What About the Crazy Talk of “Moving Students into High Quality Seats”?
What Could Go Wrong?
These days, as part of the rhetoric of technocratic school reform, you often hear people talk about the goal of moving more students into high quality seats. It’s a puzzling way of talking, as though education is purely a function of any student’s placement–part of the idea that moving kids around from school to school via school choice will make up for a state’s failure to invest enough money to ensure that every school has excellent teachers, a full curriculum, and a range of co-curricular opportunities. Such talk is a symptom of a lack of public generosity. School districts intent on moving kids to “high quality seats” invest lots of money in exclusive magnets and boutique charters instead of the even more expensive project of investing enough in the traditional neighborhood elementary and middle schools and the comprehensive high schools that serve the mass of any school district’s students. By selecting some children for elite schools, the school district will be able to boast about high scores at “successful” schools and graduation rates at the elite high schools.
In Chicago, due to affirmative action policies at the elite high schools, a significant number of students from families with low income have now been admitted. Researchers from the University of Chicago’s Consortium on Chicago School Research just conducted a study to test how poorer students at selective-admissions high schools are faring. Here are the assumptions researchers set out to examine: “High-quality public schools may be a lever for closing the gap by providing equitable educational opportunities for students who have fewer economic resources at home. We know that low-income students can succeed in school, but many who are high-performing in elementary school fail to make it to college, suggesting that high-achieving, low-income students may lack good high school options or that there are barriers to entry into high-performing high schools for students who have fewer resources. If selective public schools improve student outcomes for low-income students by a greater amount than they improve outcomes for high-income students, then selective public schools may help close achievement gaps by family income.”