I’ve been keeping myself informed on education policy for a few years now, and am beginning to get involved in local efforts to improve laws and programs. There’s a lot going on in Nashville in this arena; for some great commentary on our local education politics, follow TC Weber’s blog Dad Gone Wild. Now that I’m no longer in survival mode with a brand-new baby, I am starting to go to meetings and get to know the people here in Nashville who are making a difference in our schools. I even spoke at a school board meeting last month!
I like to share some of the things I read and find noteworthy, but there’s been so much happening this year that it’s hard to tell what to link. This time rather than highlighting specific policies or changes, I picked some articles that address overarching themes in the debate.
So much of education policy is driven by the idea that if more people graduate high school and college with useful skills, they’ll be able to get good jobs, and the economy will improve. But improving your income is not the point of education. It’s a nice side effect. And counting on schools to improve our country’s economy lets a lot of people off the hook–the ones who are paying low wages, the ones who speculated irresponsibly and crashed the stock market. I love how Singer gets into big questions about what makes life worth living, and turns lawmakers’ conventional wisdom on its head.
It’s past time for the attacks on teachers to stop. The assumption behind so many education “reform” laws is that teachers are lazy idiots who do the bare minimum for their cushy benefits, who won’t do any real work unless they’re in fear for their jobs. This insult does more to hurt teacher morale and scare bright young people away from the profession than anything else, except perhaps the low pay, which is insulting in a different way. Denby puts the blame squarely where it belongs, on poverty.
If we depend on teachers to be superheroes in order to adequately educate our children, we’re going to be disappointed. First, there are not enough “rock star” teachers out there, and second, it’s a recipe for burnout. And as Fugler points out, it’s patronizing, substituting fawning praise for tangible rewards. I wish he had addressed the data-driven arguments I often hear about how giving students a “good” teacher three years in a row can reverse the achievement gap. That bogus research is based on formulas that predict the growth of corn. But I love how Fugler points to the movies that perpetuate this myth. Teachers are just normal people trying to do an emotionally taxing, cognitively complex job, and we need support and resources and freedom from excessive, unfair scrutiny more than we need a pat on the back.