Arne Duncan’s Misguided Policies
Last Friday after U.S. Secretary of Education Arne Duncan submitted his resignation as of the end of 2015, I heard President Barack Obama describe Duncan: “Arne’s done more to bring our educational system, sometimes kicking and screaming, into the 21st century than anybody else.” It is worth considering carefully what the president’s words mean in the context of the priorities, programs, and operation of Duncan’s Department of Education.
In a recent and very moving New Yorker piece about the significance of the closure of New York’s storied Jamaica High School, his alma mater, Jelani Cobb considers education reform in the context of history: “Like ‘busing’ and ‘integration,’ the language of today’s reformers often serves as a euphemism for poverty mitigation, the implicit goal that American education has fitfully attempted to achieve since Brown v. Board of Education. Both busing and school closure recognize the educational obstacles that concentrated poverty creates. But busing recognized a combination of unjust history and policy as complicit in educational failure. In the ideology of school closure, though, the lines of responsibility—of blame, really—run inward. It’s not society that has failed in this perspective. It’s the schools… The onus shifted, and public policy followed. The current language of education reform emphasizes racial ‘achievement gaps’ and ‘underperforming schools’ but also tends to approach education as if history had never happened. Integration was a flawed strategy, but it recognized the ties between racial history and educational outcomes.”
School policy ripped out of time and history: in many ways that is Arne Duncan’s gift to us — school policy focused on disparities in test scores instead of disparities in opportunity — a Department of Education obsessed with data-driven accountability for teachers, but for itself an obsession with “game-changing” innovation and inadequate attention to oversight — the substitution of the consultant driven, win-lose methodology of philanthropy for formula-driven government policy — school policy that favors social innovation, one charter at a time. Such policies are definitely a break from the past. Whether they promise better opportunity for the mass of our nation’s children, and especially our poorest children, is a very different Arne Duncan’s Misguided Policies | janresseger: