DeVos’s Opponents are Definitely Not Complacent Defenders of the Status Quo
Betsy DeVos was confirmed by the Senate on Tuesday and sworn in as our new U.S. Secretary of Education. It became clear in the run up to the Senate’s closest-ever vote on a Cabinet secretary that millions of Americans value the idea of a system of universal, publicly funded schools and want to preserve public education despite the threat of privatization. Ms. DeVos’s views are very different.
In an editorial yesterday, the NY Times summarizes DeVos’s experience and her beliefs: “She has never run, taught in, attended or sent a child to an American public school, and her confirmation hearings laid bare her ignorance of education policy and scorn for public education itself. She has donated millions to, and helped direct, groups that want to replace traditional public schools with charter schools and convert taxpayer dollars to vouchers to help parents send children to private and religious schools.”
Some of DeVos’s supporters have castigated her opponents as comfortable apologists for the status quo. Those of us who opposed DeVos will need to prove we neither fit this label nor accept the status quo. As primary civic institutions, public schools reflect the sins as well as the strengths of our society. We’ll need to demand loudly and persistently that our imperfect system be made to realize its potential for better serving the marginalized children who continue to be left behind even as we insist that public schools must do a better job serving all children’s needs and protecting their rights.
Here are just three of the important issues that slipped out of the conversation as we debated Trump’s nomination of Betsy DeVos to serve as education secretary. We will need to be relentless in raising these concerns.
First, we’ve been ignoring poverty. There is a primary flaw in the federal school accountability system that was created by No Child Left Behind back in 2002, and it is still with us in a slightly milder form in the Every Student Succeeds Act, passed in December of 2015. We judge our schools these days by the huge data sets generated by annual standardized testing of all children, and we are set on punishing the schools and the school teachers in places where test scores don’t quickly rise. Yet, years’ of research show conclusively that aggregate test scores reflect the economic circumstances of families and neighborhoods far more then they reflect the quality of schools and teachers. Concentrated family poverty in a nation that is increasingly unequal and residentially segregated by income has been shown in every way to be the problem. Poverty. Rising inequality. Rigidifying income segregation of families overlaid on racial segregation. You are aware of these problems if you are reading books by Thomas Piketty, or reports from the Economic Policy Institute, or demographic sociology from Sean Reardon at Stanford University, but you sure don’t ever hear any politicians reflecting on these matters. Concentrated urban poverty is an issue our politicians won’t talk about, and it remains at the heart of our society’s biggest concerns for educating our children.
Second, the idea of instituting competition and rewarding success in a privatized system is grounded in a belief system that is contrary to the values by which our ancestors created a system of public education. Betsy DeVos and Mike Pence and others in the Trump administration prefer to assume we can improve our provision of education by allowing a relative few children to escape through vouchers or to charter schools. It’s a lifeboat strategy that gives a leg up to a few strivers even as it isolates the children who are expensive to educate—homeless children, recent immigrant children learning English, autistic and blind children—in the public schools required by law to serve them. This kind of thinking is DeVos’s Opponents are Definitely Not Complacent Defenders of the Status Quo | janresseger:
