There are more reasons why there is a growing rebellion against the reigning reform agenda. But you get the picture: the reforms are ill-conceived, and their implementation is leading to growing distrust and dissatisfaction.
Even if all this is correct, you may ask, where are these signs of growing rebellion? Here are but a few: teachers in various cities (Seattle, for example) have refused to administer standardized tests, and support for their stance has spread; many parents are choosing not to let their kids take the standardized tests, preferring to "opt out," and those whose kids go ahead with the tests are complaining vociferously about them; legislators in various states (even Texas!) are reconsidering standardized tests and expressing concerns about Pearson and the testing industry; corporate-reform proposals (vouchers and state-not-local authorization of charter schools) got stopped last week in the legislature of Tennessee, a state that previously was friendly to the agenda.
And here's one more: When Gerald "Jerry" Conti decided a month ago to go public with his reasons for deciding to retire from his teaching career after 27 years at Westhill High School in New York, he leveled blistering and impassioned criticisms against the corporate reforms that, he says, are harming our educational system. Conti's cri de coeur went viral on the Web, embraced by a massive audience of teachers and parents, who found in it a clear and moving expression of their own dissatisfactions. Others are joining the chorus. See, for example, this recent plea by David Patten to "let teachers teach."
What, then, do the critics of the corporate reform agenda propose? Surely they can't be defending the status quo, content with the current state of schools. No. Without being too unfair to the diversity of views on this, the key consensus is that the most important step we could take to deal with our education problems would be to address poverty in the United States. We don't have an "education problem." The notion that we are "a nation at risk" from underachieving public schools is, as David Berliner asserts, errant "nonsense" and a pack of lies.
Rather, we have a poverty problem. The fact is that kids in resource-rich public school systems perform near the top on international measures. However, as David Sirota has reported, "The reason America's overall scores on such tests are far lower is because high poverty schools produce far worse results -- and as the most economically unequal society in the industrialized world, we have far more poverty than our competitors, bringing down our overall scores accordingly." Addressing poverty and inequality are the keys to serving America's educational needs.
For a broader summary of an alternative agenda, let's turn to Diane Ravitch, the eminent educational policy analyst and most notable of those who once supported the accountability reforms and now ardently oppose them. This is an excerpt from a statement on Ravitch's website, in which she lays out the rationale for a plea that people "take action now" to push back against the corporate reforms:
What we need to improve education in this country is a strong, highly respected education profession; a rich curriculum in the arts and sciences, available in every school for every child; assessments that gauge what students know and can do, instead of mindless test prepping for bubble tests. And a government that is prepared to change the economic and social conditions that interfere with children's readiness to learn. We need high-quality early childhood education. We need parent education programs. We need social workers and guidance counselors in the school. Children need physical education every day. And schools should have classes small enough for students to get the attention they need when they need it.
We cannot improve education by quick fixes. We will not fix education by turning public schools over to entrepreneurs. We will not improve it by driving out experienced professionals and replacing them with enthusiastic amateurs. We will not make our schools better by closing them and firing teachers and entire staffs. No high-performing nation in the world follows such strategies. We cannot be satisfied with the status quo, which is not good enough for our children, nor can we satisfied with the Bush-Obama-Duncan "reforms" that have never been proven to work anywhere.
If I am correct that a new educational revolution is under way, it will need its own Thomas Paine, speaking "Common Sense" and urging action. Diane Ravitch is one voice advocating that kind of action: at the bottom of her website, Ravitch provides suggestions about specific steps parents and teachers who think that corporate reforms are misguided, wrong, and harmful can take to "push back" against the corporate reformers. Anyone who agrees with her view can look there -- or to their local school board and state legislators -- for ways to carry the message forward.
* This post has been updated: a) to clarify a point about teacher-salary incentives for maintaining student performance on standardized tests and b) to reflect the findings of the U.S. Department of Education's Inspector General regarding allegations of widespread cheating in D.C. school testing. We regret the prior imprecision and omission.