Tag Archives: Diane Ravitch

The Teacher Wars: A Review

Before I start: I mind Dana Goldstein (could it be she really called herself Daisy, or is this a different Dana Goldstein who graduated from Brown in 2006?) a whole lot less than I do Elizabeth Green or Amanda Ripley. I do have a complaint about book publishers handing book deals to dilettantes. Now Dana is dubbed a brilliant young scholar when in fact, she’s a reporter, a journalist, with a BA in international something or other. I mean, please.

So first off, the title’s a serious case of wishful thinking. This book can’t even be considered an inadequate history of teaching. Goldstein loses sight of her brief within a chapter or two. Anyone looking for a more systematic approach to the development and changes in the teaching profession should check out The Trouble With Ed Schools, by David Labaree, or dip into The One Best System: A History of Urban Education by David Tyack. Perhaps The Great School Wars, by Diane Ravitch, or even her The Troubled Crusade, which addresses mostly k-12 and college developments since World War II, but still gives a good accounting of developments in the teaching profession.

Yes, The Great School Wars is about the history of New York City schools, and Tyack’s work is limited to urban education. But Dana doesn’t stray much from New York all that often, and when she does, it’s usually urban education: Chicago and LA both make an appearance in that regard. But she rarely leaves the Eastern Seaboard. Goldstein leaves out much of America’s diversity: the word “Asian” makes two appearances, neither of which involve teachers working with students, Hispanics are only after the “and” (blacks and Hispanics), rural America not at all, save for the post-Civil War African Americans. This in a book that has the time to sigh wistfully over Catherine Beecher’s drowned fiancé and give a few pages to Horace Mann’s obsession with phrenology.

I found next to nothing in chapters seven and beyond on teachers themselves; it’s all on the changing discourse around teaching. I literally went back to the book title at one point; was I mistaken as to the book’s intent? No, there it was: A history of the profession.

Larry Cuban is a resource on the Cardozo Project, an earlier effort to recruit young, white elites into teaching (in this case, ex-Peace Corps volunteers), which gets the better part of a chapter. Cuban is the best progressive voice in education (and a properly skeptical one), but why does the Cardozo Project get so much time in a purported history of teaching that doesn’t once explain, lucidly, how teachers get credentials? Goldstein briefly describes the process for New York, in the mid-century, twice—usually with disapproval. She occasionally mentions the National Teacher Examination disapprovingly, without ever explaining what it was–and is.

Best mention of the NTE: “a controversial standardized test…known for producing higher scores among whites.” Yes, those state credentialing boards had to search long and hard to find a test where whites scored higher than blacks. It’s so uncommon that we all used to call the NTE “that biased test where whites score higher than blacks” unlike the SAT, the ACT, the GRE, GMAT, LSAT, every school test in the existence of the universe…

At least she mentions the NTE. The Praxis series doesn’t get one mention. Yes, in three chapters on the current “history” of teaching, one in which Goldstein regularly bewails the lack of black teachers, not a single mention of the increasing content knowledge standards, no acknowledgement of the considerable legal history on teacher examinations, all of which begins and ends with the disparate impact on teachers of color. This is, of course, one of my beats, so I’d be a tough critic anyway. But the idea that anyone could write about the history of teaching, and declare that “most have below-average SAT scores and graduate from nonselective colleges and universities” without mentioning the credential test—hell, just cut and paste NCTQ promotional materials in and call it a day.

Another puzzling gap is any mention of the development of student teaching. I haven’t begun my research in this area, but surely any history of teachers would mention the development of the practicum. Oh, hey, here Goldstein does use NCTQ as a reference:

California essentially prohibited the undergraduate education major in 1970. Prospective elementary school teachers there could choose any major and then spend a post-baccalaureate year student teaching while taking a few education classes. According to research from the National Council on Teacher Quality, a single year turned out not to be enough time to train teachers in the pedagogical skills needed for the broad range of subjects elementary teachers, especially, must tackle. Early-grades math instruction in particular was short-changed in California, and students paid the price.

Goldstein later says she tried to stick to analysis, not opinionating. She must have forgotten this passage. NCTQ is not a gold-standard source. The education major is not particularly well-respected; many reformers call for its demise. I’m also pretty sure every state allows a prospective teacher to “choose any major” and then do a year for a credential. This is, after all, how most secondary teachers get their credentials, and no small number of elementary schoolers. Yet here Goldstein is harshly criticizing the one state that did do away with the education major—without ever backing up the “students suffer” claim. (Sure, California has low test scores, but so do a whole bunch of states that offer education majors.)

But the point is that this is the first mention of student teaching, in chapter 8. How and when did teachers start providing free labor as part of training? Did it start at this point? Shouldn’t that be mentioned somewhere? Look elsewhere. Hell, look here in a month or three.

So considered as a history of teaching, Teachers Wars doesn’t even begin to start to deliver.

The book succeeds somewhat as a series of occasionally entertaining essays intended as a cautionary tale to education reformers, reminding them they haven’t had a single new idea in the past 30 years. But Tinkering Towards Utopia and The Same Thing Over and Over Again have already covered that ground. Goldstein has little new to offer. She’s too busy hitting all the buttons: feminism, check, teaching ex-slaves, check, union formation and feminism, check, communist pledges, check, overly white profession avoiding diversity, check.

And even considered in this light, the book has deficiencies. Goldstein’s time allocation is lopsided; one hundred and fifty years (1830-1980, roughly) are covered in 140 pages, while 30 years get nearly 100 pages, or nearly triple the attention. This doesn’t count the introduction and epilogue, both focused primarily on the present. Three pages on a random teacher getting canned. Kati Haycock gets an ungodly amount of time. In addition to Larry Cuban’s Cardozo Project, Alex Caputo-Pearl gets a ream or so.

I might not object as much to the past 30 years gets proportionately more attention if Goldstein had any new insights, but apart from learning the name of Reagan’s first Secretary of Education (Ted Lewis Bell–ok, so I didn’t learn it), I found little on that front. Goldstein just regurgitates recent history rather than analyze its impact. The last half of the book is slow going indeed, because there’s little we haven’t seen a million times before. I guess everyone’s forgotten the PBS series that Goldstein appeared to borrow an outline from, and will be intrigued by hints that Horace Mann and Catherine Beecher were romantically involved.

A direct comparison is instructive. The Nation published Goldstein’s chapter on the famous fight for control of Ocean Hill-Brownsville schools, in which an African American community school board fires 19 teachers without cause and Al Shanker calls a city-wide strike that goes on for over a month. Goldstein declares that the real issue involved was teacher competency (“But what could be done about teachers who were just plain bad at their jobs?”), that the board was just trying to fire bad teachers. She singles out art teacher Richard Douglass, saying he was witnessed by hall monitor Cecil Bowen being completely incompetent. Using this anecdote, Goldstein implies without saying directly this led to the May 9th firings which caused a seven month show-down.

I’m unconvinced. I can find no mention of Douglass in any other account, and while I’m not doubting her source (apparently a contemporaneous magazine article), Goldstein’s claim of incompetent teachers isn’t supported by Ravitch’s history (more on that in a minute) nor a recent history of the account, The Strike that Changed New York, by Jerald Podair. Podair explicitly says that Rhody McCoy and the school board made a list of the educators…most hostile to district control. Podair also writes that that the new teachers hired by McCoy tried to teach differently, engage the kids. Engagement vs.rigor is, of course, a debate still to this day. But I could find no real mention of teacher incompetence as the cause, but rather teacher resistance to the board. Douglass makes no appearance in that book, nor is he mentioned in Why They Couldn’t Wait, or Charles Isaacs’ account from inside. The general consensus appears to be not that these were “bad teachers” but that they were trouble makers. It may also have been true that the teachers “didn’t relate” to the students, but Isaacs’ account makes clear that “relating” means an early entry of the hippy dippy 70s teaching style, truly the nadir of recent American education. And, as Goldstein makes clear , the test scores plummeted under Rhody McCoy and community control, so despite all the supposedly rigid teachers, kids actually learned less with the well-meaning newbies and teachers who “related”.

But apart from that one discrepancy, Goldstein’s account doesn’t break any new ground, and can thus be compared to the first history of this incident, which appeared in Diane Ravitch’s The Great School Wars.

And the comparison doesn’t serve Goldstein well. It’s easy to mock Ravitch these days, and her credibility in the elite circles of edu-wonks is apparently quite low (education reporters like Alexander Russo openly insult her on Twitter) but her early histories have chapters that just scorch your psyche. I originally included some quotes, but really, the overall comparison is girl to woman, boy to man, History Lite to Serious Shit. Ravitch was 34 when she wrote The Great School Wars, Goldstein is about 30. Ravitch didn’t have a book deal, she wasn’t a journalist from the right schools (much more important these days then back then), she was a housewife and mom with a rich husband with no one to please, and it shows. Agree or disagree with Ravitch’s overarching themes, her early work really is fearless and purely exhilarating to read.

Instead, we have Dana Goldstein, who made it this far by getting into the right school, writing what’s expected of her, not offending anyone, so why start now?


Traffic

I am not competitive, but I like comparisons. How is my little corner of the blog universe doing? Why am I getting all this traffic? Are people actually reading me? Are all these clicks just random clicks from autobots of some sort? For most of October, I wrote only two posts, but two days before the end of the month it had been my biggest month (click–can’t figure out how to render full-size).

Stats115
That’s not impossible; my essays are often discovered after the fact. Mine is not a time dependent blog linking in news of the day. Still, I wonder.

So I figured out how to use Alexa, a little (click):

AlexaNov5

Alexa says that rankings are kind of sketchy until you’re under 100,000. Well. Diane Ravitch’s ranking is something like 161K. Education Excellence–the website, not the blog–is something like 220K. Diane is the only individual education blogger I could find with really high rankings; I didn’t include her on this because the scale eradicated all the other differences.

This is primarily a comparison of my site to those of education policy wonks and reporters, with the exception of Dan Meyer. Most individual teacher bloggers I looked up were well below my ranking; everyone I could think of was in the 2 million range or not ranked at all. I couldn’t look up individual edweek bloggers, so I have no idea how Sawchu, Hess, Gerwitz or Cody do, for example. Alexander Russo’s entire site (scholastic administrator) came in below a million—I didn’t include it because I’m not sure how his blog relates to everything else. Daniel Willingham’s site numbers are for everything, but I’m figuring his blog gets most of the traffic.

I can’t figure the whole thing out—it’s clear I improved a lot from a low point in May, but May was a huge month for me. June and July were big dropoffs. It’s also clear I ended “up”–if I’d done this a few weeks ago, I’d have been slightly below some of the bloggers I’m now above. Larry Cuban has been my own benchmark for a year; I used another site (Quantcast, I think?) and because we are both on wordpress comparisons were pretty easy. He’s usually right above me; it’s a fluke that right now I’m ranked slightly higher than he is.

However, I thought this was a helpful graphic. I’m not imagining things; Alexa thinks I’m doing pretty well in a relative sense. I mean, there’s really major bloggers who are in the same million rankings with me! And I do it for free. Kudos to Joanne Jacobs, who I’ve been reading for years and does it all on her own. Dan Meyer, also doing it all by himself, as a teacher no less, has great numbers, too.

Any ideas? Other sites to check out? Or do your own comparison.


My #FF list, or Ed Folks I Read

If you want to know why Mike Petrilli irritates me, look no further than his recent post on top education Twitter feeds. Does Petrilli not know the difference between propagandists advocates, analysts, and hobbyists? What the hell is the point of putting Arne Duncan at the top of the list?

New annoying buzzword: curate. Petrilli should have curated. He’s a major education policy propagandist advocate; what would be interesting is his own personal list of education policy writers and specialists. Not completely out of the question is the possibility that Petrilli picks his twitter feed based on Klout score, so he was giving us his reading list.

I thought I’d show Petrilli what he should have done—assuming he was trying to advise people who actually are looking for education policy writers, as opposed to providing a self-congratulatory fist bump list for the Twitter Titans. And, since many of my readers aren’t solely or even primarily interested in education, I’m writing for a novice audience.

I don’t have a reader. My blogroll is randomly selected to demonstrate range, not totality. I periodically peruse my twitter followers—that is, the ones that I don’t follow—to see what they are up to. If I don’t follow you, it doesn’t mean I don’t read you at all. I go to blogs just as it occurs to me, and I find Twitter, which I’ve used for only a year, to be very helpful in keeping up with education topics. The people on this list have either a blog or a Twitter account, usually both. The names are in no strict order.

Paul Bruno, a middle school science teacher, has his own blog and used to write (still writes? Not sure) at This Week in Education. Bruno is the only blogger/writer who I identify with, whether we agree or not. We need more teachers writing on ed policy from an analytical perspective, rather than advocating for one side or another.

Joanne Jacobs–the best reporter’s education blog out there. Joanne rarely links to one article; she anticipates the objections and finds an effective advocate for the opposition. Everyone should read her.

Stephen Sawchuk, at Teacher Beat, is often stuck writing about topics that should be insanely boring—union conferences, pension reform, teacher preparation standards—and he does a great job making them interesting and understandable. Joanne goes wide, Sawchuk goes deep. He wins extra points for being the only person, other than, say, me, who raises red flags about minority teachers in the current push to “raise teacher quality”. I read him frequently; his stuff often leads me to interesting questions.

While you’re on the site, most of the Ed Week blogs are worth evaluating. While some of them are just advocacy sites, I find Catherine Gewertz’s Curriculum Matters useful, and many of the teacher blogs are worth checking out occasionally.

Tom Loveless–He doesn’t have a blog that I know of (AEI blogposts) and I was only able to include him here because he’s on twitter. But he’s badass. Let me put it this way, and he’s the only one on this list I say this about: if I ever disagreed with him, I’d worry I was wrong. For about 90 seconds. But still.

Larry Cuban‘s blog is excellent and wide-ranging; he never offers easy answers but always interesting questions.

John Fensterwald at Ed Source is a good reporter, particularly for California education news. He’s invaluable on Twitter.

Another valuable twitter resource is USA Today’s Greg Toppo, whose education reporting is also good stuff. No blog. Start one, why don’tcha.

Alexander Russo‘s blog, This Week in Education, is very good, but he, too, plays a major role in my information queue on Twitter, where he’s always got interesting stuff I hadn’t otherwise found.

Andrew Old (pseudonym, I think), who blogs at Teaching Battleground, is a traditionalist advocate, but I follow him because he’s a great source of info on education policy in England (UK? Britain? Great Britain?) and through him I get a lot of insight into what’s going on. I don’t know who that person is in Australia or if there are Scandinavian teachers tweeting in English, but if there are, I would like to know about them. Through Andrew Old, I’ve found bloggers like Harry Webb who I enjoy reading as well.

Mathew DiCarlo is the only guy I read at Shanker Blog. I find his analyses very useful. His resulting policy conclusions, on the rare occasions he mentions them, are often puzzling, since they seem contradicted by his analysis.

The Cato libertarians Jason Bedrick and Neil McCluskey (not much of a fan of the big boss, Andrew Coulson) are both excellent reads. I agree with almost every word of their analyses and then politely skip over their prescriptions. Both have been particularly outstanding on Common Core issues.

As I understand it, Michael Petrilli and Rick Hess don’t work for the same organization, but for some reason they show up on a lot of videos together. For that reason, I suppose, I think of Hess as Wally to Petrilli’s Beave (god, I’m old). I’ve also referred to Petrilli as a “gormless Richie Cunningham” and following his writing for any length of time invariably calls to mind the mutant dogs in Up (“Squirrel!”). And yet, he’s one of the few people on the reform side I consistently read. Go figure.

On his excellent blog, Hess spends so much time criticizing the reform movement that the newcomer might not realize he wants that team to win. He’s mostly wrong about reform, but his criticism of the movement goals is excellent. I thought his article Our Achievement Gap Mania was outstanding, but I haven’t really enjoyed any of his books I’ve read thus far. Where Petrilli looks up Klout scores, Hess comes up with an interesting, original metric to rank education scholars. A number of the AEI staffers (I guess they’re called) are worth reading, too, particularly Michael McShane.

Daniel T. Willingham rarely mentions cognitive ability (geez, I can’t think why) which allows him to post more happy talk than perhaps he should. I read him anyway.

Deborah Meier is another progressive I find to be largely on the money and, like Cuban and unlike most other education advocates, she spent a long time teaching.

Robert Pondiscio used to be the reason I read Core Knowledge’s blog. He’s doing something else with civics now, but he’s still very useful on Twitter.

Pedro Noguera is on twitter, although I don’t follow him, but that qualifies him for my list despite his lack of a blog. I rarely agree with him, but like Meier and Cuban, I find him thoughtfully progressive.

Teacher bloggers—not the same as teachers who happen to write blogs—are mostly a group that doesn’t interest me. I do like Michael Pershan, who’s enthusiastic without the slightest degree of tedium. All math teachers should check out his blogs and if he ever starts writing more about policy, he’d be very good at it. Reformers should like him–he doesn’t have a credential, I think.

If you’re a teacher who wants to become a teacher blogger, Larry Ferlazzo is the go-to guy to find out who’s blogging and what you might like–again, good blog, balanced approach, not my kind of thing.

The Math Twitterverse Blogosphere, or whatever it is called, is very angry at me for my meeeeeeeean Dan Meyer post and then for what they see as my racist writing, but in fact, I’ve checked into Meyer’s blog on and off for three years or so. I thought I posted fairly about his good points, but his comments section is really where the action is. If you’re a math teacher who hasn’t really engaged online, start with his blog and blogroll and you’ll find plenty of food for thought.

Dave, blogging at Math Equality, manages to make teaching seem miserable and joyless, but he’s exceptionally good at documenting just how brutally hard it is to teach unprepared kids at both ends of the spectrum–he teaches both calculus and algebra to kids who aren’t even close to ready for the subject. If you think I’m just making things up, go read Math Equality.

And of course, Eeyore, Gregory Taylor, who should start some sort of comic book with his math serializations.

Teacher advocates also aren’t a group I find appealing, but the best of these are all progressive: Anthony Cody, John Thompson, Gary Rubinstein are all effective, but predictable. Of these three, I think Rubiu8nstein is the only one currently teaching. They all write solid blogs and all have experience working with tough kids: Cody in Oakland, Thompson in Oklahoma, Rubinstein for TFA in Houston (although the last has been teaching smart kids in a selective school for the past decade or so, he approaches his work using his formative experience with tough kids). I read all of them occasionally, but not regularly; they just aren’t what I look for. If there are any genuinely interesting working teacher reform advocates, I’m unaware of them.

People you should probably investigate if you’re looking for education policy reporters/writers/think tankers, even though they aren’t part of my regular reading list: Andrew Rotherham (I’m really not a fan of any of the folks at Bellwether, but everyone else is), Lisa Fleisher, Stuart Buck, Andy Smarick, both Porter Magees, Lisa Hansel, Dana Goldstein, Jay P. Greene, California Teachers Empowerment Network, Rishawn Biddle, Valerie Strauss, Jay Mathews, National Association of Scholars, John Merrow. And of course, branch out from there.

People I actively advise against:

  • Diane Ravitch, not because she’s terrible, but because you’ll drown. And hell, you’ll hear if she wrote anything interesting through the other people you follow, so let them wade through the onslaught. Read her books instead; her early histories are outstanding. While I agree with most of her critics, reporters and reformers both show a tremendous distaste for her that is, I think, based on her cult-like following of teachers. After all, teachers are morons, so anyone they think is awesome can’t be all that.

    Something that’s a bit off topic but I’ve been meaning to write for a while: Ravitch is attacked for what critics see as unhinged assaults; in this particular example she is attacked for being mean. Note to ed policy wonks, and the reporters who cover them: Folks, the bulk of you are mean to teachers Every. Single. Day. When you talk about kids being trapped in failing schools, when you talk about the need for more talented teaching candidates, see neighborhood schools as death traps, when you argue that teachers unions (but not teachers, no!) care only about adults, and when you push Common Core training because teachers don’t know the subject matter—you are insulting teachers. To the bone. Go right ahead, I’m not saying you should stop. But don’t think you’re somehow superior because you don’t call teachers out by name. You’re saying we’re not terribly bright, that we don’t care about kids, that we are failing at our jobs (unless we teach at charters). You insult all of us in ways well beyond the pale as a matter of course. And you look like jackasses when you whine that one of yours is being insulted just because his name is used.

  • Michelle Rhee or Students First. Hack. For all Ravitch’s many faults, she has at least had original ideas and a coherent vision—which is why her conversion mattered. Michelle Rhee owes her entire existence to felicitous connections; the woman has never had an original thought or accomplishment in her life, and she’s a thug. I really wonder why her marriage to an accused sexual harasser and her role in the cover-up isn’t getting more attention.
  • Any union website, twitter, or representative. I’m not saying they’re wrong, they’re just not very interesting. If Randi Weingarten has had an original thought, she’s kept it well-hidden.
  • National Council on Teacher Quality–I’m not a huge fan of Jay Greene, but his takedown of NCTQ’s ed school ratings was perfect. These guys aren’t just boring and predictable, they’re flat out wrong. They don’t know what they are talking about. They lower the IQ of a website just by showing up.

So there you go. A lot of people I read and enjoy (Charles Murray, Razib Khan, Jonah Goldberg, Kevin Drum, Robert Verbruggen, Steve Sailer, Megan McArdle, Dave Barry) only occasionally or never touch on education. And HBDers looking for ed recommendations, um, there’s a reason I’m the only education writer on the network.


Those Who Can, Teach. Those Who Can’t, Wonk.

No, I’m not going to argue that education policy wonks must all spend time in the classroom. But it’s instructive to look at the major names in educational circles today and see what kind of teaching experience they have.

Andrew Rotherham was a corporate trainer, a curriculum designer who “taught civics to high school students” as a curriculum designer (which means he did demo classes?), and from there, went into full-fledged wonkery.

Diane Ravitch began life as an editorial assistant and then an education historian before she began wonking.

Arne Duncan played professional basketball player in Australia, where he spent time with underprivileged children before he ran a non-profit education foundation and then supervised Chicago’s schools.

Linda Darling Hammond spent a year teaching English as a public school teacher in a mostly white Pennsylvania suburb.

Andrew Smarick has no teaching experience, but he was a co-founder of a KIPP school that was closed.

Checker Finn taught public high school for a year, and by his own admission, quit because he was a terrible teacher.

Mike Petrilli had what looks to be a job as a camp counsellor.

Michelle Rhee was a public school teacher for two years and lied misrepresented let people think she had raised test scores. Her classroom management skills were so poor that she made her students wear duct tape to keep quiet. (It’s also possible that Rhee is lying about that story, since no one can really believe she wouldn’t have been fired for that stunt. If she lied, though, it means that Rhee’s so ignorant about teaching that she thinks the story is believable.)

Rick Hess taught in Baton Rouge for two years, and then quit in part because he wasn’t able to teach the AP Econ course he wanted to, even for free.

John Chubb wasn’t a teacher or even a businessman when he got involved with Edison Schools, but by golly, he wants us to have the best teachers in the world. Who apparently aren’t at Edison.

Alfie Kohn emphasizes that he has been a teacher,but keeps most of his teaching career away from the watchful eye of Google. He does mention that he taught “existentialism to high school students”. Cough.

Rick Hess publishes a list of highly visible edu-scholars; of the top ten on the list, only five have any experience in teaching, according to their CVs, and just one, Larry Cuban, has had extensive experience teaching and leading public schools.

I can only think of two educational experts with extensive K-12 teaching experience—Cuban and Deborah Meier. Neither have spent much, if any, time in government, nor have they sought to influence public policy to any large degree (as opposed to Moe, Hanushek, Darling-Hammond, and so on). Meier is a pure play teacher-administrator (if she even has an advanced degree, her bio doesn’t mention it).

Obviously, my list is incomplete; I read a great deal and tried to get a representative group. But I’d be surprised if I’m missing more than one or two counterexamples. It’s hard to find an educational expert with extensive teaching experience who isn’t at least skeptical about the current brand of reform. Cuban, one of my favorite education wonks, is a skeptic with a mildly progressive edge, Meier a committed progressive. On the other hand, if eduformers have any well-regarded educational experts with more than a decade in public schools, it’s a well-hidden secret.

So where are the teachers in the debate? Well, as I’ve written before, teachers are, as a group, astonishingly uninterested in policy. Even union issues engage maybe 20-30% of the teachers at any meeting I’ve attended; the rest are checking their watches. This is a function of personality. Wonks and teachers are from opposite ends of the spectrum. Teaching appeals disproportionately to concrete thinkers interested in the immediate payoff, attributes largely antithetical to the average policy wonk job.

When you run into actual, honest-to-god teachers out there pushing ideas, they usually fall into these categories:

  • Teach Like I Do Marketers: Rafe Esquith, Doug Lemov. These guys have no research or stats to back up their claims; they are lauded as good teachers because their methods impress powerful edupundits. They write a lot of books or consult. (ETA a couple years later–and it turns out, Lemov never did much teaching).
  • It’s the Curriculum, Stupid, aka the Core Knowledge folk (Robert Pondiscio, Jessica Lahey, Barry Garelick, etc): I have nothing bad to say about these guys; they are earnest, somewhat right, but absurdly unrealistic because they mostly work with high-achieving kids. They also have something to sell: the value of the Core Knowledge curriculum. (Note: I originally wrote that CK wanted to sell the curriculum. Robert Pondiscio notes in the comments that the Core Knowledge curriculum is free, and can be downloaded. Fair enough, and I welcome the news, and the correction. However, I believe it’s fair to say that they are still advocates, and in that limited sense, “selling”. I am a fan of CK, fwiw.)
  • Bandwagon Reformers: The “I did my two” sorts who are in the process of getting out by writing an op-ed as a job application. Some of them went into teaching sincerely, and are really pissed at all the pink slips they’ve been getting, winning cites from reformers looking to shore up their credibility. (Look! Real teachers agree with us!) Short shelf lives, as a rule. Either they get that reform think tank job, or they quit teaching.
  • Diane Ravitch’s fan club: The name says it all. Well, I do like Gary Rubenstein, but his obsessive focus on TFA and reform gets a bit old. He needs to branch out.

So most teachers found in the debate have something to sell, or are firmly in one of the two major camps.

What I don’t run into very often are full-time teachers who read a lot about policy, engage with the data, put it up against their own experience working with the average kid (mid to low ability), and then opine about that policy based on their own analysis, which includes both their experience and their knowledge of existing educational policy.

That is, we don’t hear from teachers much as subject matter experts. Few of them are interested in policy because they aren’t wired that way. Most of the rest out there agitating have an agenda.

I can’t think of many teachers who write on policy, period. Some who do have jobs at the top end of the teaching totem pole, which means they don’t have a clue what it’s like to teach low ability kids—and their opinions show this lack. Patrick Welsh writes pretty well about policy and really uses his experience to inform his policy opinions, although I don’t often agree with him. John Thompson left teaching recently, I think, but taught at high-poverty Oklahoma schools for a long time, and it shows. Paul Bruno, also writing on Alexander Russo’s blog, is a middle school science teacher working with “underserved” populations. Both Thompson and Bruno are well-read on policy, skeptical of most bromides, and have views informed by their teaching without being purely dominated by it.

Part of the problem, of course, is that teachers can get fired or otherwise penalized if they have opinions too far outside the mainstream. I’m not the only teacher who thinks cognitive ability shapes the large outlines of academic achievement and that low scores in “failing” schools are caused neither by insufficient money nor bad teachers but fundamentally flawed expectations. And while Richard Posner agrees with me, I’m not going public with my views any time soon.

The larger educational policy world doesn’t really think about teachers as analysts. Progressives are convinced they do care about teachers, and view with suspicion any teacher who rejects their expertise. Reformers think most teachers are union hacks. Both progressives and reformers are constantly calling for an upgrade in teacher qualifications, which means they think teachers are too stupid to have anything of value to offer—except as props.

So here we are: Those who can, teach. Those who can’t, wonk. And without a concentrated effort to get teacher expertise into the debate, things won’t change.