The great pedagogical end run

For at least the past thirty years, the education reform movement has been a strange alliance of advocates for very different agendas coming from all points of what we over-simplistically call the political spectrum along with a small but non-trivial number of operators looking for a share of the astonishing amounts of money that education initiatives have put into play.

Most of the people who support the reform movement have no hidden agenda. They simply want to improve education and have become convinced that the tenets of the movement are the best way of achieving those aims. Their influence, however, does not match their numbers. If you look reform initiatives in depth you'll find a disproportionate number can be traced back to three groups, often working in concert.

(We're not talking about a grand conspiracy here. The agendas of these three are hidden only in the sense that they use aggressive PR techniques to associate themselves with popular causes and divert attention from their much less popular positions and goals. By this standard, most businesses, all successful politicians and quite a few charities would fall in this category. The ed reform case just happens to be more worrisome because the stakes are so high.)

We've done endless posts on the operators (just do a search on 'looting') and perhaps even more on people using reform to promote privatization and reduce the influence of unions (Michelle Rhee is probably the definitive example). Both these groups, often combining forces, have spent an extraordinary amount of money on PR and lobbying, generally to great effect, but it is a third group, the pedagogical reformers, though less well-funded than the first two, that in many ways wields the greatest influence.

Pedagogical reformers sincerely believe they have found a better way to teach and to teach teachers. They are sure that, given a chance, their methods would revolutionize education. Under normal circumstances, pushing these changes though the school system would be difficult for at least a couple of reasons;

First, because, pedagogically, the system has a reactionary bias, made worse by the fact that the most effective teachers, the ones you would want in your corner, are also the ones who are most reluctant to trade their methods in for something new and unproven;

And, second, because many of these new methods can come across to outsiders as either over-hyped or, to be hammer-blunt, flaky as your grandmother's best biscuits.

Consider the following example from Valerie Strauss (previously discussed here):

The unit — “A Close Reading of Lincoln’s Gettysburg Address“ — is designed for students to do a “close reading” of the address “with text-dependent questions” — but without historical context. Teachers are given a detailed 29-page script of how to teach the unit, with the following explanation:

The idea here is to plunge students into an independent encounter with this short text. Refrain from giving background context or substantial instructional guidance at the outset. It may make sense to notify students that the short text is thought to be difficult and they are not expected to understand it fully on a first reading — that they can expect to struggle. Some students may be frustrated, but all students need practice in doing their best to stay with something they do not initially understand. This close reading approach forces students to rely exclusively on the text instead of privileging background knowledge, and levels the playing field for all students as they seek to comprehend Lincoln’s address.

The Gettysburg Address unit can be found on the Web site of Student Achievement Partners, a nonprofit organization founded by three people described as “lead authors of the Common Core State Standards.” They are David Coleman,  now president of the College Board who worked on the English Language Arts standards; Jason Zimba, who worked on the math standards; and Susan Pimental, who worked on the ELA standards. The organization’s Linked In biography also describes the three as the “lead writers of the Common Core State Standards.”

Make a quick note of the name David Coleman. We'll be coming back to him and to his background (management consulting) in future posts.

There are also plenty of examples of mathematics instruction that would strike most people and, in some cases, most math people, as strange. This is a marked change from the "new math" of the Sixties which was famous for bewildering parents helping kids with their homework but which generally covered familiar ground for mathematicians (especially set theory).

Check out veteran math teacher Gary Rubinstein's reaction to his daughter's kindergarten workbook. I think most people would find his concerns valid. If I have time, I'd add a few more of my own.

Along similar lines, check out this principal's reaction to her daughter's elementary school homework (with additional comments here).

I've been digging into the background of these lessons, trying to reverse engineer the processes and assumptions behind them. The search leads to some strange places (including, I kid you not, deconstructionist critical theory) that I'll be spelling out later, along with my problems with these approaches but that's not actually that pertinent for this post.

For the purposes of this discussion, it's not the weirdness or even the quality of the ideas that concerns me. It is entirely possible that, given fair chance, many if not most of these ideas might turn out to be significant improvements over what we do now.

It's the part about the fair chance that worries me. The pedagogical reformers have been extremely aggressive in using the reform movement to get around the normal process that proposed methods are supposed to go through. Those vetting processes may be overly difficult but they are still there for a reason. Under the current setup, certain pedagogical methods are winning not because they are better supported by research or because they have a better track record or because they make more sense to people, but because the people promoting them have the right connections and because they've been skillful at navigating the culture of the reform movement.

One of the primary strengths of the movement has been its ability to present a united front. Once a position makes it into the movement tenets, it can count on close to universal support. This is especially true when it comes to curricula, at least in part because the topic can get fairly technical and most members have not actually gone any deeper than the uplifting rhetoric of raising standards and teaching critical thinking. The result has been to give those who do care about about curricula a free hand.

Unfortunately, caring and having the right connections does not necessarily translate to having the best ideas.

Catching up on the education beat

More Duncan charm, reported here by WP's Valerie Strauss

U.S. Education Secretary Arne Duncan and at least one other Education Department official urged New York Mayor-elect Bill de Blasio and his team not to choose Montgomery County Schools Superintendent Joshua P. Starr as the city’s next schools chancellor, according to several people knowledgable about the selection process. It was an unusual move by the nation’s top education official and came in the wake of Starr’s vocal criticism of some of the Obama administration’s school reform policies.

Teach for America appears to be growing more controversial in the Ivy League (see here, here and here for starters).


Are a professor's emails part of the public record?


Another (apparent) billionaire enters the fray:

Financier Rex Sinquefield, Missouri’s largest political donor, has given $750,000 to jumpstart the initiative petition drive for a ballot measure to end teacher tenure.

According to the Missouri Ethics Commission, the money was donated on Christmas Eve to “Teachgreat.org,” the campaign committee set up to oversee the effort.

Some passages from a must-read Texas Observer piece on superstar superintendents:

And when you hire someone promising miracles, you pay them the miracle-worker rate. Klein earned $250,000 a year as New York Schools chancellor—just a fraction of the $2 million he makes as a “senior advisor” at News Corp. today. Barbara Byrd-Bennett was known in Cleveland as the “$300,000 wonder” by the end of her tenure running a 70,000-student district. In Texas, a handful of superintendents make more than $300,000 a year, including Spring Branch ISD’s Duncan Klussman, whose board bumped his pay to $305,000 earlier this year to run the fast-growing district of 35,000 students.

and

Rod Paige, Houston’s superintendent in the mid-1990s, was one of the first to sell the public on his ability to raise test scores even without more money. The former college football coach trumpeted huge test-score gains and better graduation rates thanks to his leadership and the pressure of high-stakes tests. On the strength of those results, Houston won the prestigious Broad Prize for Urban Education in 2002, the award’s first year.

Paige’s “Houston Miracle” became George W. Bush’s “Texas Miracle” on the presidential campaign trail, and Paige parlayed his apparent success into an appointment as Bush’s education secretary. But after Paige left for D.C., academics picked apart his record, showing Houston had undercounted its dropouts and exempted low-scoring kids from taking the test, and even underreported crime and fighting in the schools. By then Paige was long gone, guiding national school policy.

and

Mayor Mike Rawlings, who promised in his campaign to support bold improvement in the schools, told the Morning News, “You already have some momentum for change and have a school board taking reform-minded actions, and the city and business community is supportive of this, and whoever comes in will have a lot of support. For that reason, and if it succeeds, you’re going to be a hero.” 

Rawlings, a former Pizza Hut CEO, said he was looking for a new superintendent who could be a “real change agent.  It’s less important to me if they’re a mathematician or a businessperson or a military type. Their background is less important than their leadership ability.” 

The business world’s interest in remaking public education is nothing new—calling school leaders “superintendents” became popular a century ago, when factory efficiency experts took a first pass at redesigning public schools.

America is enjoying another such moment today. Popular business literature is suffused with the idea that strong leadership has the power to improve even the most massive bureaucracy, and the education world has fallen in line. The George W. Bush Institute, the think tank tied to the presidential library at Southern Methodist University, is home to an “Alliance to Reform Education Leadership.” The Broad Superintendents Academy in Los Angeles is one of the most polarizing institutions of the current school-reform movement, grooming “exceptional leaders and managers to help transform America’s education systems, raise student achievement and create a brighter future,” according to its website.

“I think there’s been something of an infatuation with business management in education,” says Young, the University of Virginia scholar. “Schools are not businesses. We don’t necessarily have the same moral obligations to the community and to kids that you have to stakeholders that are investing their money.”

“The reason it works in business is you do have a bottom line,” Brewer says. “In order to do that in education, they had to find one indicator of success. That’s not necessarily compatible with the complexity of education.”

New superintendents who focused on “quick wins” in the “first 90 days”—that’s all straight out of popular business literature. So is the focus on transformational change, the faith that we’re capable of rapid improvement in society if only we’ll shake off the old ways and dismantle the status quo. No business concept has been more contentious in schools than the tech-inspired enthusiasm for “disruption.”

On a related note, Diane Ravitch recently had an interesting post about an executive turned educator.

Beth Goldberg is a Middle School Mathematics Teacher at Linden Avenue Middle School in Red Hook, NY in the Mid-Hudson Valley.  Beth has been teaching for eight years since obtaining her Masters of Arts in Teaching at Bard College.  Prior to earning her MAT, Beth was a senior executive at JP Morgan Chase where she had global responsibility for a suite a payment services products.  Beth holds an MS in business from the MIT Sloan School of Management and a BA in Mathematics from Wellesley College.

Not surprisingly, Goldberg has some interesting things to say about the problems with the reform movement's attempt to apply management consulting approaches to education:

After a twenty year career in business, I decided to become a mathematics teacher. I returned to school to obtain another master’s degree in adolescent education. I was convinced that my management expertise would be readily transferable to teaching. I had managed an international staff, how hard would it be to manage a classroom of thirty or less students? Needless to say, I quickly learned that teaching students was far more complicated than managing adults. Why, you may ask? There are three simple reasons that I would like to share with the business intelligentsia.

1. Your employees are paid to listen to you, your students are not.

2. In business, employees are selected based upon a search and interview process. Teachers do not select their students.

3. In business, an insubordinate employee is fired. An insubordinate student is merely one more challenge for a classroom teacher.

To judge the effectiveness of teachers based upon an annual high stakes test would be comparable to judging the effectiveness of a business leader based upon one meeting or one memo. A business leader may have an ineffective meeting because of a variety of reasons. Similarly, students’ test scores on a particulate day are influenced by a host factors including their home life and social interactions.

Today’s education policy appears to missing the mark. Vilifying all teachers will not rectify the problems which plague a subset of this country’s education system. The current ineffective policies have been developed by individuals who lack experience teaching and are removed from students.

Nonetheless I do recognize that there are certainly lessons from business which are applicable to education. Here are a few for the NYS Education Commissioner and his colleagues to consider:

1. Those who are closest to the customer should provide the necessary feedback and market information so that sound strategies can be formed. Using business terminology, teachers with years of experience working with students are your best source of market intelligence.

2. Any large scale implementation requires a detailed project plan. It must be effectively managed as demonstrated by adhering to published deadlines and commitments. Releasing thousands of pages of curriculum materials for teachers days before teachers need to use the information is unacceptable.

3. Communicate clearly and effectively to all your customers,  colleagues and staff. Listen to their concerns.

When I left the business arena to become a teacher, I naively had no  idea of the complexities and challenges faced by teachers each day. Teaching is one of the most rewarding and challenging endeavors I have undertaken. Even though the career is much more demanding and complicated than I anticipated, the satisfaction I receive from a job well done more than compensates me for the effort I invest in teaching my students. I hope that the numerous problems accompanying the education reforms now underway in New York and across the country will be acknowledged and appropriately addressed before the education system is bankrupt.

And any post on management consultants in the education reform movement has got to be followed by a David Coleman link.

The strange bedfellows of the education reform movement

Mercedes Schneider has a post that beautifully illustrates some of the complexities and contradictions of the reform movement using the example of this big-budget campaign:

On December 10, 2013, the Center for Union Facts (CUF) (don’t believe the name) sponsored a full-page ad in the New York Times attributing the “high school slip in global rankings” to a single issue: The failure of American Federation of Teachers President Randi Weingarten to promote merit pay for teachers.

The ad reads,

We have fallen behind Latvia, Estonia, and Vietnam in science and math. The teachers union continues to protect incompetent teachers and refuses to reward outstanding teachers with merit-based pay. Randi Weingarten, head of the American Federation of Teachers, fights against reforms that would help fix our failing schools.

Later in the post, Schneider provides some background on CUF:

The Center for Union Facts is one of five nonprofit “front groups” run by lobbyist Rick Berman of Berman and Company:

American Beverage Institute

Center for Consumer Freedom

Center for Union Facts

Employment Policies Institute Foundation

Enterprise Freedom Action Committee

These “front groups” offer mission statements that disguise the agenda of hidden supporters. CUF is Berman’s front for union bashing.

(Schneider's follow-up is also worth checking out.)

For more on Berman, here are the first few lines of his Wikipedia page:

Richard B. Berman (born 1942) is a Washington, D.C.-based lawyer, public relations executive, and lobbyist. Through his public affairs firm Berman and Company, Berman runs several industry-funded non-profit organizations such as the Center for Consumer Freedom[1] and the Center for Union Facts.[2] Berman's organizations have run numerous media campaigns on the issues of obesity, smoking, mad cow disease, taxes, the national debt, drinking and driving, as well as the minimum wage.[3][4][5] 60 Minutes has called him "the booze and food industries' weapon of mass destruction,"[4] labor union activist Richard Bensinger gave him the nickname "Dr. Evil,"[3][4] and Michael Kranish of the Boston Globe has dubbed him a “pioneer” in the “realm of opinion molding.”[6]

In September 2013, the Huffington Post included Berman on its “list of the 20 most influential members of the power elite.[7]

Just to be clear, most people in the reform movement are motivated by a sincere desire to improve education, particularly among the disadvantaged, but that doesn't mean we can dismiss the influence of groups with other agendas. There is no part of the movement that has not gotten significant support from some group hostile to unions (such as the Walton family) and, because of the highly interconnected social structure of the movement and the lack of firewalls, almost every major player in the movement is at best one or two degrees of separation from an anti-union activist (for example, David Coleman, the father of the Common Core initiative, was a founding member on the board of Michelle Rhee's StudentsFirst, which is pretty ground zero for the anti-labor wing of the movement).

This doesn't mean that we should look at most movement initiatives as covert attempts at union busting; that's not how influence works. Very seldom do you buy people outright. Instead you generally plant a bias that's subtle enough to go unnoticed by those affected. People like Jonathan Chait are not anti-labor but they've been nudged into some extremely anti-labor positions and have generally remained unaware of the process.

Weekend blogging -- Starring the writer...

Except for someone like Keaton or Chaplin (who else could they cast?), I've always found the notion of actor/director rather odd. It seems like a cumbersome way of making a movie, particularly in the pre-video era.

So why do we see so many actors directing themselves? Perhaps there's something about the craft of screen acting that naturally develops a director's eye, bu it's far more likely that movie stars have lots of power and directing has a high glamour to work ratio.

Screenwriting, by comparison, has a notoriously low glamour to work ratio. Nonetheless there are examples. W.C. Fields wrote most of his own films. So did Mae West. (For their one collaboration, My Little Chickadee, West wrote the screenplay while Fields contributed one scene. Notably, though the film made a ton of money, the two stars never made another movie together.) Mel Gibson co-wrote his semi-comeback, Get the Gringo (Yeah, I know... but if you can get past off-screen Gibson and you enjoyed Payback you'll probably like this one better).

All of which is an excuse to link to another freebie from the Criterion Collection, The Horse's Mouth, written by and starring Alec Guinness.

Before Michael Lewis, there was George Goodman and "The Money Game"

George "Jerry" Goodman (a.k.a. the other Adam Smith) just passed away. Goodman is best remembered today for the long running show Adam Smith’s Money World, which is a shame because as good and as influential as that show was, Goodman's biggest impact was on the business and economics beat of the New Journalism of the Sixties and Seventies.

Paul Krugman, a friend of Goodman, has this to say:

First, about how innovative Jerry was: when he began writing urbane, witty accounts of Wall Street’s doings, he was blazing new trails. The Money Game was published in 1967 — the same year as the release of the movie The Graduate, which famously portrayed the world of business — plastics! — as a nightmare from which anyone free-spirited had to flee. Yet the Age of Acquarius was also the age of the first great postwar bull market. Jerry rescued business journalism — part of it, anyway — from boring men talking earnings reports; this stuff, he realized, was every bit as interesting as the counterculture, and he conveyed that interest to his readers.

Today's long-form business journalism pretty much all comes out of Goodman's overcoat. Goodman was a successful novelist and screenwriter before trying his hand at Wall Street. Very much in keeping with the New Journalism school, he brought these literary skills to previously dry and stuffy topics, combining powerful insights with Dickensian character sketches and resonant imagery. Here's a passage from the Money Game that has stuck with me over the years describing investor mentality in the final days of a bubble:

“We are at a wonderful ball where the champagne sparkles in every glass and soft laughter falls upon the summer air. We know at some moment the black horsemen will come shattering through the terrace doors wreaking vengeance and scattering the survivors. Those who leave early are saved, but the ball is so splendid no one wants to leave while there is still time. So everybody keeps asking – what time is it? But, none of the clocks have hands.”

With the exception of Michael Lewis, I can't think of another writer in the field with comparable literary gifts, and it's very much an open question if Lewis could have been Lewis if Goodman hadn't become Smith more than two decades earlier.

Identity politics

This is the introduction to a nice article on the perils of Social Darwinism:

That’s a satisfying worldview for someone who is successful and considers himself unusually bright. But a quick look at the data shows the limitations of raw smarts and stick-to-itiveness as an explanation for inequality. The income distribution in the United States provides a good example. In 2012 the top 0.01 percent of households earned an average of $10.25 million, while the mean household income for the country overall was $51,000. Are top earners 200 times as smart as the rest of the field? Doubtful. Do they have the capacity to work 200 times more hours in the week? Even more doubtful. Many forces out of their control, including sheer luck, are at play.

But say you’re in that top 0.01 percent—or even the top 50 percent. Would you want to admit happenstance as a benefactor? Wouldn’t you rather believe that you earned your wealth, that you truly deserve it? Wouldn’t you like to think that any resources you inherited are rightfully yours, as the descendant of fundamentally exceptional people? Of course you would. New research indicates that in order to justify your lifestyle, you might even adjust your ideas about the power of genes. The lower classes are not merely unfortunate, according to the upper classes; they are genetically inferior.

It's rather a complex problem.  I look at it as being the case that luck, hard work, and ability are each likely to be necessary conditions for being in a top income bracket (conditional on not being there entirely due to wealth alone), but that none of them (alone or together) are sufficient. 

Under these circumstances it can be hard to really ask hard questions like "what is fair".  It even attacks approaches like the "veil of ignorance", because hard work is seen as a decision that you can make.  But coal miners also work hard and rarely become exceedingly well off.  It can be hard to realize that some people work hard and succeed while other work hard and do not. 

But I think it is a needed realization to moving forward on really handling inequality. 

When Common Core is not Common Core (and more importantly, vice versa)

One commenter said in response to this video:

Go to the standards and see if you see the requirement for this kind of deadening scripted teaching strategy. I’ll save you the trouble: you won’t find it.

Many other states have not found this necessary. And, as someone else pointed out, this is a strategy used in many charter schools much before CCSS.

A state like NY is reduced to this kind of scripting when it is running the good teachers out with punitive testing and privatization and replacing them with TFA and other inexperienced teachers who don’t know any better.

This brings up a serious point. Lots of us, myself included, have discussed Common Core in fairly broad terms. Others, like this fellow, would argue that CC is just the list bare-bones topics listed in the actual curriculum. Who's right? We both are, or, put another way, some questions work better with the first definition; others work better with the second.

When is "not Common Core" Common Core?

Though the dividing lines aren't always clear, what we refer to as "Common Core" is generally a relatively coherent set of proposed changes to the topics we teach, the way we teach them and the standardized test we use to measure them. These changes tend to have common origins, objectives and underlying assumptions. More importantly, the topics, methods and metrics were designed to compliment each other and there is considerable pressure to adopt the lot.

Free Markets and Efficiency

There has been a lot of talk about how efficient private markets are.  So, when UPS and Target had pretty major problems, it become something of a cliché to point out that they were not making the market look so great.  I look at this issue differently -- large organizations always have efficiency, transparency, and coordination issues.  Governments get a bad rap because, by and large, they are large organizations. 

Adam Smith talked about, in the Wealth of Nations, how the streets of London were better lit because it was the municipal government providing the service.  He also had serious issues with corporations, mostly because they have precisely the issues he saw in government. 

So the myth that I would like to slay is that government is inherently inefficient.  Large organizations are inherently inefficient.  However, there are returns to scale that are extremely important.  It is useful to have a large polity to have a robust army -- it's not typical for the outnumbered army to win due to quality unless the size gap is small (just ask Napoleon about Russia).  But nobody would think Russia in 1812 was a more modern or efficient society than France. 

So this doesn't mean that we shouldn't have corporations (or government for that matter) or that we shouldn't ask for better administration (we should).  But it does mean that we should think carefully about what things are best done by which kind of organization.  It's not shocking that Kentucky (smaller than the federal government) seems to have implemented health care exchanges more efficiently.  On the other hand, a uniform legal system is something that we want implemented as broadly as possible and for which we are already willing to accept some efficiency trade-offs.

So I think the real issue is that real life is a game of rock-paper-scissors-lizard-spock.  Picking the correct level at which to solve a problem is half of the battle.  Target, for example, is a fine retailer and I have had a lot of positive shopping experience there.  I use UPS and Amazon all of the time and I am delighted by the median level of service.  But I was caught in both the Target hack and had a present for my wife come the day after Christmas.  I recognize that everything is a compromise.

So I guess my wish for the new year is that we could reframe the debate into "better government" and "better business" -- just improving matters in general.  That might be a much more useful approach to the whole debate.

And, before I forget, Happy New Year from OE to our readers. 

“Because she wanted to.”

Over at Valerie Strauss's essential Washington Post column, principal Carol Burris of South Side High School in New York has a must read guest post on Common Core. The whole piece is excellent but given our renewed focus on the math curriculum, I wanted to highlight the following:

My music teacher, Doreen, brought me her second-grade daughter’s math homework.  She was already fuming over Education Secretary Arne Duncan’s remark about why “white suburban moms” oppose the Common Core, and the homework added fuel to the fire. The problem that disturbed her the most was the following:

3. Sally did some counting. Look at her work. Explain why you think Sally counted this way.

177, 178,179,180, 190,200, 210, 211,212,213,214.

It was on a homework sheet from the New York State Common Core Mathematics Curriculum for Grade 2, which you can find here.

Doreen’s daughter had no idea how to answer this odd question. The only response that made sense to her was, “Because she wanted to.” My assistant principal and math specialist, Don Chung, found the question to be indefensible.

The teachers in her daughter’s school are also concerned.  They are startled to find that the curriculum is often a script. Here is an excerpt to teach students to add using beads from the first-grade module.

T: How many tens do you see?

S:1

T: How many ones?

S: 6

T: Say the number the Say Ten way.

S: Ten 6

Scripts like this are commonplace throughout the curriculum.

Similar headaches exist at the secondary level as well. A relative, who is required to teach Common Core Algebra from the modules, shared her worries about the curriculum’s conceptual gaps, disjointed and illogical concept progressions, and insufficient time to complete lessons.

I'll be filling these points out in more detail later, but here are a few quick points:

These examples and complaints are representative of most of the reaction I've been hearing about Common Core Math. Here's another interesting example I'll probably be discussing more soon;

As mentioned before, scripted lessons tend to produce more convergent learning. This is good for standardized tests;

Scripts also have a Harrison Bergeron effect on teachers. Even in a lecture, teaching is as much conversation as presentation. You always need to listen to the students -- even if it's just to their expressions and body language -- and shape what you're saying accordingly. Scripts discourage these conversations. But while scripted lessons are very seldom optimal for any competent teacher, they are the most sub-optimal for the best teachers;

Kids have a natural tendency to go off script. It is possible to suppress this tendency but it is not always advisable;

Note the complaint about "insufficient time to complete lessons." In many ways, the CC approach appears to have been designed to favor KIPP-type schools, institutions with extended school hours and calendars, regimented class culture and disproportionately inexperienced teachers. That's not that wild of a supposition when you consider the popularity of the model, the influence of its adherents and the antipathy of the reform movement to firewalls and conflict of interest concerns;

Deeper in the weeds but arguably more important is the role of Taylorism here. The reform movement has long had a weakness for certain kinds of business theory involving management and compensation, theories that resonate with consultants but fare badly in the field. Stack ranking is probably the example that's gotten the most press recently but I'd argue Taylorism is the most influential.

Fredrick Taylor always had a rather questionable foundation (particularly involving data) and his methods have been associated with some rather notable failures. Nonetheless, he set the business model and the culture of modern management consulting, a mindset that is tremendously important in the reform movement. Given all that, it's not too surprising to learn that possibly the most important figure in the new curriculum movement, David Coleman, got into the education field without any teaching experience due to his work as a consultant with McKinsey & Company.

Weekend blogging -- In Memoriam

Peter O'Toole

Michael Ansara

Ray Harryhausen

Richard Matheson

Jean Stapleton

Jonathan Winters













(Ansara was also Mr. Eden)

A holiday message from the creative class to Richard Florida -- screw you

Last Saturday was the big party of the year for the LA hot jazz/country blues scene. Droves of musicians, actors, writers and directors converge on a small house in Venice Beach, along with a smattering of historians and engineers (sound and software). Every year, numerous people make an allusion to the stateroom scene in Night at the Opera (and with this crowd, everyone gets the reference). There weren't any famous faces (unless you're really into jazz or roots music), but it was an accomplished crowd with Grammys, Broadway credits, glowing NYT, WSJ and NPR reviews and numerous impressive collaborations.

A few hours in, it struck me that almost all of the people at this party fell squarely into Richard Florida's creative class. In fact, most of the people I associate with on a regular basis fall into Florida's rather broad definition. What I heard last night further reinforced some things I've been observing for years now about the disconnect between the picture painted by pundits and social commentators and what it actually means to make a living through creativity in today's economy. It's a complicated situation but I think I can boil the gist down into the following fairly brief statement:

Screw you, Florida.

The super- creative core of this new class includes scientists and engineers, university professors, poets and novelists, artists, entertainers, actors, designers, and architects, as well as the "thought leadership" of modern society: nonfiction writers, editors, cultural figures, think-tank researchers, analysts, and other opinion-makers.

From "The Rise of the Creative Class" by Richard Florida

Florida paints a bright picture of these people and their future, with rapidly increasing numbers, influence and wealth. He goes so far as to say "Places that succeed in attracting and retaining creative class people prosper; those that fail don't." It wass hard to read something by Florida and not envy that rising class, at least it was until it hit me that he was talking about me and people I knew and our lives weren't going nearly as well as he suggested. As Thomas Frank put it "The creative class has never been more screwed."

Except for a few special cases, this may be the worst time to make a living in the arts since the emergence of modern newspapers and general interest magazines and other mass media a hundred and twenty years ago (even in the depression you had the WPA -- “Artists have to eat too”). Though we now have tools that make creating and disseminating art easier than ever, no one has come up with a viable business model that supports creation in today's economy.

With the exception of a few select areas where you can find lots of wealthy patrons, it's just not a reasonable career path. At the party this weekend, out of dozens of nationally and internationally recognized musicians, perhaps three or four were making a middle-class or better living at their craft; most were either getting by on very modest means and/or had day jobs.   Artistic professions used to have teaching to fall back on but those jobs have been getting crappier and yet harder to find over the past thirty or so years.

The picture is somewhat brighter on the STEM side, but not that much brighter. The collapse of teaching has hit us too. In the private sector, it's hit-or-miss if you're not flavor of the month and even if you are among the lucky few:

Companies (including the hungry ones) have gotten surprisingly picky;

You'll probably need a graduate degree (and the debt that goes with it);

There's little security even while you're hot;

The specialists who get the most money are also the most vulnerable to changes in tech and taste.

In other words, it's a lottery ticket and, considering the odds, the pay-off isn't all that great.

Florida's framework has rather publicly come crashing down lately, but, even at its peak, it never stood up to serious scrutiny. Like most of the utopian urbanists, his collection of anecdotes, cherry-picked statistics and wildly unjustified causal inference was only convincing because people wanted to be convinced.

MOOCs and analogies

Matt Yglesias has a very nice post pointing out the issues of over-hyping MOOCs as a way to transform education.  He points out that TV watching of sports hasn't reduced demand for live attendance of sporting events:

At any rate, it would be dumb to assume or assert that the ability to watch education videos online will have the exact same relationship to live instruction that television has to live sports. The analogy is instructive simply because it's difficult to summarize all the ways that TV broadcasts have changed sports. In some ways, access is broader and more egalitarian than ever. In other ways, access is narrower and more exclusionary than ever. In some ways you see substitution. In other ways you see complentarity. It's complicated.

 This isn't a unique insight (I heard Mark Palko talk at length about how VCRs did not disrupt classroom teaching in any important way).  But it is important to remember that the potential to disrupt is not the same as actual disruption.  Nor may the interplay between live and broadcast media be simple and straightforward. 

More on the complicated politics (racial and otherwise) of the education reform movement

Like NYC, Chicago has been in the forefront of the reform movement, particularly when it comes to replacing traditional schools with charters and, like most of the country, it has been the site of increased push back over the past couple of years from parents, teachers' groups and surprisingly aggressive journalists.

One target has been the United Neighborhood Organization and its executive director Juan Rangel. This piece by the Chicago Reader's Mick Dumke and Ben Joravsky from back in 2012 nicely illustrates some points made previously about the way many reformers use racial politics:

The United Neighborhood Organization is the former Alinsky-styled community group that's built an empire of 11 charters and counting through what executive director Juan Rangel describes as years of "hard work."

What he doesn't stress quite as much is the political clout and connections UNO has cultivated with mayors Richard Daley and Rahm Emanuel, as well as Governor Pat Quinn, to the tune of about $30 million a year in public funding. And counting.

As for the Reader, well, in our tongue-in-cheek political roundup to close out 2011, we honored Rangel, in a manner of speaking, with the Halliburton Award, given to the private contractor who quietly runs a wing of government.

To his credit Rangel hit us right back, posting a link to the piece on his Facebook page with his own snarky wisecrack: "I usually don't promote the rants of people who despise charter schools, who are knee-jerk UNO haters or who just plain loathe successful Hispanics, but this week's Chicago Reader made me LMAO.... Check it out! If you want a hard copy, you can find one in any gentrified neighborhood where Hispanics have been displaced."

To the credit of both Rangel and the journalists, they managed to arrange an interview and a tour of one of the chain's schools.

Another row of children—all wearing the UNO brand—obediently files down the hall.

"Look at these kids. There are people who say they can't stand in a straight line. We're here to say it's doable. [The accusation that critics of charter schools don't believe that minority kids can succeed is a common piece of movement rhetoric. The part about not being able to stand in a straight line is a new one on me. MP]

"White liberals, they think they know what's best for our community. This community has a lot of assets—it's family oriented, there's good housing here. But the schools are crappy."

And the schools are crappy, he says, because some people send the message that it's normal for Hispanic kids to fail. And most of those people are white liberals.

In fact, Rangel keeps bringing up white liberals until we ask who exactly he's talking about. What about his white liberal benefactors and supporters, such as Arne Duncan, school board member Penny Pritzker, state senator Heather Steans—and Rahm Emanuel?

Rangel doesn't say a word.

But Mayor Emanuel's a white liberal, isn't he?

Pause.

Let's take it step by step. We all agree that he's white—right?

Nervous laughter.

OK, back to that tour . . .

As long as we're on the subject of Mayor Emanuel, we note that he seems to visit UNO schools a lot—using them as a backdrop when he holds a press conference to rip the regular public schools or the teachers union.

"I don't think that's a prop," says Rangel. "I don't have a problem when the mayor or others highlight us as example. We're very proud of that. People say we've sold out and all that, but we're still pushing the envelope. You can't say we're not out there. You can disagree with what we do, but you can't say we're not doing something."

In short, he's not apologizing for presenting UNO as the voice of Hispanics in Chicago. "When people say, 'How does UNO get a $98 million windfall in these tough budget times?' Well, that's for them to figure out."

I came across this interview because Rangel is back in the news due to another aspect of the reform debate, the way that the cozy relationships between the reform advocates in office and the advocates in business is raising concerns.

Dan Mihalopoulos off the Sun Times has generally taken lead on this part of the story:

Juan Rangel, longtime leader of the clout-heavy United Neighborhood Organization, is out as UNO’s $250,000-a-year chief executive in the wake of a scandal that cost the group millions in state funding and led to a federal investigation of its bond dealings. Rangel’s departure “by mutual agreement” with the board of the not-for-profit group that operates the largest charter school network in Illinois is effective immediately, UNO officials said Friday. Rangel had three family members on the UNO payroll. Sources said two of them quit recently, including Rangel’s nephew Carlos Jaramillo, UNO’s deputy chief of staff.
...

Rangel has close ties to politicians including Mayor Rahm Emanuel, whose 2011 campaign Rangel co-chaired, Ald. Edward M. Burke (14th) and Illinois House Speaker Michael Madigan (D-Chicago), who sponsored a $98 million state school-construction grant to UNO in 2009. The state money — believed to be the largest government subsidy for charter schools in the country — fueled UNO’s rapid growth as a
charter operator. But the way UNO spent the money helped bring an end to Rangel’s rapid rise in Chicago politics.

Rangel’s top aide, Miguel d’Escoto, resigned in February, days after the Chicago Sun-Times reported UNO had given $8.5 million of business — paid for with the state grant — to companies owned by two of d’Escoto’s brothers. The revelation prompted Gov. Pat Quinn to suspend grant payments to UNO in April, which temporarily halted construction of a new UNO high school on the Southwest Side.

Rangel offered a public apology, saying he had “failed to exercise proper oversight.”

Quinn lifted the suspension, and work on the UNO Soccer Academy Charter High School resumed. But Quinn disclosed recently that he has suspended payments from the remaining $15 million after the federal Securities and Exchange Commission began investigating UNO over its bond dealings.

In September, the SEC’s enforcement division in Chicago told UNO the agency “is conducting an investigation . . . to determine if violations of the federal securities laws have occurred.” The SEC asked for documents related to $37.5 million the group borrowed from private investors, as well as records involving the state grant.

Happy Holidays from XKCD

Christmas from the Archive

The Internet Archive to be specific. Lots of fascinating stuff here. A music historian I know has an ongoing project digging through the radio collection and he's constantly coming up with something of artistic or historical interest. (If any pop culture historian would care to join the fray, take a look at "Singles and Doubles," a collection of shows with only one or two known episodes. )

Here are some Christmas-themed videos I dug up from the Archive. No new finds, but plenty of off-beat clips. We've got:

Two shorts from Edison studios;

Two non-jolly Christmas episodes from the original Dragnet;

An influential animated feature from the Soviet Union, with some very American added footage;

An early effort by Jean Renoir;

The debut production of the Hallmark Hall of Fame;

A CBS News special report from the mid-Sixties, interesting both for its subject matter and its reminder of how much TV news has changed over the years.


A Christmas Carol (1910)





The Night Before Christmas




A Gun For Christmas





The Big Little Jesus (1953)





The Snow Queen (Animation) (1959)






The Little Match Girl





C (Dec. 24, 1951)



Christmas In Appalachia, 1965