In the early years of the twenty-first century, a bipartisan consensus arose about educational policy in the United States. Right and left, Democrats and Republicans, the leading members of our political class and our media elite seemed to agree: Public education is broken. Our students are not learning enough. Public schools are bad and getting worse. We are being beaten by other nations with higher test scores. Our abysmal public schools threaten not only the performance of our economy but our national security, our very survival as a nation. This crisis is so profound that half measures and tweaks will not suffice. Schools must be closed and large numbers of teachers fired. Anyone who doubts this is unaware of the dimensions of the crisis or has a vested interest in defending the status quo.
Furthermore, according to this logic, now widely shared among policy makers and opinion shapers, blame must fall on the shoulders of teachers and principals. Where test scores are low, it is their fault. They should be held accountable for this educational catastrophe. They are responsible because they have become comfortable with the status quo of low expectations and low achievement, more interested in their pensions than in the children they teach.
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