Category Archives: education reform

Disaster capitalism, Education, education reform

Obama’s Failed Hope and Change: “Forget the politicians. They are irrelevant”

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Writing in 1976 about the bicentennial, novelist John Gardner* challenges the 20th century angst “that the American Dream is dead” (p. 96):

The American Dream, it seems to me, is not even slightly ill. It’s escaped, soared away into the sky like an eagle, so not even a great puffy Bicentennial can squash it. The American Dream’s become a worldwide dream, which makes me so happy and flushed with partly chauvinistic pride (it was our idea) that I sneak down into my basement and wave my flag….

That idea—humankind’s inalienable right to life, liberty, and the pursuit of happiness—coupled with a system for protecting human rights—was and is the quintessential American Dream. The rest is greed and pompous foolishness—at worst, a cruel and sentimental myth, at best, cheap streamers in the rain. (p. 96)

Gardner continues, addressing “majority rule” as “right even when it’s wrong (as often happens),”

because it encourages free men to struggle as adversaries, using established legal means, to keep government working at the business of justice for all.

The theory was and is that is the majority causes too much pain to the minority, the minority will scream (with the help of the free press and the right of assembly) until the majority is badgered or shamed into changing its mind….

It’s true that the system pretty frequently doesn’t work. For decades, pollsters tell us, the American people favored gun control by three to one—law-enforcement officials have favored it by as much as nine to one—but powerful lobbies and cowardly politicians have easily thwarted the people’s will. (p. 97)

About three decades later, I joined the majority of voters in the U.S., electing the first bi-racial (often called simply African American) president in the country’s history. At the time, however, I voted for Barack Obama primarily because I believed his election was an important symbolic moment for the U.S.; I did not buy his message of hope and change (although I was hopeful), and I was skeptical that the Democratic establishment would allow a true champion of liberal and progressive ideas assume the mantle of U.S. President.

As public educators, academics, and scholars have discovered, Obama is no progressive—much less the socialist that libertarians and Tea Party advocates claim. In fact, Obama’s education policy is yet more doubling down on the No Child Left Behind accountability agenda begun under George W. Bush. The Obama education agenda is committed to neoliberalism, not democracy, not justice for all, not protecting human rights:

Barack Obama personifies the power of personality in politics and the value of articulating a compelling vision that resonates with many voters in the US and other global citizens. For Obama’s presidential campaign, the refrain that worked was driven by two words and concepts, “hope” and “change.” From healthcare, to war, to education reform, however, the Obama administration is proving that political discourse is more likely to mask intent—just as Orwell warned through his essays and most influential novel 1984, the source of the term “doublespeak” that characterizes well Obama’s and Secretary of Education Arne Duncan’s public comments on education reform. They mask the programs promoted and implemented by the Department of Education. (Thomas, 2011)

And despite Gardner’s soaring optimism, the media is culpable in this failure to commit to hope and change by Obama and his administration.

A powerful and disturbing example of how the Obama administration through the U.S. Department of Education and Secretary Arne Duncan masks a neoliberal agenda (see Hursh, 2011, and Carr & Porfilio, 2011) behind civil rights rhetoric and crisis discourse is the exchange between civil rights leaders calling for the removal of Duncan and Obama’s reply. Civil rights leaders include in their call the following:

National Journey for Justice Alliance demands include:

  • Moratorium on school closings, turnarounds, phase-outs, and charter expansions.
  • It’s proposal for sustainable school transformation to replace failed, market-driven interventions as support for struggling schools.
  • Resignation of U.S. Secretary of Education Arne Duncan.

With Obama’s signature prominent at the end of his letter to Ed Johnson, the President replied, his language no longer masking his agenda. Obama is resolute in his commitment to “provid[ing] our children with the world-class education they need to succeed and our Nation needs to compete in the global economy.”

Not once in this two-page response does Obama mention democracy, or any of the ideals embraced by Gardner above. Obama, instead, offers “cheap streamers in the rain”:

Our classrooms should be places of high expectations and success, where all students receive an education that prepares them for higher learning and high-demand careers in our fast-changing economy….

In states that make it a priority to educate our youngest children, students grow up more likely to read and do math at their grade level, graduate high school, hold a job, and form stable families of their own….

The message is clear that education is a mechanism for building a competitive workforce; nothing else seems to matter. Obama’s focus on education as training for workers is disturbing, but his relentless commitment to competition and punitive accountability policies in education is inexcusable against democratic goals and the pursuit of equity.

Throughout the response, Obama mentions Race to the Top twice, invokes “competition” three times, and endorses twice “reward” structures for raising teacher and school quality. But let’s not forget the crisis: “America’s students cannot afford to wait any longer.” Even this crisis is driven by economic diction, “afford.”

More than 30 years ago, Gardner argues:

The lie on the American left is this: that the American theory promised such-and-such and has sometimes not delivered, whereas We Deliver. The truth—a metaphysical truth, in fact—is that nobody delivers. (p. 99)

With Obama’s failed education agenda before us as part of three decades of failed accountability policies, Gardner seems prophetic.

And despite Gardner’s rejecting cynicism (“But the myth of the mindless patriot is not worse than the myth of the cynic who speaks of America with an automatic sneer” [p. 98]), I must side with George Carlin:

But there’s a reason. There’s a reason. There’s a reason for this, there’s a reason education sucks, and it’s the same reason it will never, ever,  ever be fixed.

It’s never going to get any better, don’t look for it, be happy with what you’ve got.

Because the owners, the owners of this country don’t want that. I’m talking about the real owners now, the big owners! The Wealthy… the real owners! The big wealthy business interests that control things and make all the important decisions.

Forget the politicians. They are irrelevant. The politicians are put there to give you the idea that you have freedom of choice. You don’t. You have no choice! You have owners! They own you. They own everything. They own all the important land. They own and control the corporations. They’ve long since bought, and paid for the Senate, the Congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies, so they control just about all of the news and information you get to hear….

They want more for themselves and less for everybody else, but I’ll tell you what they don’t want:

They don’t want a population of citizens capable of critical thinking. They don’t want well informed, well educated people capable of critical thinking. They’re not interested in that. That doesn’t help them. That’s against their interests.

I fear this isn’t simply biting social satire. I fear that this isn’t easily discounted as cynicism. I fear that Obama’s education policies and his neoliberal agenda are solid proof that Carlin, not Gardner, is right: “It’s called the American Dream, because you have to be asleep to believe it.”

* “Amber (Get) Waves (Your) of (Plastic) Grain (Uncle Sam)” in On Writers and Writing, John Gardner (1994)

Education, education reform, Poverty, Standards, Testing

An Alternative to Accountability-Based Education Reform

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During three decades of accountability based on standards and high-stakes testing at the state level and another decade-plus of federal oversight of that accountability, the overwhelming evidence has exposed accountability as a failed network of policies in education reform.

Education reform in the U.S. now faces a potential watershed moment in which setting aside accountability and embracing a school reform agenda that acknowledges social and educational inequity offer a promise of success that accountability, standards, and high-stakes testing have failed to achieve.

First, education does not exist in a vacuum. Teaching and learning are impacted by out-of-school factors and impact the world beyond the walls of schools; thus, the primary foundation upon which education reform must be built is acknowledging that the U.S. currently has one of the highest childhood poverty rates among nations against which U.S. schools are commonly compared:

Relative child poverty rates

Next, another powerful example of inequity in the U.S. is that upward mobility has stagnated—notably in the top and bottom fifths—and, as Matt Bruenig has explained “you are better off being born rich regardless of whether you go to college than being born poor and getting a college degree”:

The third and final context for understanding an alternative to accountability-based education reform is the rise in the working poor in the U.S. and the increase in part-time work that leaves many working-poor families with adults holding multiple jobs but not having access to health care or retirement benefits.

Education reform must be built on policies that directly address the rising social inequity in the U.S. The essential shift away from accountability, then, must begin with social reform that addresses inequity. Social reform is necessarily the responsibility of state and federal legislation; thus, some of the policy targets addressing social inequity that are likely to impact positively a new vision of school-based reform include the following:

  • Food security: Children in poverty face food insecurity, but also suffer from access to low-quality foods (for example, fast food). Nutrition during pregnancy for women in poverty, early childhood nutrition, and nutrition during school ages are all essential elements for providing children the equity of opportunities that schools could provide.
  • Health care: Children and families in poverty tend to avoid needed preventative health care, and then are forced to seek out the least economically efficient avenues for receiving basic and urgent care, emergency rooms. If public education is to transform society and the lives of children, all children must be guaranteed the health (and nutrition) that children in affluence experience.
  • Stable work with rewarding salaries: Children and families in poverty often experience instability in the work of the parents and their homes since impoverished workers are competing with each other for entry-level and transient jobs. A stable workforce and increasing full-time jobs with benefits provide the basis upon which education can succeed where it has traditionally failed.

Certainly, many other social policies need to be addressed, but the foundational point here is that social inequity currently overwhelms public education in the U.S. A first step to education reform is social reform. As well, the public in the U.S. currently supports seeking greater equity: “The Pew Research Center has found that some 90 percent of Americans believe that the government should do everything it can to ensure equality of opportunity” (NYT February 16, 2013). What is lacking is the political will to make commitments to social equity of opportunity for all in the U.S.

Within the larger commitment to social reform, a new vision of education reform must include a broad commitment to providing an equity of opportunity for all children, and some of the policy changes must include the following:

  • End accountability based on standards and high-stakes testing: A growing body of research has shown that the accountability era has failed: “the absence or presence of rigorous or national standards says nothing about equity, educational quality, or the provision of adequate educational services, there is no reason to expect CCSS or any other standards initiative to be an effective educational reform by itself” (Mathis, 2012). A first and essential step to a new vision of education reform is to end the accountability era by shifting away from focusing on outcomes and toward attending to the conditions of teaching and learning—with an emphasis on equity of opportunity.
  • Implement a small and robust measurement system: As Stephen Krashen and others have argued, the existing National Assessment of Educational Progress (NAEP) assessment system in the U.S. provides a more than adequate foundation upon which the U.S. can develop a systematic and limited process for administering tests to random samples of students in all states and gathering descriptive data on the effectiveness of schools. This new system must be low-stakes and should dramatically reduce the funding committed to testing in the U.S.
  • Scale back and eventually end tracking: The most accurate criticism of U.S. education is that it has historically perpetuated and currently perpetuates social inequity. Tracking remains grounded in data that reflect out-of-school influences and tends to funnel impoverished students into narrow academic settings and affluent children into rich educational experiences.
  • Focus on equitable teacher assignments: The focus on teacher quality within the accountability movement has tended to mislead the public about the importance of teacher quality connected to measurable outcomes while ignoring that impoverished, minority, and special needs students along with English language learners disproportionately are assigned to inexperienced and un-/under-certified teachers. Education reform committed to equity must monitor teacher assignments so that no students experience inequitable access to high-quality, experienced teachers.
  • Decrease bureaucracy of teacher licensing and increase academic quality of education degrees: Another legitimate criticism of traditional education is that teacher licensing has many flaws built into the bureaucracy of attaining a teaching certificate. Certification and accreditation mandates and systems tend to fail educators, and thus students. However, as in other fields, the quality of education degree programs still offer a tremendous promise for preparing teachers well for the teaching profession.
  • Honor school and teacher autonomy: Individual schools and classrooms vary dramatically across the U.S. School autonomy and teacher professionalism are the greatest sources of understanding what populations of students need. The current move toward national standards and tests is inherently a flawed concept since student needs in Orangeburg, SC, are dramatically different than student needs in Seattle, WA.
  • Replace accountability with transparency: High-stakes accountability has not only failed to produce outcomes promised by its advocates, but also has created negative unintended consequences (cheating scandals, for example). A more promising approach to insuring that a public institution provides that public with needed services is to require schools to be transparent: identifying educational needs and providing evidence for practices being implemented to meet those needs.
  • Address wide range of issues impacting equity—funding, class size, technology, facilities: Moving away from accountability and toward equity is a shift in the goals and then standards against which education policy is evaluated. Issues of funding, class size, technology, and facilities must be addressed to assure all children experience an equity of opportunities in every school.
  • Abandon ranking: Education in the U.S. has suffered the negative consequences of ranking for over a century. Ranking nearly always distorts data and typically fails goals of equity. Instead of ranking, education should honor how conditions of learning match clearly identified learning goals.
  • Rethink testing and grades: Tests and grades have been the foundation upon which education in the U.S. rests, but both tend to distort education seeking equity, autonomy, and democracy. Rich feedback that challenges learners and contributes to learning, however, is the lifeblood of learning.
  • Practice patience: Crisis and urgency have characterized the accountability era, and both states have contributed to the failure of accountability. Teaching and learning are complex and unpredictable, requiring political and public patience for reaching the goals that everyone seeks.

The points identified above are not intended to be exhaustive, but the evidence is clear that education reform has been on the wrong path for three decades. Accountability has failed, but that experiment has exposed a wealth of data that should inform a new vision of the need to address social and educational inequity through policies that fulfill the promises driving our democracy and our commitment to universal public education.

For Further Reading

Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance, Carter and Welner, eds.

Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools, Ravitch (September 17, 2013)

Social Context Reform: A Pedagogy of Equity and Opportunity, Thomas, Porfilio, Gorlewski, and Carr, eds. (under contract, Routledge)

CCSS, Charter schools, Education, education reform, Educational Research, Incentives, KIPP, Media, Merit Pay, miracle schools, NCTQ, Poverty, SAT, School choice, Segregation, Standards, Statistics, Teach for America, Teacher Evaluation, Testing, VAM

What We Know Now (and How It Doesn’t Matter)

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Randy Olson’s Flock of Dodos (2006) explores the evolution and Intelligent Design (ID) debate that represents the newest attack on teaching evolution in U.S. public schools. The documentary is engaging, enlightening, and nearly too fair considering Olson admits upfront that he stands with scientists who support evolution as credible science and reject ID as something outside the realm of science.

Olson’s film, however, offers a powerful message that rises above the evolution debate. Particularly in the scenes depicting scientists discussing (during a poker game) why evolution remains a target of political and public interests, the documentary shows that evidence-based expertise often fails against clear and compelling messages (such as “teach the controversy”)—even when those clear and compelling messages are inaccurate.

In other words, ID advocacy has often won in the courts of political and public opinion despite having no credibility within the discipline it claims to inform—evolutionary biology.

With that sobering reality in mind, please identify what XYZ represents in the following statement about “What We Know Now”:

Is there a bottom line to all of this? If there is one, it would appear to be this: Despite media coverage, which has been exceedingly selective and misrepresentative, and despite the anecdotal meanderings of politicians, community members, educators, board members, parents, and students, XYZ have not been effective in achieving the outcomes they were assumed to aid….

This analysis is addressing school uniform policies, conducted by sociologist David L. Brunsma who examined evidence on school uniform effectiveness (did school uniform policies achieve stated goals of those policies) “from a variety of data gathered during eight years of rigorous research into this issue.”

This comprehensive analysis of research from Brunsma replicates the message in Flock of Dodos—political, public, and media messaging continues to trump evidence in the education reform debate. Making that reality more troubling is that a central element of No Child Left Behind was a call to usher in an era of scientifically based education research. As Sasha Zucker notes in a 2004 policy report for Pearson, “A significant aspect of the No Child Left Behind Act of 2001 (NCLB) is the use of the phrase ‘scientifically based research’ well over 100 times throughout the text of the law.”

Brunsma’s conclusion about school uniform policies, I regret to note, is not an outlier in education reform but a typical representation of education reform policy. Let’s consider what we know now about the major education reform agendas currently impacting out schools:

Well into the second decade of the twenty-first century, then, education reform continues a failed tradition of honoring messaging over evidence. Neither the claims made about educational failures, nor the solutions for education reform policy today are supported by large bodies of compelling research.

As the fate of NCLB continues to be debated, the evidence shows not only that NCLB has failed its stated goals, but also that politicians, the media, and the public have failed to embrace the one element of the legislation that held the most promise—scientifically based research—suggesting that dodos may in fact not be extinct.

* Santelices, M. V., & Wilson, M. (2010, Spring). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Educational Review, 80(1), 106-133.; Spelke, E. S. (2005, December). Sex differences in intrinsic aptitude for mathematics and science? American Psychologist, 60(9), 950-958; See page 4 for 2012 SAT data: http://media.collegeboard.com/digitalServices/pdf/research/TotalGroup-2012.pdf

Education, education reform, Florida Miracle, Testing

The Unintended Lessons from Florida: Class Grades, pt. 2

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After recognizing the excellent analysis by Michael Vasquez and David Smiley of Florida’s school grades being strongly correlated with out-of-school factors associated with the students*, I have received several important related points from Vasquez about the unintended lessons coming from one of the most often cited reform states in the U.S.

First, Vasquez pointed me to Matthew DiCarlo’s What Florida’s School Grades Measure, And What They Don’t, in which DiCarlo explains:

A while back, I argued that Florida’s school grading system, due mostly to its choice of measures, does a poor job of gauging school performance per se. The short version is that the ratings are, to a degree unsurpassed by most other states’ systems, driven by absolute performance measures (how highly students score), rather than growth (whether students make progress). Since more advantaged students tend to score more highly on tests when they enter the school system, schools are largely being judged not on the quality of instruction they provide, but rather on the characteristics of the students they serve.

New results were released a couple of weeks ago. This was highly anticipated, as the state had made controversial changes to the system, most notably the inclusion of non-native English speakers and special education students, which officials claimed they did to increase standards and expectations. In a limited sense, that’s true – grades were, on average, lower this year. The problem is that the system uses the same measures as before (including a growth component that is largely redundant with proficiency). All that has changed is the students that are included in them. Thus, to whatever degree the system now reflects higher expectations, it is still for outcomes that schools mostly cannot control.

The really important aspect of DiCarlo’s analysis is that Florida’s accountability system has likely caused harmed instead of attaining the lofty goals often associated with accountability policies, as DiCarlo concludes:

In other words, there are many Florida schools with lower-performing students that are actually very effective in accelerating student performance (at least insofar as tests can measure it). This particular ratings system, however, is so heavily driven by absolute performance – how highly students score, rather than how much progress they have made – that it really cannot detect much of this variation.

Closing or reconstituting these schools is misguided policy; their replacements are unlikely to do better and are very likely to do worse. Yet this is what will happen if such decisions are made based on the state’s ratings.

Florida will have to do a lot more than make tweaks to truly improve the high-stakes utility of this system. In the meantime, one can only hope that state and district officials exercise discretion in how it is applied.

Both Vasquez and Smiley’s 2013 analysis and DiCarlo’s 2012 analysis, however, are even more troubling in light of a St. Petersburg Times (Florida) March 21, 1999, article, “A lesson in grading schools,” by Kent Fischer and Geoff Dougherty:

Bush believes the grades, A through F, will make it easier for parents to compare schools and assess how they are doing. A noble goal.

But a St. Petersburg Times analysis indicates his school-grading system may be fundamentally flawed.

It takes no account of the impact poverty has on student achievement, though many studies have proven that children from wealthy families generally outscore children whose parents are poor. So Bush’s grades are more apt to reflect the relative wealth of a school’s student body rather than the competency of its teachers, the newspaper’s analysis shows.

Fourteen years ago, then, Fischer and Dougherty accurately identified the flawed Florida school grading plan, but also acknowledged the key ignored hurdle facing education, poverty:

If there’s one thing that has been firmly established by research, it is the impact social factors have on student achievement. This does not mean poor kids can’t achieve. Many do. But poor children often lead transient lives, may suffer from malnutrition and endure higher rates of abuse and neglect than other children. They also tend not to be exposed to books, music and other cultural influences that help ready young minds for school.

Research – and the Times’ analysis – shows that when large numbers of students are considered, poverty reliably predicts test scores. The Times’ analysis found that depending on which test is given, from 69 to 79 percent of the difference in test scores among schools is explained by poverty.

That seems to ignore several significant demographic factors, like single-parent homes and student mobility. But many of those factors have an extremely high correlation to poverty and thus are effectively included in the analysis.

The bottom line, according to many experts: Any grading system that fails to take poverty into account is flawed.

Ultimately, Fischer and Dougherty offered Florida parents a message still relevant today: “There’s more to a school than good test scores. When trying to gauge school quality, educators suggest parents do some investigating.”

* See below a graphic (click to open and then click again to enlarge) related to Vasquez and Smiley’s article they were unable to include in the online article:

gradeschart copy

Education, education reform, Florida Miracle, Media, Poverty, race, Standards, Testing

Class Grades

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Since I am quick to criticize the media for its role in the failures of the current education reform movement—such as PBS, The Charleston Post and Courier, and Education Week—I must also recognize when a media outlet provides much needed insight into education policy that has clearly run off the tracks, such as the so-called Florida miracle and the enduring practice of assigning letter grades to schools.

In “Low-income schools struggle under state’s grading system” (Miami Herald, August 10, 2013), Michael Vasquez and David Smiley offer a clear but disturbing picture of accountability in Florida:

With dozens of changes in just the past three years, the formula behind Florida’s A-to-F school grading system has been criticized as a confusing mess. But there’s been at least one constant in Miami-Dade and Broward results: The wealthiest schools never get Fs, and schools with high populations of poor students face an uphill battle to even get a C.

The trend is visible through a decade-plus of school grade results, dating back to the first grades issued in 1999.

Vasquez and Smiley, along with the Miami Herald, represent a needed aspect of journalism addressing education reform: Recognizing large and compelling patterns, and thus the consequences of education policy.

The analysis of assigning letter grades to schools in Florida exposes some important conclusions:

•  Although high poverty rates don’t necessarily doom a school to a subpar grade, D and F schools are overwhelmingly serving students from poor neighborhoods, and the few schools that do overcome poverty to achieve an A are outliers. (There were nine such schools this year, all in Miami-Dade).

•  Of the 209 schools in Miami-Dade and Broward with at least 90 percent of students receiving free or reduced lunch, 78 percent received a grade of C or worse. Roughly 39 percent of these high-poverty schools received a D or F.

•  Of the 43 local schools with much lower poverty rates (30 percent or fewer students receiving free or reduced lunch), 86 percent received an A, and none received a D or F.

Despite efforts to identify educational quality among schools by focusing on growth models, data used in accountability policies remain primarily a reflection of out-of-school factors. Further, the schools that sit outside the typical patterns are rightfully identified by Vasquez and Smiley as “outliers.”

This analytical report on letter grades for schools in Florida is a strong example of quality journalism that seeks out and presents complex and detailed evidence, placing that data in the broader context of the many factors that impact not only the evidence we gather on our schools but also what conclusions we draw as well as how we draw those conclusions.

In the article, Miami-Dade Superintendent Alberto Carvalho explains, “‘Just as much as poverty can’t be an excuse, the exclusion of poverty as a factor is immoral.'”

Rare is the news article that allows a perspective this complex.

No Child Left Behind (NCLB) ushered in several grand promises in 2001, such as closing the achievement gap, but one of the central requirements of the legislation—the use of scientifically based research—is now poised to dismantle the entire accountability movement, including policies such as labeling schools with letter grades based primarily on test scores.

The evidence is clear that thirty years of accountability built on standards and high-stakes testing has failed. The next step is composing and sharing a unified message of that fact, while also building a coalition to reset the reform agenda so that we address poverty, equity, and opportunity in the lives of children and their families as well as in the schools those children attend.

education reform

Open Letter to the Media, Politicians, Reformers, B/Millionaires, and Celebrities

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First, some context for the problem with education reform and how we discuss the topic.

Cindy Scoppe, associate editor at The State, addresses grading schools, drawing several conclusions:

What we need is a single grading system, which wasn’t possible before the Obama administration decided to let states apply for waivers from No Child Left Behind….

We’re never going to make the progress we need unless we demand an increasingly higher level of performance, but we need to make sure everyone understands that, rather than mistakenly believing that lower school scores mean schools are doing worse….

Actually requiring that each subgroup meet expectations is important, because without that, schools can ignore the difficult-to-teach students, knowing that their low scores will be masked by the high scores of easier-to-teach students….

South Carolina Superintendent Mick Zais continues to push his version of accountability:

South Carolina has two systems for education accountability. One was developed in 2011 by the S.C. Department of Education and was approved by the U.S. Department of Education as meeting federal requirements. The other was developed in 2001 by the state’s Education Oversight Committee. These dual systems are redundant, confusing and expensive….

Finally, in any situation, timely information is necessary to make informed decisions. The letter grade system tells parents, educators and the public how each school and district performed the previous year. This information is publicized in early August so educators can use the data to make adjustments prior to the beginning of a new school year and so parents can make decisions about where their children are educated.

And while the media and political leadership wrangle with education reform and accountability, yet another wealthy celebrity enters the reform arena, M. Night Shyamalanhas:

Until recently, he says, moviemaking was his real passion. “I’m not a do-gooder,” he says. Still, after the commercial success of his early movies, he wanted to get involved in philanthropy. At first, he gave scholarships to inner-city children in Philadelphia, but he found the results disheartening. When he met the students he had supported over dinner, he could see that the system left them socially and academically unprepared for college. “They’d been taught they were powerless,” he says.

He wanted to do more. He decided to approach education like he did his films: thematically….

Much of his initial research was contradictory. When he asked experts which improvements would close the gap, some said smaller classes, others said school vouchers and still others said school spirit. He discovered that none of these reforms had worked across the board, but this finding, paradoxically, encouraged him. He knew he had to think more broadly.

An idea came to him over dinner with his wife and another couple who were both physicians. One of them, then the chief resident at a Pennsylvania hospital, said that the first thing he told his residents was to give their patients several pieces of advice that would drastically increase their health spans, from sleeping eight hours a day to living in a low-stress environment. The doctor emphasized that the key thing was doing all these things at the same time—not a la carte.

“That was the click,” says Mr. Shyamalan. It struck him that the reason the educational research was so inconsistent was that few school districts were trying to use the best, most proven reform ideas at once. He ultimately concluded that five reforms, done together, stand a good chance of dramatically improving American education. The agenda described in his book is: Eliminate the worst teachers, pivot the principal’s job from operations to improving teaching and school culture, give teachers and principals feedback, build smaller schools, and keep children in class for more hours.

The problem highlighted and represented in these three examples involves several key flaws inherent in education reform being analyzed and driven by people without expertise and experience as educators themselves. The media, politicians, reformers, b/millionaires, and celebrities dominate the debate, formation, and implementation of education policy—all of which focuses on how best to design (and redesign) accountability plans and thus ignores the possibility that accountability based on standards and high-stakes testing is the problem.

Scoppe, Zais, and Shyamalanhas offer common sense claims that ring true with the public, building compelling narratives of what is wrong with education and what, then, would serve as credible solutions.

Common sense claims, however, are often misleading and misguided, especially in the education reform debate. Let’s consider just a couple concerns I have about the dominant arguments found in these three pieces but typical of the wider reform debate during the past thirty years.

I taught high school English in a public school in SC for eighteen years before entering teacher education at the university level for the past twelve years, thus, when I read commentaries and media reports related to education, I feel compelled to ask the following:

• “We’re never going to make the progress we need unless we demand an increasingly higher level of performance.”* Really? Does this mean that a student scoring an average score on a test in 8th grade should score above average on the 9th grade test? Or does that mean that eighth graders in 2012 should score higher than different 8th graders in 2011? In other words, the claim of constantly increasing achievement is much more rhetoric than a credible expectation. It ignores that different populations of students are incredibly difficult to compare fairly (and possibly that making such comparisons is of little value); that much that we call academic achievement may be a reflection of brain development, effort, or circumstances beyond anyone’s control and not learning; and that in an environment of ever-changing standards and tests, making valid comparisons of data grows nearly impossible as well. For just one complicating example, consider two populations of students tested in 8th and 11th grades:

2009 8th grade math score — 87

2010 8th grade math score — 72

2012 11th grade math score — 85

2013 11th grade math score — 83

It appears, if we focus on simple increases from one year to the next, that the 2013 scores dropped 2 points from 2012. But a close inspection shows that the 2009/2012 scores (same population of students plus/minus drop-outs and other population shifts) remained about the same (a small drop), but that the 2013 score of 83 may easily be a really impressive increase of the 2010 score, from 72 to 83 by the same population of students. However, what if the 2010-2013 increase was the result of an unusual loss of low scoring students due to drop outs, expulsions, and a shifting population of non-native language learners?

In short, ever-increasing outcomes is neither something we should seek, nor something we can make simple claims about. The hypothetical data above could reveal dozens of conclusions, with few having anything to do with achievement, teaching quality, or school quality.

• “Over the course of his research, Mr. Shyamalan found data debunking many long-held educational theories. For example, he found no evidence that teachers who had gone through masters programs improved students’ performance; nor did he find any confirmation that class size really mattered. What he did discover is plenty of evidence that, in the absence of all-star teachers, schools were most effective when they put in place strict, repetitive classroom regimens.” Again, really? If fact, the many claims in this passage are a series of powerful public narratives (ones found,  and debunked, in the propagandistic Waiting for “Superman”) that themselves are not reflected in educational research (for example, class size, or better described as student/teacher ratio, does matter—as revealed in rigorous research and as a market mechanism represented by the small class sizes found in elite K-12 schools and universities).

The piece on Shyamalan having an epiphany about education while talking with friends who are doctors is strikingly similar to the Bill Gates phenomenon, both revealing a message that is being ignored: Wealth, celebrity, and success in one field does not guarantee expertise in other fields.

As an educator myself, one who has studied the history of educational thought from the late 1900s until today very closely, I am compelled to ask Shyamalan and Gates why they believe they have discovered ideas that no one else spending her/his whole life and career on education has considered before Shyamalan or Gates. How credible does it seem that a movie director and two medical doctors chatting could suddenly imagine ways to do schools that no one else in the field has imagined?

I’m not saying there is no chance, but it takes a great deal of arrogance and an absence of awareness to make the claims Shyamalan and Gates have made—notably since many of those claims are in fact not supported by research although Shyamalan and Gates claim they are.

There’s more, of course, because despite the simplistic claims surrounding education and education reform (“poverty is not destiny,” “no excuses”), education is a complex process that is rarely predictable and essentially never completed.

However, I remain compelled to ask the media, politicians, reformers, b/millionaires, and celebrities to set aside their assumptions and reset the education reform debate by beginning again but this time begin with the expertise and experience that already exist among educators and within the field of education.

And let me suggest that we step back from how best to create an accountability system, recognizing that accountability, new standards, and new tests have not succeeded for thirty years and thus are unlikely to work now because the key challenges of education have nothing to do with a lack of or the quality of accountability, standards, and testing.

That new beginning, then, must stop focusing on outcomes and start focusing on input and the conditions of teaching and learning. Ironically, that change is likely to bear fruit, the types of outcomes we have asked for all along.

* Zais’s argument builds on a similar argument: “This new system has many advantages over the old federal and the current state accountability systems. The new system has three important elements we are committed to maintaining: yearly progress, transparency and timeliness.”

Education, education reform, Testing

Innocence or Guilt?: Looking Beyond the Individual

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The court room presents a powerful narrative focusing on the innocence or guilt of an accused individual. In the U.S. judicial system, the accused is innocent until proven guilty, and this principle is embraced as a foundational commitment to individual freedom.

The George Zimmerman trial, however, prompted for many concerns about the effectiveness and objectivity of that judicial system, including fears that jury trials reflect the biases of the jurors and that the victim, Trayvon Martin, was unfairly put on trial as well. Debates also included a convoluted discussion of the laws themselves surrounding the case, notably the stand your ground laws in Florida. If the laws themselves are flawed or inherently corrupt, how can a trial be just?

The court of public opinion is no less focused on individual innocence or guilt. In the education reform movement, a number of scandals have exposed flawed leaders and dysfunctional systems—Michelle Rhee’s reign as chancellor of DC public schools, Tony Bennett’s role in changing school grades in Indiana, a cheating scandal in Atlanta, and misleading tests scores in New York. Each of these individual people and circumstances lends itself to holding one person or a unique situation accountable, but just as any trial can disproportionately focus blame on an individual, it is careless and ultimately dangerous to ignore the wider accountability era while laying (often justifiable) blame at the feet of Rhee, Bennett, Atlanta public school administrators, or the newest testing process in NY.

Bernhard Schlink’s The Reader confronts readers with the lingering historical horrors of the Holocaust while also weaving an allegory of justice. A central character, Hanna Schmitz, develops a taboo but compelling relationship with a German teen, Michael Berg, many years after she has served as an SS guard at Auschwitz. In the middle section of the novel, Schmitz is on trial for her role at the concentration camp, and the readers of the novel discover that Schmitz’s passion for having Berg read to her grows from her own illiteracy, a key element in how the trial portrays her innocence or guilt.

Readers of Schlink’s novel are likely left torn about Schmitz’s guilt, possibly in ways similar to public opinion about Zimmerman. Schlink, as a lawyer and judge, seems as interested in the larger allegory of justice as he is about the specific horrors of who is culpable for the Holocaust. In fact, the novel suggests that innocence and guilt are not simple, not easily reduced to the acts or decisions of an individual.

Is it possible, the novel asks, that Schmitz is guilty in a nuanced way that is grounded in her illiteracy and the perverse and dehumanizing culture surrounding the Holocaust? Is it then possible that Schmitz is simultaneously guilty but also a victim of forces larger than her?

While I am suggesting no direct comparison between the accountability era and the Holocaust in terms of magnitude, I am compelled to recognize that the allegorical message of The Reader helps inform the potential mistake being layered onto the individual failures represented by Rhee, Bennett, the Atlanta cheating scandal, and the NY test data: Each of these people or circumstances is both an example of individual or situational failures and clear messages about the larger inherently flawed accountability era based on standards, high-stakes testing, and individual accountability (schools, districts, teachers, and students).

Let’s just focus on two recent failures in the accountability era—Bennett and NY test scores. Both, I am convinced, are evidence of specific failures and possibly even unethical behavior by people in power. And I would argue that Bennett and those responsible for testing in NY should all be held accountable for their decisions, actions, and misrepresentations about children, teacher, and schools to the public.

Ultimately, however, that isn’t nearly enough. Assigning grades to schools and all high-stakes testing are the problems; thus, high-stakes testing as a mechanism for labeling, sorting, and ranking schools, teachers, and children is the larger flawed system that Bennett and NY test scores represent.

In the passive voice parlance of avoiding culpability found in the courtroom, it is likely that for Rhee and Bennett “mistakes were made.”

But political, media, and public concern for these individual errors must not end with their individual culpability.

Accountability, standards, and high-stakes testing are dehumanizing, counter to genuine teaching and learning, and corrosive to universal public education, democracy, and individual liberty. With this lesson standing before us, then, it is unconscionable to continue down the road of Common Core and “next generation” national tests.

It is no longer credible to argue about how best to implement Common Core, how best to implement new tests, or how best to analyze that data from those tests. It is time to end an era of misguided accountability.

Even under the weight of forces larger and more powerful than any one of us, we must make a decision to confront and end a failed system, and that system is the accountability era begun thirty years ago, but now has proven itself a failure.

Capitalism, Charter schools, Education, education reform, Equity, Meritocracy, Poverty, race, Segregation

Made in America: Segregation by Design

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“The woman in the gold bracelets tells her friend:,” begins a poem by Barbara Kingsolver from her collection Another America/Otra America. A careful reading notices “gold bracelets,” suggesting more than affluence, opulence. The poem continues:

I had to fire another one.
Can you believe it?
She broke the vase
Jack gave me for Christmas.
It was one of those,
you know? That worked
with everything. All my colors.
I asked him if he’d mind
if I bought one again just like it.
It was the only one that just always worked.

Her friend says:
Find another one that speaks English.
That’s a plus.

The woman in the gold agrees
that is a plus.

The two women speak interchangeably about the fired domestic worker and the vase, both reduced to “one,” and “worked” is repeated about only the broken vase, an object for decoration and a Christmas gift. “It” and “colors” also haunt the conversation. In this brief poetic scene, the callousness of two affluent women about the value of an ornament over a worker (one who apparently is not a native speaker of English, and as suggested by the Spanish/English versions of all the poems and title of the collection, likely Latino/a) is couched in a larger context found in the poem’s title, “What the Janitor Heard in the Elevator.”

This flippant conversation is overheard by another worker, a janitor (who do you see as the “janitor”?), standing essentially unseen, unacknowledged beside these women (who do you see as these women?), trapped momentarily in an elevator.

Kingsolver’s stark and vivid poem captures, as does Kingsolver’s entire collection, the existence of two Americas, a slogan trivialized by politicians and ignored like the janitor by much of the public in the U.S.

The two Americas include the few and affluent, mostly white, who have virtually all the power and, as the poem shows, a voice in the nation and the remaining many, disproportionately middle-class, working-class, working poor, and poor as well as African American and, increasingly, Latino/a.

Let’s consider for a moment what students may be asked to do if presented with this poem in a public high school in the U.S., specifically in this expanding era of accountability and the encroaching specter of Common Core and the concurrent new high-stakes tests.

Based on my having been an educator during the entire past thirty years of the accountability era, I would suggest that this poem would be reduced to mechanistic analysis, in much the same way we have treated F. Scott Fitzgerald’s The Great Gatsby for decades.

While many are rightfully concerned that the Common Core will significantly decrease the focus on fiction and poetry in schools, we have yet to address that even if we maintain great poetry and fiction in the education of our children, we do them or that literature little service to allow those works to be reduced only to their literary parts, mere interchangeable fodder for identifying lination, stanzas, diction, symbolism, narration, characterization, setting, and the endless nuts and bolts deemed worthy of dispassionate analysis in school.

How many generations of students, for example, have examined at length the symbolism of the green light at the end of Daisy’s dock and Gatsby’ yellow car? How many students have been guided through the technical precision of Fitzgerald’s novel while never confronting his vivid challenge to the American Dream?

Have students been asked to look carefully at the corpses of Myrtle and George (the wrong kind of people, George a mere worker and Myrtle left like roadkill in the middle of the road) as well as Gatsby (the wrong kind of rich) floating dead in his pool? Have students been asked why Tom and Daisy (the right kind of rich) go on vacation in the wake of these deaths, seemingly untarnished because of the Teflon coating of their affluence?

Have students been asked to consider carefully why Tom hits Myrtle but bends to Daisy’s taunts?

These are distinctions of analysis—suggesting that Common Core and curriculum are trivial debates if we do not address what happens in the classroom and for whom.

Made in America: Segregation by Design

The technical approach to literature that ignores critical literacy is a subset of the larger technical debate about education and education reform that focuses policy and public attention on the details of schooling (public versus charter and private, Common Core, high-stakes testing, value added methods of evaluating teachers) and ignores the substance of schooling like a janitor trapped in an elevator with two wealthy women.

The substance of schooling today is a stark contrast to the moment of cultural consciousness stretching from the early 1950s into the 1970s when separate but equal was confronted and rejected. As society in the U.S. wrestled with integration of institutions, the cancer of segregation was merely shifted from separate schools to schools-within-schools: White and affluent students tend to sit in Advanced Placement, International Baccalaureate, and honors classes with experienced and qualified teachers and low student-teacher ratios while AA/ Latino/a and impoverished students tend to sit in remedial, test-prep, and tech-prep classes with new and unqualified teachers (in the twenty-first century that means often Teach for America recruits as temporary workers) and high student-teacher ratios.

In-school segregation has been driven by affluent parents, who use their privilege to insure that their children get theirs, and damn the rest. But segregation by design has now been joined by two powerful and corrosive mechanisms—charter schools and segregated higher education access.

Charter schools (see Charter Schools: A Primer and Current Education Reform Perpetuating, Not Curbing, Inequity) have failed to achieve the academic miracles proponents have promised, but charter schools have exposed the most predictable outcome of choice, segregation. As Sarah Carr has shown, New Orleans is a disturbing record of the charter schools flood, the role disaster capitalism plays in destroying equity and opportunity for “the deliberately silenced, or the preferably unheard,” African Americans and people trapped in poverty.

While schools-within-schools and charter schools highlight K-12 segregation by design in the U.S., as troubling is the entrenched privilege of affluence found in higher education, augmenting Matt Bruenig’s conclusion: “you are better off being born rich regardless of whether you go to college than being born poor and getting a college degree.”

Carnevale and Strohl have identified the separate and unequal access to higher education that constitutes the full picture of segregation by design in the U.S.:

The postsecondary system mimics the racial inequality it inherits from the K-12 education system, then magnifies and projects that inequality into the labor market and society at large….

Whites have captured most of the enrollment growth at the 468 most selective and well-funded four-year colleges, while African Americans and Hispanics have captured most of the enrollment growth at the increasingly overcrowded and under-resourced open-access two- and four-year colleges….

These racially polarized enrollment flows have led to an increasing overrepresentation of whites at the 468 most selective four-year colleges….

At the same time, African Americans and Hispanics are increasingly underrepresented at the most selective 468 four-year colleges….

At the same time, African Americans and Hispanics are increasingly underrepresented at the most selective 468 four-year colleges…. (Executive Summary, pp. 3, 6, 10, 12)

The inequitable access to elite higher education mirrors the inequitable access to quality K-12 education and to experienced and qualified teachers. Inequitable access, then, creates inequitable outcomes:

[H]igh-scoring African Americans and Hispanics are far more likely to drop out of college before completing a credential….

Among high-scoring students who attend college, whites are far more likely to complete a BA or higher compared to African Americans or Hispanics….

Each year, there are 111,000 high-scoring African-American and Hispanic students who either do not attend college or don’t graduate.

About 62,000 of these students come from the bottom half of the family income distribution….

Racial inequality in the educational system, paired with low social and economic mobility in the United States, produces enormous differences in educational outcomes: Whites are twice as likely as African Americans and three times as likely as Hispanics to complete a BA or higher…. (Carnevale and Strohl, 2013, Executive Summary, pp. 24, 26, 28, 37)

Despite the meritocracy myth at the heart of the American Dream, then, Carnevale and Strohl conclude: “In the United States, parents’ education determines the educational attainment of their children” (Executive Summary, p. 38).

The cruel irony of education in the U.S. includes that most privileged children will find themselves in classrooms where color imagery (the gold bracelet in Kingsolver’s poem, the green dock light and yellow car in The Great Gatsby) will be the key to the already unlocked door leading to college and secure, high-paying jobs while AA and Latino/a as well as impoverished students are shown quite a different door.

All the while, the colors that matter—black, brown, white, and green—remain invisible and unspoken under the veneer of the American Dream of meritocracy that is less credible than any work of fiction soon to be dropped from the school day.

Education, education reform

Humility: A Lesson Most Needed and Least Often Acknowledged

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I have been a cyclist for almost 30 years now—longer than many of my cycling friends have been alive.

That hobby grew from a life-long quest to be the sort of athlete (and man) my father would respect. My father was a four-sport letterman in high school, captain of the first state championship football team in my home town. He was a small young man, but fierce and the sort of hard worker that made him a coach’s dream. By the time my father graduated high school in the 1950s, he had lost so many of his teeth that his dentist pulled the rest, and my father has had a full set of false teeth since his late teens.

I was never able to be more than a bench warmer on my school basketball teams, a marginally fair golfer, and briefly a triple jumper my senior year of high school. Mostly, though, I joke that I am a “try” athlete—and it is something I cannot let go, despite knowing without qualification that my father loves and respects me in the exact ways I have always wanted. Any perceptions of failure that exist between the two of us are entirely my insecurities.

My cycling life has had three stages—a beginning decade of learning to ride and race at a high level, a middle decade that was interrupted by my doctoral program and included years of mountain biking and a brief venture into running (a couple marathons and a half marathon), and then the most recent decade of yearly high mileage (7,000-10,000 miles per year) and my best performances as a cyclist despite my advancing age (for an athlete).

For more than half of the years of cycling, I have participated in the Assault on Mt. Mitchell, a 102-mile ride from Spartanburg, SC, to the top of Mt. Mitchell, the highest mountain peak east of the Mississippi. I had my best time, 5:57, at 46 and completed the event in the spring of 2013 as 86th out of 1100 starters.

Typically, in large amateur cycling events I place in the top 15% of entrants—and feel pretty good about these accomplishments.

As I sit writing this, I am on a cycling trip in Colorado, about to leave after a few days in Boulder for Frisco to ride the Copper Triangle ride this coming Saturday. The first half of this trip for me has been a brutal lesson in humility.

Although I have visited Colorado Springs several times in the past, this trip resulted in immediate altitude symptoms—a headache, lethargy, and the classic feeling of having the flu. The day after we arrived, we began riding around Boulder, and the symptoms have been pronounced on each ride.

The first ride was in chilly rain, and when the route turned up hill, I watched my two cycling friends ride away into the mist. The second ride headed to Flagstaff Mountain, resulting in yet another ride in rain and cold; but this time as my friends pedaled away from me I simply couldn’t continue up the climb. At the point when the Flagstaff climb turns to what locals call Super Flagstaff, with grades 15-20%, I shouted to one friend I wasn’t going farther up. I coasted back down to an overlook entrance and waited for them to finish the climb and roll my way.

I was angry, disappointed, exhausted, and most of all, embarrassed.

Yesterday, we headed to Estes Park for a 20-mile mountain climb to the highest point (over 12,000 feet) for a through road in the US. I wasn’t looking forward to yet another day of struggling, and possibly bailing out again.

As we neared the 12,000-feet mark, I was still lagging behind the other three riders, and my head ache returned along with dizziness. None of this boded well for over 2.5 hours of climbing at an altitude I had never experienced before.

It took a great deal of arguing with myself, but I finished the ride yesterday, although still slower than my friends. So far, then, this cycling trip to Colorado has been a series of lessons in humility.

And that has led me to think about the lack of humility found among public and political leadership focusing on schools in the US.

Those self-appointed leaders tend to embody a couple of characteristics: little or no experience or expertise in education and unwavering arrogance, an arrogance that they and the media flaunt.

Ben Folds has captured well the failure of such arrogance in his “Bastard”:

The old bastard left his ties and his suit
A brown box, mothballs and bowling shoes
And his opinion so you’d never have to choose
Pretty soon, you’ll be an old bastard too
You get smaller as the world gets big
The more you know you know you don’t know shit
“The Whiz Man” will never fit you like “The Whiz Kid” did

The refrain to this song speaks potentially to those edu-leaders and their arrogance, and thus failure to exhibit humility:

So why you gotta act like you know when you don’t know?
It’s OK if you don’t know everything

I am well past the 10,000-hour mark needed for expertise as a cyclist (popularized by Malcolm Gladwell). I have a great deal of skill and knowledge as a cyclist, although I also have a pretty low genetic ceiling in terms of how I can perform as a cyclist (a ceiling dropping in on me as I grow older each day).

The Cycling Gods and Altitude Gods have spoken loud and clear to me in the last few days. It is my duty to listen.

The list of what public schools need in the US is long and complex, but a great starting point would be lessons in humility for those who have decided they know best when all the evidence suggests otherwise.

Disaster capitalism, Education, education reform

NYT’s Foul Tip on Paul Vallas

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In the NYT, Javier C. Hernandez examines embattled Paul Vallas in Connecticut, opening with:

Paul G. Vallas, a leader in the effort to shake up American education, has wrestled with unions in Chicago, taken on hurricane-ravaged schools in New Orleans and confronted a crumbling educational system in Haiti.

Now he faces what may be his most vexing challenge yet: Fending off a small but spirited crowd of advocates working to unseat him as superintendent of one of Connecticut’s lowest-performing and highest-poverty school districts.

“Leader,” “vexing,” “fending,” “spirited”? Not to worry, folks, the NYT doesn’t exactly strike out, but, at best, this column is a foul tip—nowhere near a solid single, or even a bunt.

The media, once again, falls into the trap of buying hook, line, and sinker the “savior reformer” bait cast by Vallas, Michelle Rhee, and Bill Gates.

You see, only a few brave souls dare to stand up against that pesky public education status quo, kept alive by those evil unions and greedy teachers.

And now poor Vallas is next in line to suffer the wrath of that status quo:

Mr. Vallas, who has moved to impose a standardized curriculum and to reorganize central offices in Bridgeport, said he was dismayed by the vitriol. On blogs, which he calls “electronic graffiti,” his critics have called him a racist and compared him to the Chilean dictator Augusto Pinochet. The school district’s student population is 49 percent Hispanic and 39 percent black.

“There are some gigantic egos in this town,” Mr. Vallas said in an interview. “No good deed goes unpunished.”

“Gigantic egos”? [One must wonder is Vallas owns a mirror.] “Electronic graffitti”?

Not to worry, however, appointee Arne Duncan to the rescue!:

Arne Duncan, the federal education secretary, said the opposition to Mr. Vallas was “beyond ludicrous.” He said too many school districts were afraid of innovation, clinging to “archaic ideas.”

“This, to me, is just another painfully obvious, crystal-clear example of people caught in an old paradigm,” Mr. Duncan said in an interview. “This is the tip of the iceberg.”

The Duncan/Vallas allegiance is interesting because the two men have something in common—what they lack:

Mr. Vallas had a vulnerability: despite his decades of experience in schools and a master’s degree in political science, he lacked a degree in education, as required by Connecticut law. The state allowed for an exemption, but Mr. Vallas was required to complete a condensed version of the traditional 13-month certification program over the course of several months. “I didn’t view it cynically and I didn’t complain,” Mr. Vallas said.

Never-been-a-teacher appointee rushes to the aid of never-been-a-teacher appointee. Sounds like a great plot for a Lifetime Movie.

And that movie would have a heart-wrenching message about perseverance in the face of failure:

Mr. Vallas, 60, is a onetime politician who came within two percentage points of defeating Rod R. Blagojevich in a primary for the Illinois governor’s office in 2002. He said he did not know what he would do after Bridgeport, though he ruled out a return to politics. He runs an educational consulting business on the side. His clients have included schools in Illinois and Indiana.

That’s right. If you can’t be a politician, be a political appointee—and be sure to seek out education where the public funds are ripe for the picking (Vallas makes $234,000 a year, but that is small potatoes to the span of his “career” in education).