[from the
teaching blog]
When following the education reform movement, it is enormously useful
to step back from time to time and look at who was saying what a few
years ago. As recently as 2009, it was almost impossible to find serious
critics of the movement in the mainstream media (to highlight how much
things have changed, I put together
an e-book collection of my 2010 education posts, annotated but otherwise unrevised).
As
far as I can tell, the Washington Post was the first of the major
papers to start turning a tough, critical eye towards initiatives like
charter schools, Common Core, and
Glengarry Glen Ross incentive
systems. Recently, the New York Times has been aggressively
investigating problems at Eva Moskowitz's Success Academies, but this is
a relatively new position.
This 2014 NYT Magazine
piece by Daniel Bergner is interesting on a number of levels, not the least of which being a reminder of how things have changed.
On
the topic of scores, the U.F.T. and Ravitch insist that Moskowitz’s
numbers don’t hold up under scrutiny. Success Academy (like all
charters), they say, possesses a demographic advantage over regular
public schools, by serving somewhat fewer students with special
needs, by teaching fewer students from the city’s most severely
dysfunctional families and by using suspensions to push out
underperforming students (an accusation that Success Academy vehemently
denies). These are a few of the myriad factors that Mulgrew and Ravitch stress. But even taking these differences into account probably doesn’t come close to explaining away Success Academy’s results.
First
off, even at the time "vehemently" did not equate to "convincingly."
There was already an enormous amount of evidence behind these
accusations. Letting SA's denial go unchallenged did Moskowitz a huge
favor, as did the unsupported claim at the end. Little more than a year
later, the NYT itself was reporting on the Success Academies' "got to
go" lists.
[Diane Ravitch was extremely upset both by how Bergner handled her interview and wrote a stinging
post in response.]
As bad as this section was, the really troubling part (at least for me as a statistician) came later.
In
talking to dozens of current and former Success Academy employees and
parents, the critique with the most staying power involved the schools’
overly heated preparation for the state exams. A former fourth-grade
teacher recounted that network employees made a minivan run to Toys “R” Us
and returned to unload a mound of assorted treasures in the back of her
classroom. “It was a huge pile,” she says. “We called it Prize
Mountain.” She would remind the pupils that a good score on a practice test meant a gift from the mountain.
Teachers also chart students’ results on the practice tests, posting their names and scores on classroom walls.
Yet I heard from parents like Natasha Shannon, an African-American
mother of three girls in Success Academy schools, that although the
public posting could be painful for the children, it was important
nonetheless.
...
For her part,
Moskowitz asserts that the public charting is one aspect of the
network’s emphasis on feedback, not only for the students but also for
the faculty. Throughout the year, whether or not test prep is underway,
scores on quizzes and writing assignments are analyzed at network
headquarters. Each teacher’s outcome is tabulated, and bar graphs are
instantly available to all faculty members. The teachers whose classes lag are responsible for seeking out advice from those who top the graphs,
just as the students with red or yellow stickers by their names are
guided to emulate the topic sentences of those whose stickers are green
or blue.
Couple of points here.
1.
We can go back and forth on different methods of rewarding academic
performance in other contexts, but in this case we're talking about
diagnostic
tests. Doling out special rewards and punishments can and probably does
undermine the quality of the resulting data. The fact that Bergner
(and, to be fair, most reporters covering the story) seem completely
unaware of fundamental education concepts is disturbing;
2.
Even more disturbing (though we can't blame this one on Bergner.) is
the fact that one of those model teachers whose advice was being sought
was
Charlotte Dial.