Tag Archives: Eva Moskowitz

On the Spring Valley High Incident

So the Spring Valley High School incident is yet another case of a teenager treating a cop like a teacher. This is, as always, a terrible idea.

I watch the video and wonder about the teacher. I wonder if he’s wondering what I’d wonder in his shoes. Teachers aren’t just focused on the recalcitrant girl who refuses to comply, who hits the police officer, who gets arrested. Teachers notice the girl directly behind the cop and the defiant kid, the one who wasn’t a troublemaker, was just sitting in class doing her work and nearly gets clobbered by the flipped over desk. Or the other kids trying not to watch–suggestion, I think, that the shocking events aren’t a common occurrence. Teachers notice that the kids are working with laptops and hope none of them fly off a desk into another student. (Teachers probably also notice the photographer’s test has many wrong answers. Occupational hazard.)

He’s got to be wondering, now and forever, if he could have prevented this. One time, a student in my class inexplicably left her $600 iPhone on her desk during a class activity that involved working at boards, and it disappeared, which required a call to the supervisors and a full class search. I told them who I suspected, then left because I didn’t want to know. When I came back, they’d detained the strongest student in the class–not for stealing the phone, which was never found. I have decided it’s better not to say why, but it was one of those things that lots of kids do in violation of policy because they’re unlikely to get caught. But if they get caught, it’s bad. (No, not drugs). He was suspended for the maximum time period and had to worry about more than that, although more was mostly scare talk.

The point is, I felt absolutely terrible. The student who left the phone out was careless and silly, the student who stole the phone was a criminal, the student who got suspended was knowingly in violation of a major school policy without the slightest thought for his long-term prospects. But if I’d just seen the damn phone on the desk, none of this would have happened.

So when I look at this video, like many if not most teachers, I’m not thinking about whether the girl deserved to be flipped about, because that’s the cop’s problem. I’m wondering was there anything that teacher could have done to avoid having the cop there in the first place.

Reports say that the student initiated the event by refusing to turn over a cell phone—also offered up is refusal to stop chewing gum, which I find unlikely. However, it’s clear the student was refusing several direct orders that began with the teacher and moved up through the administrator and the cop.

Defiance is a big deal in high school. It must not be tolerated. Tolerating open defiance is what leads to hopelessness, to out of control classrooms, to kids wandering around the halls, to screaming fights on a routine basis. Some teachers care about dress code, others about swearing, still others get bothered by tardies. But most teachers enforce, and most administrators support, a strong, absolute bulwark against outright defiance as an essential discipline element.

Let me put it this way: an angry student tells me to f*** off or worse, I’m likely to shrug it off if peace is restored. Get an apology later when things have settled. But if that student refuses to hand me a cell phone, or change seats, or put food away, I tell him he’ll be removed from class if he doesn’t comply. No compliance, I call the supervisor and have the kid removed. Instantly. Not something I spend more than 30 seconds of class time on, including writing up a referral.

At that point, the student will occasionally leave the classroom without waiting for the supervisor, which changes the charge from “defiance” to “leaving class without permission”. The rest of the time the supervisor comes, the kid leaves, comes back the next day, and next time I tell them to do something, they do it. Overwhelmingly, though, the kids just hand me the phone, put away the food, change seatswhen I ask, every so often pleading for a second chance which every so often I give. Otherwise, the incident is over. Just today I had three phones in my pocket for just one class, and four lunches on the table that had to wait until advisory was over because I don’t like eating in my classroom.

We have a school resource officer (SRO), but I’d call a supervisor for defiance, and I’ve never heard of a kid refusing to go with a supervisor. If there was a refusal, at a certain point the supervisor would call an administrator, and it’s conceivable, I guess, that the administrator could authorize the SRO to step in. So assuming I couldn’t have talked this student down, I would have done what the teacher did, and called for someone else to take over—and long after I did something that should have been no big deal, this catastrophe could conceivably have happened.

I ask you, readers, to consider the recalcitrance required to defy three or four levels of authority, to hold up a class for at least 10-15 minutes, to refuse even to leave the classroom to discuss whatever outrage the student feels warrants this level of disruption.

Then I ask you to consider what would happen if students constantly defied orders (couched as requests, of course) to turn over a cell phone, or change seats, or stop combing their hair, or put the food away. If every time a student defied an order, a long drawn-out battle going through three levels of authority ensued. School would rapidly become unmanageable.

So you have two choices at that point: let madness prevail, or be unflinching with open defiance. Students have to understand that defiance is worse than compliance, that once defiance has occurred, complying with a supervisor is a step up from being turned over to an administrator, which is way, way better than being turned over to a cop. (Note that all of this assumes that the parents aren’t a fear factor.)

Some schools can’t avoid the insanity. Their students simply don’t fear the outcomes enough, and unlike charters, they are bound by federal and state laws to educate all children. If the schools suspend too many kids, the feds will come in and force you into a voluntary agreement. This is when desperate times lead to desperate measures like restorative justice, where each incident leads to an endless yammer about feeeeeeeeelings as teachers play therapist and tell their kids to circle up.

Judge the cop as you will. I can see no excuse for putting other students in danger; the fight could have seriously injured the girl sitting directly behind the incident. He could have cleared the area first, making sure all students were safe. I believe that’s his responsibility.

However, once the administrator asked the SRO to take over, the student was dealing not with a school official, but with a cop. At that point, she was disobeying a police officer’s order. On government property. And she is clearly hitting him, in this video.

And, like I said, disobeying a cop is a bad idea.

So the question is not what should the cop have done, but why did the administrator call the cop? And what would you have had the administrator do instead? Don’t focus on that single incident, because teachers, administrators, and cops don’t have that luxury. They have to handle it in such a way so that defiance doesn’t become a regular routine, that students customarily obey their teachers, maybe with some backtalk, maybe with ample opportunities to walk a bad mistake back. Ultimately, though, students have to comply. If a school backs away from that line, defiance gets contagious. It’s one thing for new, inept teachers to have trouble controlling their students, quite another for an entire school to give up.

I recently had an exchange with David Leonhardt on his NAEP scores article, and he asked me “I assume you agree school quality should be linked to amount students learn, yes?”

Well, not the way we currently measure it, probably not. But I do think school quality should be linked to established order and by “order” I don’t mean an Eva Moskowitz gulag. Control freaks like Moskowitz fail to allow for normal mood swings and eruptions from kids who are, after all, engaged in an involuntary activity for eight hours a day.

Schools that fail to establish order are those like Normandy High School, with out of control violence, open defiance of teachers and administrators, and students in constant danger of assault. Students should have the opportunity to learn, even if they aren’t mastering material at the rate our policy wonks would allow. Schools that can’t enable that are genuine failures.

The Moskowitz contingent point to schools like Normandy as rationale for their despotic rules. Look, they say. Let “these kids” think they can act however they like, and you end up with screaming, chaotic classrooms, truancy, assaults and fights on and between students, ineffectual teachers, and worst of all, low test scores. Teach them to behave respectfully, five times more compliant than suburban white kids, and you’re doing them a favor, saving them from “those schools”. Better Animal Farm than Clockwork Orange

Any school with a solid percentage of kids who’d really rather be somewhere else has to find a balance. Make enough kids want to comply so there’s room to expel the kids who routinely don’t. This isn’t achieved by Eva Moskowitz tyranny, but nor will restorative justice get the job done. It’s hard. There has to be limits. There has to be balance. Administrators who think they have the perfect mix are probably kidding themselves.

In the meantime, if, like Martin O’Malley or Chris Hayes, you’d be “ripped ballistic” if a cop did this to your kid, familiarize yourself and your children with the dangers of disobeying a cop and resisting arrest.

Ian Malcolm on Eva Moskowitz


Another good piece documenting the lack of “there” at the Success Academy schools, this one by Kate Taylor at the Times.

Pretend that Judge Patrice Lessner is interrupting me every four words for this next bit:

Success Academies’ “success” will eventually be revealed as a chimera. Certainly they are skimming on a massive scale, and their attrition rates over time are pretty telling. Despite Moskowitz’s constant denials,the kids spend a shocking amount of time in test prep—one witness even saw an early slam the exam class.

But skimming, test prep, and attrition don’t explain enough. If Carol Burris is providing correct information here, then 45% of whites were proficient in math, and 31% in ELA. According to Robert Pondiscio, the numbers for the overwhelmingly low income black and Hispanic Success Academies were over 90% and 68%, respectively. That suggests the schools are doing more than cherrypicking.

I don’t know how. Unlikely to be anything as obvious as fixing the tests later or telling the kids the answers, or we’d hear about it. Possibly they are engaging in the Chinese variety of test prep.

But if low income black and Hispanic proficiency rates are twice that of whites, then the dinosaurs have escaped.

Paul Bruno is more careful, less intuitive (in his writing) and far more data-driven than, say, me. So maybe everyone doesn’t read his explication of everything we don’t know about Success Academy as howlingly skeptical, but nor would anyone see the piece as a ringing endorsement. More surprisingly, Robert Pondiscio asks “what the hell is going on at Success Academy? in a way that doesn’t sound very flattering.

In no way are Bruno or Pondiscio going out on the ledge with me. Not for them the wise words of Ian Malcolm. I’m just saying that their articles signal considerable skepticism to me, a frequent reader of both.

I haven’t seen many respectable reformers touting Success Academy, either. Take that as you will.

Here’s a story idea for some enterprising reporter:

Contact Success Academy and ask to see score progressions for their early students. Presumably, all the students didn’t come in scoring at the top level (don’t laugh, skeptics!). So Eva and her minions should be able to provide initial scores for students–they are testing them constantly, yes?–and connect these scores to their actual state exam scores. By year. Then that enterprising reporter should track down Success Academy alumni and get their scores year by year since they’ve left. In a year, that could include SAT/ACT scores.

This would provide actual data to answer the following questions:

  1. Are the weakest students leaving the schools?
  2. Are specific students improving their demonstrated abilities during their tenure at the schools?
  3. Are alumni still doing well after they leave school?

Those questions would eliminate or at least reduce the charges of skimming, attrition, and prepping-to-the-extent-of-cheating.

I note that Kate Taylor or the Times is looking for students or parents to “share their stories”. Less stories. More data. Get test scores over time per student, stat!

If I’m wrong, nothing happens! No one gets fired. I’m just an amateur. It’s not like I’m claiming a frat party instigated a gang rape, or anything. And oh, yeah, the achievement gap that has plagued our education efforts for over fifty years has finally been beaten.

So if I’m wrong, someone should go look for Isla Nublar to see if the T-Rex has eaten all the velociraptors.