, violence rate, and
average income; medical and dental care available and used; level of food
insecurity; number of moves a family makes over the course of a child’s school
years; whether one parent or two parents are raising the child; provision of
high-quality early education in the neighborhood; language spoken at home; and
so forth, all substantially affect school achievement.
What is it that
keeps politicians and others now castigating teachers and public schools from
acknowledging this simple social science fact, a fact that is not in dispute:
Outside-of-school factors are three times more powerful in affecting student
achievement than are the inside-the-school factors (Berliner, 2009)? And why
wouldn’t that be so? Do the math! On average, by age 18, children and youth
have spent about 10 percent of their lives in what we call schools, while
spending around 90 percent of their lives in family and neighborhood. Thus, if
families and neighborhoods are dysfunctional or toxic, their chance to
influence youth is nine times greater than the schools’! So it seems foolish to
continue trying to affect student achievement with the most popular
contemporary educational policies, mostly oriented toward teachers and schools,
while assiduously ignoring the power of the outside-of-school factors. Perhaps
it is more than foolish. If one believes that doing the same thing over and
over and getting no results is a reasonable definition of madness, then what we
are doing is not merely foolish: it is insane…
For the complete
document that includes Policies for Improving Education and Income Equality, a
Conclusion, and References read http://www.tcrecord.org/Content.asp?ContentID=16889
Its time to stop the insanity! Thank you for sharing this article. I have posted it on the IEA Retired Mentor Program FB page. Future teachers need to know what they are up against and prepare to work for change. It has to happen!
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