Another Money Doesn’t Matter Story: Sadly, this one Includes Charter Schools || John Merrifield || January 27, 2015
This is just a quick take on a significant study; mostly to bring it to your attention. The report compared the rate of return on Traditional Public School (TPS) and Chartered Public School (CPS) spending. The study compared the National Assessment of Education Progress (NAEP) scores of TPS and CPS per dollar spent on each, controlling for socioeconomic characteristics. The bottom line is that the CPS rate of return is higher. But it seems to reveal, or confirm, a sad truth. In about half of the states in the sample Continue reading
Differentiation Delusion: More Exposure Needed || John Merrifield || February 7, 2015
To even credibly imagine that one size could come close to fitting all, it must be possible to effectively ‘differentiate’ instruction, which is ability grouping by subject on steroids. ‘On steroids’ because with the classroom diversity that can result from our current system’s practice of sorting children only by neighborhood and age, appropriately differentiated instruction can mean a different teaching approach for every child.
Finally, specific evidence of the futility of the obviously costly and stressful challenge of having each teacher develop and deliver multiple pedagogical approaches is going mainstream public. The title of Dr. James Delisle’s January 7 Education Week Op-Ed says it plainly: “Differentiation Doesn’t Work,” and now the mainstream knows ‘the Emperor has no clothes’. Continue reading
District School Principals: Unsurprising Recruiting Difficulties || John Merrifield || July 11, 2014
Who would want to do a job with mediocre pay, high expectations, and little authority in many of the areas quite likely to significantly impact their effectiveness? For examples, the vast majority of district school principals have little say in their school’s instructional program, or its personnel. Indeed, it is quite difficult to recruit people prepared to succeed in yet another critical public school system job that political imperatives have made unnecessarily challenging. Recall that I have previously described the daunting challenges the current system imposes on district superintendents and public school teachers. Of course, every public school eventually gets a principal, but often the district hires an under-qualified person from within the district. “There’s not much strategic thought going into the identification of exceptional talent.” Continue reading
High-Performing Traditional Public Schools are Rare, Really || John Merrifield || November 30, 2014
This is going to be a tough sell. I recognize that. But sadly, this is a very important, painful reality check. My assertion that high-performing traditional public schools are very, very rare flies in the face of some deeply-rooted human tendencies, the first of which is that ‘best’ is widely seen as something that has to be really good. An even bigger likely source of resistance to the sad fact that the dysfunctional ‘business model’ of traditional public schools ensures low efficiency, and likely low performance even in the best-funded schools with the easiest to educate children, is parents’ strong desire to believe that they did right by their children. If we define this aspect of doing right as doing as well as possible within the available choices, most families pass the test. But when best available is shown to be pretty bad for a lot of children, some denial/resistance to the message will set in. That such a message will not produce the voter adulation candidates seek may explain why few, if any, public office-seekers will take on the myth that the better public schools are just fine. The roots of the low performance problem that I keep referring back to exist throughout the public school system, and they are not substantively negated by generous funding or by locating a school in a high socio-economic status neighborhood. Continue reading
Arons, Stephen. 1997. Short Route To Chaos: Conscience, Community, and the Re-constitution of American Schooling. Amherst: University of Massachusetts Press.
Gatto, John Taylor. 1993. The Exhausted School. Oxford: The Oxford Village Press.
McCluskey, Neal P. 2007. “Why We Fight: How Public Schools Cause Social Conflict.” Cato Institute Policy Analysis #587. http://www.cato.org/pubs/pas/pa587.pdf
Powell, Arthur G, Eleanor Farrar and David K Cohen. 1985. The Shopping Mall High School: Winners and Losers in the Educational Marketplace (Boston: Houghton Mifflin). Continue reading