Education Reform: Politics Trumps Reason

By Rita Platt & John Wolfe 

The arguments over educational reform have always been loud. But, recently, we feel they have risen to the “mad-man with an ax level.” The landscape has become so politically and emotionally charged that is increasingly challenging to have a rational and honest conversation much less, use policy as leverage point to effect meaningful change.

Both scholarship and policy have their place at the reform table. They both are forms of power to understand and manage our systems. But, the nature of politics is that it seizes on any potential for power to control and influence. That is what has happened in terms of current ed reform efforts.

Take the Common Core State Standards in Wisconsin as an example. We are well aware of the problems with them as presented by both of those on the right and left sides of the political aisle. But, we basically like them. For the record, we both fall firmly on the far left. Read our post on the pros and cons of The Core here. 

Our Wisconsin governor, Scott Walker, is currently trying to repeal them, although he was supportive of them initially. Why repeal them? He needs to shore up his conservative street cred and distance himself from Jeb Bush (who supports the CCSS) in preparation for a bid for nomination as the republican candidate for the presidency. What does this have to do with what is best for Wisconsin students? Best practices in teaching? Nothing. Politics trumps reason.

There is no easy fix to the problems that plague our schools and society. We believe the CCSS will help even if in only the fact that they can help unify teachers. Good teaching practices are not born in a vacuum. For the first time, more than 50% of our public school children live in poverty.  Schools can help but they cannot bear the burden of change alone. Until the nation has a serious conversation on how to ameliorate poverty through living wages, lower cost health care and greater access to it, lower housing costs, lower higher education costs, and a halting of tax loopholes and shifting American jobs overseas, we will get nowhere. Public education does not exist is a vacuum either. In fact, offering improved educational outcomes as a cure for these greater ills is a smokescreen for avoiding the harder questions that must be asked.

When the point of education reform was to address problems without wildly politicizing them, great things happened. IDEA, Brown v Board of Ed, Lau v Nichols, and Title IX are all good examples of this. Once ed reform became hyper-political and polarizing in nature, public schools became an easy target and an easy soapbox for politicians to garner power.

Here is an article we wrote on the cacophony of voices from liberals and conservatives about the CCSS. A perfect example of ideology and politics getting in the way of meaningful conversations about change initiative.

What’s is funny about this post is that it could be used to bolster arguments on either side. And. that’s the problem.

Teachers, where does this leave us? In the uncomfortable position of advocating for positive educational and societal change while realizing that our voices will be added to the din. A positive first step is, as educators and leaders, being very aware of that din and trying to keep our voices separate from it.

 

Rita Platt (@ritaplatt) is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.

John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.