Sol Stern has an article in City Journal that should be read by everyone pursuing or contemplating a career in education or who cares about the issue of educating our children. Stern breaks education reformers into two camps, the incentivists who want to increase competition and rewards for success and the instructionists who believe that the best way to improve our schools is to impose rigorous curricula K-12.
Stern himself used to be an incentivist and acknowledges that they still dominate the reform movement, but he cites three reasons why he's moving away from it. First, alternatives to failing urban public schools are diminishing. Catholic schools, for example, are closing their doors. In Detroit only one Catholic school is still operating in the city. There's no place else for public school students to go even if they had vouchers and tax incentives to leave the schools they're in.
The second problem is that incentives like vouchers simply haven't won the allegiance of most voters and their proponents cannot compete in referenda into which the NEA can pump money and volunteers that choice advocates simply can't match.
The third reason he's reconsidering his position is Massachusetts:
...where something close to an education miracle has occurred. In the past several years, Massachusetts has improved more than almost every other state on the NAEP tests. In 2007, it scored first in the nation in fourth- and eighth-grade math and reading. The state's average scale scores on all four tests have also improved at far higher rates than most other states have seen over the past 15 years.
The improvement had nothing to do with market incentives. Massachusetts has no vouchers, no tuition tax credits, very few charter schools, and no market incentives for principals and teachers. The state owes its amazing improvement in student performance to a few key former education leaders, including state education board chairman John Silber, assistant commissioner Sandra Stotsky, and board member (and Manhattan Institute fellow) Abigail Thernstrom.
Starting a decade ago, these instructionists pushed the state's board of education to mandate a rigorous curriculum for all grades, created demanding tests linked to the curriculum standards, and insisted that all high school graduates pass a comprehensive exit exam. In its English Language Arts curriculum framework, the board even dared to say that reading instruction in the early grades should include systematic and explicit phonics. Now a professor of education reform at the University of Arkansas, Stotsky sums up: "The lesson from Massachusetts is that a strong content-based curriculum, together with upgraded certification regulations and teacher licensure tests that require teacher preparation programs to address that content, can be the best recipe for improving students' academic achievement."
In other words, those who have been advocating that schools teach what and how they did two generations ago are being vindicated in, of all places, Massachusetts. It remains now for courts and legislatures to wake up and facilitate the removal from middle and high schools those students whose behavior acts as a drag on the rest of the student population. Combine the academic rigor which our schools used to demand of our students along with the behavioral expectations that once prevailed in our schools and our educational crisis will be largely solved. And it won't cost a dime of taxpayer money.
Stern goes on to say that:
The Massachusetts miracle doesn't prove that a standard curriculum and a focus on effective instruction will always produce academic progress. Nor does the flawed New York City experiment in competition mean that we should cast aside all market incentives in education. But what has transpired in these two places provides an important lesson: education reformers ought to resist unreflective support for elegant-sounding theories, derived from the study of economic activity, that don't produce verifiable results in the classroom. After all, children's lives are at stake.
Read the whole essay at the link. There's a lot of discussion on it at Tuesday's Corner blog at NRO.
RLC
