Education Week - September 26, 2012 - 32

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EDUCATION WEEK

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SEPTEMBER 26, 2012

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www.edweek.org

COMMENTARY
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WHAT IT MEANS TO ‘BELIEVE IN TEACHERS’ 24 MOBILIZING PARENT POWER FOR SCHOOL REFORM 24 CHESS: THE BEST MOVE FOR STUDENTS 25 LETTERS TO THE EDITOR 26 FROM THE WEB 26

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By Michael J. Feuer
n a designated graffiti wall at the City University of New York Queens College, circa 1970, the word “accountability” never appeared. But the concept dominated the informal curriculum. Like most colleges then, Queens College was mired in the struggles of the day, and with our sit-ins and teachins and caravans to the nation’s capital, I believe we were indeed trying to hold our government accountable: for stagnation in the civil rights movement, for the ravages of poverty, for the disastrous war in Vietnam. One of the more obvious entries on that mural, amid the colorful exhortations to “burn pot, not people,” “support our boys— bring them home,” “black is beautiful,” and “abolish required courses now!” was “challenge authority,” as good an abbreviation of the Declaration of Independence as one could hope for with a paint sprayer. The phrase

Nip Rogers

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Measuring Accountability When Trust Is Conditional
may seem banal, but unpacking it helps me understand today’s education policy debates. (The Chicago teachers’ strike was, at its core, a fight over authority. Just who was challenging whom, though, is complicated.) To challenge authority is to hold authority accountable. Challenging people in power requires them to show that what they are doing is legitimate; we invite them to rise to the challenge and prove their case; and they, in turn, trust that the system will treat them fairly. Mutual trust is key, and sequence is important. We entrust our leaders with authority to tax us, send our men and women to war, keep our air and water clean, police our neighborhoods, protect us from foreign threats, school our children, and even, God willing, some day provide a decent system of health insurance. Then we demand evidence: Prior trust granted on the basis of political rhetoric evolves into trust in the reliability and appropriate use of valid indicators of performance. All this may sound intuitive, but it is devilishly complex to implement. We spend large sums on the design and validation of measures to challenge authority—and then we challenge the authoritativeness of the information we get! One of the wiser graffiti artists at Queens understood this who-sent-you side of our political culture and under “challenge authority,” scrawled a crushing two-word rebuttal: “says who?” I have always thought that this playful dialogue is a metaphor of what is great—and frustrating—about American education. Our problem is not a lack of opinion and expertise, but rather an oversupply. For every proposed reform, there arise skeptics whose first challenge is essentially: says who? Indeed, because of our allergy to almost any form of authority—political, scientific, religious—it took 214 years for the United States to draft a set of national educational goals and another 20 years to develop the common-core standards. The phrase “national curriculum” is still taboo. Visionaries who worry that our world standing will be eroded if children in Montana and Florida learn differently are locked in battle with visionaries who prefer locally grown agil-

The current reform strategy with its emphasis on teacher performance targets a professional class of people who are essentially employees of the state.”
ity to clogged centralized hierarchies. The possibility that truth lies somewhere in between doesn’t make for good headlines or campaign oratory. Teachers have become the target of our toughest scrutiny. The basic proposition is that they have substantial authority in their classrooms, and that entrusting them with our children entitles us to evidence of their performance. Anxiety about the condition of education has been translated into rigorous but, to many observers, onerous and unfair efforts to measure and publicize teacher quality. Even if the metrics are new and the way teachers are at times subjected to public shame and ridicule is hideous, the basic idea is familiar. We have held teachers and schools accountable at least since the common-school reforms of the early 19th century. What’s different today is the federal role, though it pays to remember that protecting the public from powerful interest groups, teachers included, is one reason we have government in the first place. And supporters of the federal role have history on their side: Memories of when local control meant states’ rights applied to the denial of civil rights are still fresh and raw. No wonder reform and accountability are so complicated. Another difference is perhaps more significant. Unlike the good old days when accountability meant challenging the ruling elites, the current reform strategy with its emphasis on teacher performance targets a professional class of people who are essentially employees of the state. The traditional model, in which students and workers rise up to criticize their leaders, has been inverted: Elected officials—in the Chicago case, Democrats with traditional loyalties to the labor
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MICHAEL J. FEUER is a professor of education policy and the dean of the graduate school of education and human development at the George Washington University, in Washington. An earlier version of this essay, based on his May 2012 address to the Van Leer International Education Conference in Jerusalem, appeared in his blog, Class Notes.


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Education Week - September 26, 2012

Table of Contents for the Digital Edition of Education Week - September 26, 2012

Education Week - September 26, 2012
Table of Contents
Educators Decry Academic Focus Of Fla. Pre-K Test
Studies Probe Power of 'Personalization'
Standards Backers Seek Out Support of Parents
News in Brief
Report Roundup
Detroit Studies Illuminate Problem Of Lead Exposure
In Utah, Educators Compose E-Texts for Math Common Core
Schools Tap Into Online Fundraising to Expand Budgets
Whittle Is Seeking a Global Audience for New Ed. Venture
Black-Male Diploma Rates Lag
Blogs of the Week
Policy Brief
State Ballots Sport Hot-Button K-12 Issues
Rift Seen Among Republicans On Common Core
Latest States in Hunt for NCLB Flexibility Include Rural Players
What It Means to ‘Believe in Teachers’
Mobilizing Parent Power for School Reform
Chess the Best Move for Students
Letters
TopSchoolJobs Recruitment Marketplace
Measuring Accountability When Trust Is Conditional
Education Week - September 26, 2012 - Cover1
Education Week - September 26, 2012 - Cover2
Education Week - September 26, 2012 - Standards Backers Seek Out Support of Parents
Education Week - September 26, 2012 - 2
Education Week - September 26, 2012 - Table of Contents
Education Week - September 26, 2012 - News in Brief
Education Week - September 26, 2012 - Report Roundup
Education Week - September 26, 2012 - Detroit Studies Illuminate Problem Of Lead Exposure
Education Week - September 26, 2012 - 7
Education Week - September 26, 2012 - In Utah, Educators Compose E-Texts for Math Common Core
Education Week - September 26, 2012 - Schools Tap Into Online Fundraising to Expand Budgets
Education Week - September 26, 2012 - Whittle Is Seeking a Global Audience for New Ed. Venture
Education Week - September 26, 2012 - 11
Education Week - September 26, 2012 - Blogs of the Week
Education Week - September 26, 2012 - 13
Education Week - September 26, 2012 - 14
Education Week - September 26, 2012 - 15
Education Week - September 26, 2012 - 16
Education Week - September 26, 2012 - 17
Education Week - September 26, 2012 - 18
Education Week - September 26, 2012 - Rift Seen Among Republicans On Common Core
Education Week - September 26, 2012 - Latest States in Hunt for NCLB Flexibility Include Rural Players
Education Week - September 26, 2012 - 21
Education Week - September 26, 2012 - 22
Education Week - September 26, 2012 - 23
Education Week - September 26, 2012 - Mobilizing Parent Power for School Reform
Education Week - September 26, 2012 - Chess the Best Move for Students
Education Week - September 26, 2012 - Letters
Education Week - September 26, 2012 - 27
Education Week - September 26, 2012 - 28
Education Week - September 26, 2012 - TopSchoolJobs Recruitment Marketplace
Education Week - September 26, 2012 - 30
Education Week - September 26, 2012 - 31
Education Week - September 26, 2012 - Measuring Accountability When Trust Is Conditional
Education Week - September 26, 2012 - Cover3
Education Week - September 26, 2012 - Cover4
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