Ex-employee on Excel Bridgeport and the reform movement
Turning my column today over to Jorge Cabrera, who for three years worked for Excel Bridgeport as a community organizer before he was laid off.He has something to say:
The Movement: The Battle for Public Education in Bridgeport,
A Repentant Reformer’s Reflections
For nearly three years, I had been involved in what has often been referred to by some as the “education reform movement” in Bridgeport. In 2012, I was presented with a unique opportunity to work for a new local organization that would work “with the community” to reform the public schools. The mission was to work towards helping Bridgeport students increase their academic performance and by extension, I thought, lower the dropout rate, increase the rate of college attendance and teach parents how to effectively advocate for the resources and supports their children needed to succeed in school. As a Bridgeport public school graduate and the first person in my family to attend and graduate from an institution of higher learning, I knew, first hand, how the trajectory of one’s life could be dramatically changed with the attainment of that often coveted credential…a college degree. Further, as a native Bridgeporter I was sold on the prospect of working with the community I grew up in and loved to help improve educational outcomes for thousands of Bridgeport students. However, what I did not fully appreciate at the time, but soon found out, was that I was smack in the middle of a simmering firestorm that would divide the community I cared for so dearly and force me to question my own assumptions about “education reform” and the people in front and behind this “movement.”
Though I did not fully know it at the time, a series of manipulative and deceitful political moves were made before I began my work in the “movement” that would be revealed to me in over 200 conversations with many Bridgeport leaders and friends. These “moves” would severely taint the work I would embark on and proved to be a major stumbling block to organizing the community.
Despite these challenges, I began my work full of hope and excited to put my skills and experience toward the noble goal of improving the Bridgeport school system. Unfortunately, what I learned in the coming years was the incredible lengths some people with access to great wealth and political power would go to in order to privatize an already overburdened and underfunded school district and the ideology that undergirded it.
This is my story.
The Best and the Brightest
As I began my work in the “education reform movement” in Bridgeport, I noticed a plethora of ivy league educated “consultants” and “transformational leaders” that littered the often loose coalition of funders, new organizations and executive directors. From the beginning, it was clear that many of these new “leaders” that were emerging were well credentialed. They had graduated from prestigious universities and, it was presumed (though not by me), that alone qualified them to lead. Many were very young (recent graduates), energetic, unmarried with no children and little life experience. They often exhibited a cultish commitment to “the movement.” Their zeal for “education reform” and “saving the children” often resulted in a bizarre abdication of critical thinking that made a mockery of their high priced “education.” For instance, in many meetings I attended, many of these acolytes extolled the virtues of charter schools as the only solution to closing the achievement gap in Bridgeport but never once did anyone bother to discuss the ample research (i.e. “Teaching with Poverty in Mind” ) available regarding the negative impact of poverty on academic achievement or that Bridgeport had several public magnet schools that outperformed (as measured by standardized test scores) many charter schools. These magnet schools had long track records (20 plus years) of success and I assumed we should advocate for what we know, firmly, works. Despite this evidence, there was never any serious discussion regarding expanding magnet school options or advocating for high quality, universal preschool programs (research shows the achievement gap begins at this level). The entire approach to “education reform” lacked any serious understanding of the many variables (i.e., social-emotional issues, poverty, funding, English language learners) that clearly effect a child’s ability to learn. Anytime a more dynamic and multifaceted approach to closing the achievement gap was raised it was quickly dismissed as Ex-employee on Excel Bridgeport and the reform movement - Education Matters:
