5 Messages About Public Education That Don't Sell (and Ones That Will)

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It ignores that education is really about developing our societal capacity. We want all citizens educated so our whole society prospers.

That’s why early state constitutions in the U.S., like those of Massachusetts and New Hampshire, set up and stressed the importance of a system of public education. That’s why the  Land Ordinance of 1785 provided for public school financing in new territories. In Virginia, Thomas Jefferson sought a publicly funded system of schools because he believed that an educated citizenry was critical to the well-being of a democratic society. In his  Notes on the State of Virginia, Jefferson wrote “The influence over government must be shared among all men.” The earliest advocates for public schools – Jefferson, George Washington, Horace Mann – all agreed that democratic citizenship was a primary function of education.

Well, democracy is a collaborative process. It’s not always about getting your own way.

So instead of telling parents their children need to be well educated so they can compete, we should be telling them their children need to be well educated so they can take part in our democratic society.

Message #2: America’s System Of Public Education Is Broken

How often do you read a statement about education that begins with “America’s schools are broken” and “public education is in crisis”?

When you hear statements like

• America is getting out-competed in education
• American kids score poorly on international exams in comparison to their peers in other countries
• Achievement in America has been flat for decades

what you’re hearing is a condemnation of the entire public education system.

This rhetoric doesn’t sell well because it reinforces the belief that our schools and our teachers don’t do a good job and public schools should be abandoned.

Here’s the truth, from economist  Richard Rothstein:

In the only longitudinal measure of student achievement – the National Assessment of Educational Progress or NAPE – American students have improved substantially, in some cases phenomenally. In general, the improvements have been greatest for African-American students, and among these, for the most disadvantaged. The improvements have been greatest for both black and white 4th and 8th graders in math. Improvements have been less great but still substantial for black 4th and 8th graders in reading and for black 12th graders in both math and reading … On international assessments, American students’ performance in math and science has improved from the bottom to above international average. U.S. students in schools with 10% or less poverty are number one in the world.

Does this mean that there are no broken schools in America? Of course not, but don’t trash the whole system. Instead, say that the problem is that America’s schools don’t work well for every kid. Especially if the kid happens to be poor, from a minority ethnicity or culture, or if the kid happens to have some special needs.

Message #3: Money Doesn’t Matter

Do you know that most states spend less money on education today than they did in 2008 – some of them a lot less money? In the meantime student populations continue to increase.

Secretary of Education  Arne Duncan has called this “the new normal.”

The typical storyline is that spending per pupil has increased dramatically and scores on national assessments have stagnated, SO since we’re spending more and more, and not getting results, it’s clear that money doesn’t make a difference.

This rhetorical frame doesn’t sell well because it justifies cruelty to children and inequality on the basis of fiscal responsibility.