Education Week - August 27, 2014 - 23

students-Michigan, Minnesota, and New Jersey-did not
have a single longitudinal student-level published study. The
report also pointed out that some states with significant recent
growth in charters had not engaged in any studies.
Such pronouncements should bring into clear perspective
the lack of confirming data to validate the proliferation
of charter schools. This lack of data also raises serious concerns
about the fairness of comparing charter school studentachievement
outcomes with those of students in traditional
public schools.
Additionally, other research reports have documented that
charter schools, in general, disproportionately accept fewer
students with disabilities and English-language learners, and
that they have higher attrition and expulsion and suspension
rates than traditional public schools. This reality should send
a clear message that charter schools play by a set of rules that
is different from that of traditional public schools, which have
an unwavering commitment to equity for all students.
The findings and observations cited here do not represent
victory pronouncements for charter schools, and definitely do
not warrant their unmitigated growth. In reality, the charter
activists may very well be suffering from a form of truth deprivation.
An old military adage further serves to capture their
unbridled lack of concern for documented evidence: "Damn the
torpedoes; full speed ahead!"
Fast forward from the 1996 Education Policy Institute report
to today. It should be obvious that, as a nation, we are guilty of
risking so much in the absence of so little corroborating data,
as demonstrated by the overzealous expansion of charter
schools. Perhaps the eloquent words of that great philosopher
Yogi Berra best make this point: "It's déjà vu all over again." I
GERALD N. TIROZZI is the author of the recently published Stop the
School Bus: Getting Education Reform Back on Track (Jossey-Bass,
2013). He served as the U.S. assistant secretary for elementary and
secondary education under President Bill Clinton and as the executive
director of the National Association of Secondary School Principals. He is
currently a visiting professor at Grand Canyon University in Arizona.
"
In reality, the
charter activists
may very well be
suffering from a
form of truth
deprivation."
LETTERS to
the EDITOR
Recent Commentary Draws Criticism From Readers
Author 'Caricatures' Teachers,
Distorts Unions' Role
To the Editor:
The Aug. 6, 2014, Commentary
by Leslie C. Francis, "The Teachers'
Unions Must Embrace the Future,"
is a well-crafted effort to portray
unions as the enemy of reform. Mr.
Francis, who works as a professional
in communications, perpetuates the
lie that "teacher quality is the single
biggest factor in how well students
learn." He ignores contrary evidence
(and it is abundant). He prefers to
caricature and ridicule teachers.
He wants teachers to support, not
question, the latest management
fads from corporate consultants, tech
companies, and billionaires who are
clueless about teaching. He implies
that innovations-gadgets, gizmos, and
new and well-marketed management
or delivery systems-are inherently
superior to anything happening in real
schools.
Mr. Francis is determined to blame
systems thinking: A term coined by the late scientist Barry
Richmond, who defined it as "the art and science of making
reliable inferences about behavior by developing an increasingly
deep understanding of underlying structure."
teachers' unions for policies and
practices they do not control. Unions
do not recruit, train, and license
teachers. They do not hire. They have
no authority to fire teachers. Unions do
not assign teachers to classes. Unions
don't decide on the length of the school
day and school year. Unions are not the
designers of "egg crate" schools.
Mr. Francis repeats the myth that
teachers are responsible for the fate of
the nation's economy, as if the policies
of Congress and Wall Street did not
matter.
As an expert communicator, Mr.
Francis presumably knows how to use
innuendo, how to spin survey data, and
how to omit data.
According to the Center on Budget
and Policy Priorities, more than twothirds
of states are providing less perstudent
funding for K-12 education in
2014 than they did in 2008. In 14 states,
budgets have been slashed by more
than 10 percent, and in two states, by
more than 20 percent.
Mr. Francis skillfully distracts
attention from this funding issue. He is
a Democrat in name only.
Laura H. Chapman
Cincinnati, Ohio
iStockphoto.com
better results tomorrow.
Further, this cannot happen without broad
public understanding and engagement.
School differs from business in being a public
institution with diverse stakeholders, including
parents and prospective employers, with
significant input into shaping any agenda for
change.
All of us, including educators, must think
together about our true aims. What do our
children and societies need for a healthy
future? Better test scores are an indicator,
not a solution. Without clear and thoughtful
goals, our education system is adrift, and it
becomes more difficult to motivate engaged
learners and attract and retain talented
teachers.
We believe understanding oneself, others,
and the larger systems within which we
all live offers a real step toward this muchneeded
consensus. I
DANIEL GOLEMAN is a psychologist and the author
of Emotional Intelligence. He is the co-director of the
Consortium for Research on Emotional Intelligence
in Organizations, based at the University of Illinois
at Chicago. PETER SENGE is a senior lecturer
at the Massachusetts Institute of Technology, in
Cambridge; the founding chairman of the Society for
Organizational Learning, also based in Cambridge,
Mass.; and the author of The Fifth Discipline: The Art
and Practice of the Learning Organization. They are
the co-authors of The Triple Focus: A New Approach
to Education (More Than Sound, 2014).
Essay Perpetuates 'False' Line
About Biggest Learning Factor
To the Editor:
We should all be comforted that a selfdescribed
"communications consultant"
has all the answers for public education.
Too bad Leslie Francis' insulting
Commentary gets most things wrong.
He writes that "we know that teacher
quality is the single biggest factor
in how well children learn." False.
Experts have long known that the most
important determinant of a child's
success is family income. Teachers
are crucial, but they have to educate
children whose lives are fundamentally
shaped by the conditions of their lives
beyond school.
If you actually care about how
children will do in school, you had better
attend to their health and welfare.
Focusing on high-stakes tests as the
only answer is educational and moral
malpractice.
Mr. Francis repeats with robot-like
precision the tenets of the Bill &
Melinda Gates Foundation-inspired
education reform movement, including
the usual slander that teachers don't
care about quality, have never assessed
anything, and have no plan of their own.
The new social-justice-oriented union
leaders described in the same Aug.
6, 2014, issue-such as the president
of the Massachusetts Teachers
Association, Barbara Madeloni ("AFT,
NEA Agendas Converge Amid External,
Internal Pressure")-argue that we
should provide for all children the kinds
of schools that education reformers
want for their children.
On the website of the Lakeside School,
which Bill Gates once attended and
where his children go to school, there is
no mention of high-stakes standardized
tests for students or teachers, or of the
Common Core State Standards. Instead,
students take a rich array of courses,
including in art and music, with small
class sizes. Maybe Mr. Gates sends
his children to the kind of school all
children deserve.
Max Page
Professor of Architecture and History
Director of Historic Preservation Initiatives
University of Massachusetts
Amherst, Mass.
School Choice Offers Hope
In Poor Communities
To the Editor:
Every child in this country
deserves access to a high-quality
education, and too many millions
lack that opportunity today. While
it is encouraging to read in "From
Catholic to Charter: Conversion of
Schools Draws Scrutiny" (June 11,
2014) about schools that are mindful
of this charge, I would argue that
fulfilling "a Catholic-inspired mission
through a secular vehicle" fails to
acknowledge the extraordinary
success of Catholic schools in serving
poor and marginalized children over
many decades.
Rather than forcing faith-based
schools to sacrifice their autonomy
and animating mission, policymakers
should embrace parental choice
policies that provide parents the
choice of a faith-based education for
their children. All parents, regardless
of their financial situation, deserve the
right to choose what they believe to be
PAGE 24 >
EDUCATION WEEK | August 27, 2014 | www.edweek.org/go/commentary | 23
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Education Week - August 27, 2014

Table of Contents for the Digital Edition of Education Week - August 27, 2014

Table of Contents
Education Week - August 27, 2014 - 1
Education Week - August 27, 2014 - 2
Education Week - August 27, 2014 - Table of Contents
Education Week - August 27, 2014 - 4
Education Week - August 27, 2014 - 5
Education Week - August 27, 2014 - 6
Education Week - August 27, 2014 - 7
Education Week - August 27, 2014 - 8
Education Week - August 27, 2014 - 9
Education Week - August 27, 2014 - 10
Education Week - August 27, 2014 - 11
Education Week - August 27, 2014 - 12
Education Week - August 27, 2014 - 13
Education Week - August 27, 2014 - 14
Education Week - August 27, 2014 - 15
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Education Week - August 27, 2014 - 17
Education Week - August 27, 2014 - 18
Education Week - August 27, 2014 - 19
Education Week - August 27, 2014 - 20
Education Week - August 27, 2014 - 21
Education Week - August 27, 2014 - 22
Education Week - August 27, 2014 - 23
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Education Week - August 27, 2014 - 28
Education Week - August 27, 2014 - Cover1
Education Week - August 27, 2014 - Cover2
Education Week - August 27, 2014 - Cover3
Education Week - August 27, 2014 - Cover4
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