White House Education Advisors Talk the Talk -- But Can They Walk the Walk When it Comes to Dismantling NCLB?
So there we were at the White House. Forty “education leaders” from Pennsylvania invited to meet with President Obama’s senior policy advisors as well as top staff at the U.S. Department of Education (USDE). The room contained district superintendents, school board members, principals, college presidents, education professors, representatives from a host of education associations, a super-PAC school privatizer, educational consultants, and various non-profit directors. And one elephant.
This elephant in the room fittingly started as a Republican beast, but has gained so much traction with Democrats over the past decade that it could just as well have been a donkey lurking there in the corner. Whatever its animal form, No Child Left Behind (NCLB) was casting a pretty big shadow and it was time to talk about the consequences of labeling our public schools as failures, high stakes testing, and the demonization of teachers.
And so during the first discussion session, I stood to address Roberto Rodriguez, the President’s senior policy advisor on education. I reminded him of what I had told him back in March, when I implored the White House to stop participating in the national narrative of failing public schools. (See “ What I Told the White House.”) And then I gave him the view from the ground here in Pennsylvania where our grassroots movement has been fighting massive budget cuts, to let him know what it looks like when our country stops believing that public education is a public good. When it chooses to cut teachers, tutoring programs, nurses, special ed, school buses, music, art, foreign languages, and even Kindergarten.
NCLB has created a culture of punishment and fear, with student “achievement” measured by highly problematic standardized tests that don’t begin to assess real learning, and teachers evaluated on those test scores and little else. It has narrowed the focus in our schools to reading and math, jettisoned real education in favor of high stakes testing resulting in a plague of cheating scandals, and nurtured a system of “teaching to the test” on top of weeks of school time spent on test taking and nothing else. NCLB set a pie in the sky target of 100% proficiency for all U.S. students by 2014, and as that deadline has approached and the proficiency bar has moved ever higher, more schools have “failed” and more teachers have been blamed.
All this supposed failure and blaming has served as convenient cover to gut public education in states like Pennsylvania, where Governor Corbett and the Republican controlled legislature acted as fast as they could to slash $1 billion from public schools, install voucher-like tax credit programs, and privatize struggling districts, handing their schools over to corporations run by their largest campaign donors. But they had plenty of help from the other side of the aisle, because faced with the relentless media barrage of the failing-narrative, far too many people have lost confidence in public education as a pillar of our democracy.
And this has been happening all across the United States, with the backing of mountains of ultra-right superPAC money and ALEC-inspired legislation as well as major new foundation players including the Bill and Melinda Gates Foundation and the Broad Foundation. This is truly a national battle, and we can’t win this fight isolated in our trenches. We need tone-changing leadership from the top.
My report from the grassroots met with a rousing round of applause from attendees and was followed by a series of equally urgent remarks. Larry Feinberg of the Keystone State Education Coalition warned that President Obama’s policies have looked nearly identical to Republicans on education (with the exception of vouchers, which he does not support) and that he may backfire at the polls with teachers and educators. Feinberg sits on the Haverford school board, a wealthy district near Philadelphia, and reminded the President’s staff that middle-class students in well-resourced schools actually score at the top on international tests. We are ignoring poverty while adding ever more testing, which will drastically expand yet again this year in his district and many others. Similarly, Susan Gobreski of Education Voters PA argued that we ought to have a new national narrative of equity, and that we have choices and need to help the public see that we can make different ones.