Insanity is sometimes defined as doing the same thing over and over while expecting different results. Below is what Paul Thomas, an associate professor of education at Furman University in South Carolina, calls his “insanity chart” that starkly shows the problems facing public schools and the (same) approach taken to fix it by the “no excuses” brand of school reform espoused by Michelle Rhee and her supporters. This was first published on the Schools Matter blog. Thomas writes his own blog addressing the role of poverty in education.
Public School Problem
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“No Excuses” Reform
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Poor, Latino/Black, special needs, and ELL students assigned disproportionately inexperienced and un-/under-certified teachers
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Assign poor, Latino/Black, special needs, and ELL students Teach for America recruits (inexperienced and uncertified)
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Public schools increasingly segregated by race and socioeconomic status
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Charter schools, segregated by race and socioeconomic status
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Three decades of standards-based testing and accountability to close the test-based achievement gap
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Common Core State Standards linked to new tests to create a standards-based testing and accountability system
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Inequitable school funding that rewards affluent and middle-class schools in affluent and middle-class neighborhoods and ignores or punishes schools in impoverished schools/neighborhood
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Drain public school funding for parental choice policies that reinforce stratification found in those parental choices
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State government top-down and bureaucratic reform policies that ignore teacher professionalism
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Federal government top-down and bureaucratic reform policies that ignore teacher professionalism
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Rename high-poverty schools “academy” or “magnet” schools
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Close high-poverty public schools and open “no excuses” charters named “hope” or “promise” [see above]
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Ignore and trivialize teacher professionalism and autonomy
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Erase experienced teachers and replace with inexperienced and uncertified TFA recruits [see above]
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Poor, Latino/Black, special needs, and ELL students assigned disproportionately to overcrowded classrooms
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Poor, Latino/Black, special needs, and ELL students assigned to teachers rewarded for teaching 40-1 student-teacher ratio classrooms
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Poor, Latino/Black, special needs, and ELL students tracked into test-prep classrooms
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Poor and Latino/Black students segregated into test-prep charter schools; special needs and ELL students disregarded [left for public schools to address—see column to the left]
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Teacher preparation buried under bureaucracy at the expense of content and pedagogy
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Teacher preparation rejected at the expense of content and pedagogy
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Presidents, secretaries of education, governors, and state superintendents of education misinform and mishandle education
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Presidents, secretaries of education, governors, and state superintendents of education [most of whom have no experience as educators] misinform and mishandle education
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Fail to acknowledge the status quo of public education (see above): Public schools reflect and perpetuate the inequities of U.S. society
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Fail to acknowledge the status quo of public education [see above and the column to the left]: NER reflect and perpetuate the inequities of U.S. society
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