Poor schools underperform largely because of economic forces, not because teachers have it too easy

In the great American debate over education, the education and technology corporations, bankrolled politicians and activist-profiteers who collectively comprise the so-called “reform” movement base their arguments on one central premise: that America should expect public schools to produce world-class academic achievement regardless of the negative forces bearing down on a school’s particular students. In recent days, though, the faults in that premise are being exposed by unavoidable reality.

Before getting to the big news, let’s review the dominant fairy tale: As embodied by New York City’s major education announcement this weekend, the “reform” fantasy pretends that a lack of teacher “accountability” is the major education problem and somehow wholly writes family economics out of the story (amazingly, this fantasy persists even in a place like the Big Apple where economic inequality is particularly crushing). That key — and deliberate — omission serves myriad political interests.

For education, technology and charter school companies and the Wall Streeters who back them, it lets them cite troubled public schools to argue that the current public education system is flawed, and to then argue that education can be improved if taxpayer money is funneled away from the public school system’s priorities (hiring teachers, training teachers, reducing class size, etc.) and into the private sector (replacing teachers with computers, replacing public schools with privately run charter schools, etc.). Likewise, for conservative politicians and activist-profiteersdisproportionately bankrolled by these and other monied interests, the “reform” argument gives them a way to both talk about fixing education and to bash organized labor, all without having to mention an economic status quo that monied interests benefit from and thus do not want changed.

Meanwhile, despite the fact that many “reformers’” policies have spectacularly failed, promptedmassive scandals and/or offered no actual proof of success, an elite media that typically amplifies — rather than challenges — power and money loyally casts “reformers’” systematic pillaging of public education as laudable courage (the most recent example of this is Time magazine’s covercheering on wildly unpopular Chicago Mayor Rahm Emanuel after he cited budget austerity to justify the largest mass school closing in American history — all while he is also proposing tospend $100 million of taxpayer dollars on a new private sports stadium).

In other words, elite media organizations (which, in many cases, have their own vested financial interest in education “reform”) go out of their way to portray the anti-public-education movement as heroic rather than what it really is: just another get-rich-quick scheme shrouded in the veneer of altruism.

That gets to the news that exposes “reformers’” schemes — and all the illusions that surround them. According to a new U.S. Department of Education study, “about one in five public schools was considered high poverty in 2011 … up from about to one in eight in 2000.” This followed an earlier study from the department finding that “many high-poverty schools receive less than their fair share of state and local funding … leav(ing) students in high-poverty schools with fewer resources than schools attended by their wealthier peers.”

Those data sets powerfully raise the question that “reformers” are so desperate to avoid: Are we really expected to believe that it’s just a coincidence that the public education and poverty crises are happening at the same time? Put another way: Are we really expected to believe that everything other than poverty is what’s causing problems in failing public schools?

Because of who comprises it and how it is financed, the education “reform” movement has a clear self-interest in continuing to say yes, we should believe such fact-free pabulum. And you can bet that movement will keep saying “yes” — and that the corporate media will continue to cheer them as heroes for saying “yes” — as long as public education money keeps being diverted into corporate coffers.

But we’ve now reached the point where the economics-omitting “reform” propaganda has jumped the shark, going from deceptively alluring to embarrassingly transparent. That’s because the latest Department of Education study isn’t being released in a vacuum; it caps off an overwhelming wave of evidence showing that our education crisis has far less to do with public schools or bad teachers than it does with the taboo subject of crushing poverty.

In 2011, for instance, Stanford University’s Sean Reardon released a comprehensive study documenting the new “income achievement gap.” The report proved that family income is now, by far, the biggest determining and predictive factor in a student’s educational achievement.

A few months later, Joanne Barkan published a groundbreaking magazine report surveying decades worth of social science research. Her conclusions, again, came back to non-school factors like family economics and poverty:

Out-of-school factors—family characteristics such as income and parents’ education, neighborhood environment, health care, housing stability, and so on—count for twice as much as all in-school factors. In 1966, a groundbreaking government study—the “Coleman Report”—first identified a “one-third in-school factors, two-thirds family characteristics” ratio to explain variations in student achievement. Since then researchers have endlessly tried to refine or refute the findings. Education scholar Richard Rothstein described their results: “No analyst has been able to attribute less than two-thirds of the variation in achievement among schools to the family characteristics of their students.”

Then, just a few months ago, Reardon chimed in again to contextualize all of this. In a follow-upNew York Times article, he noted that it is no coincidence that these out-of-school factors — and in particular economic conditions — have created the “income achievement gap” at the very moment economic inequality and poverty have exploded in America.

Source & Read More: http://www.salon.com/2013/06/03/instead_of_a_war_on_teachers_how_about_one_on_poverty/