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(The online version of this article appears in three parts. Click here to go to part one. Click here to go to part three.)

Reading drill
One Fad on Top of Another

TWO images of bad inner-city schools prevail in the wider culture: the out-of-control violent school, where weapon-toting gang members rule and teachers cower; and the underfunded school with overcrowded classrooms, peeling paint, leaking pipes, and broken heating. P.S. 63 is neither of these. To be sure, it has a lot of disciplinary problems, but it is only an elementary school. It is not overcrowded, because the surrounding neighborhood, Morrisania, hasn't been part of the revival of the Bronx and is still depopulated. Every day 240 students are bused in from other parts of the Bronx, and the average class size is twenty-three. Chancellor's District schools get extra money, so at the moment an insufficient budget is not P.S. 63's No. 1 problem. Overall, P.S. 63 seems more like a child-care facility than a school -- a relatively benign and happy place, where an overall program of instruction was somehow never put in place. When I visited, the school was being run by a young woman named Gillian Williams; she was the fourth principal at P.S. 63 in six years. The New York City teachers' union has proposed to take over the school's management, and if it does, there will probably be a fifth principal, because the head of the union has all but promised publicly to fire Williams. Teacher turnover has also been high. Williams brought in eighteen new teachers, out of sixty-eight, for the 1997-1998 school year.

Control over curriculum in New York City schools has traditionally been diffuse: the state and the city set various standards and benchmarks that schools are expected to meet, although it is not clear what happens if they don't. Otherwise the schools establish their own instructional methods. Sometimes the superintendent selects the textbooks, readers, and worksheets; sometimes the principals do. During P.S. 63's first year in the Chancellor's District it was redesigned and given the name Author's Academy, to demonstrate its commitment to making students literate. The principal bought a new reading curriculum, which teachers were supposed to use to guide their students to basic literacy. The problem, Williams told me, was that the publisher didn't make good on its shipping date. All year long the curriculum materials arrived in bits and pieces, and the reading program had no structure at all. The school's reading scores dropped drastically.

The following year Williams came in as principal. On orders from the Chancellor's District she adopted the Success for All reading program, which is extremely demanding. The school also adopted a new math curriculum that year and, because Williams considered Success for All to be insufficient, two other new reading programs. As a result most of the students were taking three separate and quite different reading classes every day. In third grade, for example, a student would learn one technique in the Success for All class for charting the structure of a story, based on Venn diagrams; another technique in the second reading class, based on "story maps"; and another technique in the third reading class, based on "character maps." The rest of the school day consisted of one math class and one period in the afternoon into which everything else was wedged. And this was just for the students in the main instructional program. A fifth of the school population was in special-education classes, and a fourth in "limited-English-proficient" classes. The school was a library of education vogues and special noncurricular functions.

A School That Works

ISPENT a good deal of time recently in one of the Chancellor's District schools at the opposite (that is, better) end of the spectrum -- enough time to move beyond the Potemkin-village phase of marveling at an inner-city school that works. A description of what happens there should convey what this particular way of fixing a broken school means, what the disadvantages are, and what kinds of opposition must be overcome if these schools are to succeed.

Public School 114 is in a neighborhood called Highbridge, which runs along the Hudson River behind Yankee Stadium. In its glory days, the 1920s, it was a lower-middle-class paradise populated mostly by Jews and Irish-Americans. Even Yankees could and did live proudly in the grand Art Deco apartment buildings along Jerome Avenue and the Grand Concourse; the humbler buildings on the cross streets were for cabbies and shopkeepers. P.S. 114, which was built in 1940, was considered a first-class school that put its students firmly on an upward sociological trajectory.

The neighborhood changed in the mid-1960s, when the Freedomland amusement park on the other side of the Bronx was torn down and the enormous Co-Op City apartment complex was built in its place. Whites left Highbridge for Co-Op City, and blacks moved in from Harlem, and then Puerto Ricans; the student population of P.S. 114 changed, first from all white to mostly black, and then to mostly Puerto Rican. The school's official name, which nobody uses, is Luis Llorens Torres Children's Academy, after the national poet of Puerto Rico. Today P.S. 114 is mostly Dominican. The surrounding neighborhood is populated by a polyglot ethnic working poor. It feels crowded and scruffy but safe; there aren't many empty buildings. Stores are filled with a wide variety of specialty items from the Caribbean, Africa, and Latin America. The elevated train on River Avenue rumbles by every few minutes.

P.S. 114, a large three-story building, has more than a thousand students, which is a third more than its official capacity. When the state's registration-review list was created, P.S. 114 was placed on it. The school's particular problem was that it had turned into a bilingual-education patronage machine. Students with Hispanic last names -- which is to say most students -- were assigned to "bilingual" classes taught in Spanish, often by non-English-speaking teachers. The school generally didn't test students or seek their parents' consent before putting them on the bilingual track, and it rarely moved anybody out of bilingual education, because that would have meant losing job slots for bilingual teachers. All of this was and is in violation of the state and city regulations governing bilingual education, but administrative supervision of P.S. 114 was so lax that the regulations weren't enforced. From 1989 to the creation of the Chancellor's District, in 1996, the school suffered no negative consequences for its extremely low reading scores -- in fact, the consequences were arguably positive, because the low scores qualified it for special funding. The school adopted a popular and well-regarded reading program, Reading Recovery. But the program was only nominally implemented and didn't have much effect.

Eileen Mautschke, the current principal of P.S. 114 and a thirty-year veteran teacher and administrator in District Nine, describes the condition of the district years ago this way: "The district controlled things. There was so much corruption! Money went into the school board's pockets. Decentralization gave people control over a tremendous amount of money, and very little got down to the schools. District Nine was one of the worst offenders in that respect. There were warehouses elsewhere in the city full of supplies that didn't get to the kids."

In the first year of the Chancellor's District all the elementary schools devoted a ninety-minute period every morning -- 9:00 to 10:30, the meatiest part of the school day for young children -- to reading instruction. Rudy Crew had made an arrangement with the teachers' union under which every school in the district would be allowed to replace half the teachers by transferring them to other schools. (The union was cooperative because it feared that if the Chancellor's District didn't work, the state would hire a private company to run the schools -- one that didn't use union teachers.) The schools were told to redesign themselves.

Mautschke took over at P.S. 114 in the middle of the 1995-1996 school year, just before the creation of the Chancellor's District. After off-loading a third of the teachers and hiring new ones, most of them very young, she led the staff through a lengthy series of discussions. At the end of these P.S. 114 was divided into three mini-schools, called the Author's School, the School of Environmental Studies, and the School of World Discoverers. She began cleaning up the bilingual mess. At the end of her first full year P.S. 114's third-grade reading score -- the number that had gotten it into trouble -- had risen moderately.

During the first year Rudy Crew realized that the Chancellor's District, though an experiment in centralizing authority, was not centralized enough. He brought in a new superintendent, Barbara Byrd-Bennett (who, ironically, had begun her career thirty years earlier as a Harlem teacher fighting for community control), and replaced more principals. Most important, at the heavy prodding of the teachers' union, Crew adopted the Success for All reading curriculum.

The Parris Island Approach

THE inventor of Success for All is Robert E. Slavin, an education researcher at Johns Hopkins University who gives off the sweet-and-sour, casual-intense air of a perpetual graduate student. Slavin has been studying education in elementary schools for twenty-five years. In 1986 the Baltimore public school system asked him to try to figure out a way to prevent inner-city schoolchildren from falling permanently behind during their first few years in school. Slavin set up a program of tightly controlled reading instruction, which began at one school in Baltimore in the fall of 1987. The idea was to devise a system that could be transported from school to school. Although during the past decade Success for All has lost its contract with the Baltimore school system, it has grown rapidly elsewhere. By the end of this school year the Success for All organization will have a budget of $30 million and will operate in more than 1,100 schools all over the country. Among its customers are the Edison Project, which is private; the state of New Jersey; and the cities of Houston, Memphis, and Miami.

There are two reasons for Success for All's quick spread. Of all the school curricula it comes closest to guaranteeing the result that state education commissioners want: higher reading scores. Although it is quite expensive -- about $70,000 per school in the first year, and $25,000 a year thereafter -- the program is usually paid for by Title I, the federal compensatory-education program, so there is no direct cost to school districts. Because Title I targets schools with high percentages of children from poor families, Slavin says, "high-poverty schools can afford us, low-poverty can't." Success for All is used almost exclusively in poor schools. Most school designs offer testimonials and anecdotes to sell prospective customers on their effectiveness. Slavin has statistical comparisons of reading scores from schools that use Success for All and similar schools that don't. "There's nothing on most of these programs," he told me. "No data! Organized research with control groups and reports every year, no matter what the data show -- that just doesn't happen." The prevailing criticism of Success for All is that it is designed to produce higher scores on a couple of tests chosen by Slavin, for which the control-group schools don't train their students; the gains it produces, according to critics, are substantially limited to the first year of the program. Whether or not this is true, Slavin is right when he says that the other leading national programs for elementary schools can furnish almost no data at all on the results they produce.

It's not difficult to see why Success for All is so much quicker than the other programs to generate quantifiable benefits. The next two most popular programs for elementary schools -- Accelerated Schools, devised by Henry Levin, of Stanford University; and the School Development Program, devised by James Comer, of Yale Medical School -- are essentially planning and organization tools that give individual schools great latitude in choosing instructional methods. Success for All tells schools precisely what to teach and how to teach it -- to the point of scripting, nearly minute by minute, every teacher's activity in every classroom every day of the year.

When a school adopts Success for All, its top administrators go for a week of intensive training at Slavin's headquarters. Then Success for All personnel come to the school to provide all the teachers with three days of training. The school must designate a full-time Success for All "facilitator" and a full-time parent "coordinator." Success for All representatives visit the school three times a year. Each student takes a Success for All reading test every eight weeks. Teachers must use a series of catch phrases and hand signals developed by Success for All. In kindergarten and first grade every piece of classroom material (readers, posters, tapes, videos, lesson plans, books -- everything) is provided by the program. Afterward, Success for All's grip on what goes on in the classroom isn't quite as complete, because other companies' textbooks are incorporated. But it's still tight: at every level Slavin's programs greatly reduce teacher autonomy, through control of the curriculum. Slavin has developed curricula in math, science, and social studies. People usually describe Success for All with terms like "prescriptive," "highly structured," and "teacher-proof"; Slavin likes to use the word "relentless." One education researcher I spoke with called it "Taylorism in the classroom," after Frederick Winslow Taylor, the early-twentieth-century efficiency expert who routinized every detail of factory work.

The theoretical foundation of Success for All is supposedly cooperative learning, meaning that students are put into small groups or partnerships and help one another. This is true as far as it goes, but it fails to convey the full flavor of a Success for All classroom. The students do work in teams, but they don't work independently. Cooperative-learning sessions are frequent but strictly time-limited and task-defined. One purpose the sessions clearly serve is to keep students from drifting off during the times when the teacher is leading the whole class. A bit less obvious in the Success for All literature is that it teaches reading primarily through phonics (learning a word by decoding it, rather than deducing its meaning from context), which is not as popular as cooperative learning in the liberal education world. Students are tested, put into groups based on their skill levels, drilled in reading skills, tested again, regrouped, and drilled some more. The ones who are furthest behind receive individual tutoring. But everybody is supposed to learn to read.

A few minutes in a Success for All classroom conveys the Parris Island feeling of the program better than any general description could. It is first grade -- the pivotal year. The students sit at their desks holding copies of a story called "Woo Zen." The teacher stands at the blackboard and says, "Okay, let's get ready for our shared story. Ready, read!" The students read the first page of the story loudly, in unison. The teacher says, "Okay, next page. Finger in place, ready, read!" After a few minutes of this the students have finished the story. Not missing a beat, the teacher says, "Close your books, please. Let's get ready for vocabulary." She moves to a posted handwritten sheet of words and points to herself. "My turn. Maze, haze, hazy, lazy. Your turn." She points to the class. The students shout out the words in unison: "Maze! Haze! Hazy! Lazy!"

Then the teacher announces that the students are going to do "red words" -- Success for All lingo for words that students can't decode from their phonemic components. "Okay, do your first word," she says. The students call out together, "Only! O [clap] N [clap] L [clap] Y [clap]. Only!" After they've done the red words, the teacher says, "Now let's go to our meaningful sentences." The students read from a sheet, loudly and in unison, the definitions of three words, and then three sentences, each of which uses one of the words. The teacher sends the students into their cooperative-learning groups to write three sentences of their own, using each of the words. "If you work right, you'll earn work points for your work team! You clear?" Twenty voices call out, "Yes!"


The online version of this article appears in three parts. Click here to go to part one. Click here to go to part three.

Nicholas Lemann, the national correspondent of The Atlantic, is the author of The Promised Land: The Great Black Migration and How It Changed America (1991).

Illustrations by José Cruz

Copyright © 1998 by The Atlantic Monthly Company. All rights reserved.
The Atlantic Monthly; November 1998; "Ready, Read!" 282, No. 5; pages 92 - 104.

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