Money Ain’t Everything
Money Ain’t Everything
George Bush has underfunded his own No Child Left Behind Act by tens of billions of dollars and offered massive tax cuts to millionaires instead. Few Americans share those warped priorities. And yet in polling at the end of the 2004 election, Bush actually edged John Kerry on the education issue. Why is that?
This new article [reg. req'd] in the New Republic tries to answer that question. My argument is that Democrats have backtracked from their commitment to reforming our education system–not just to offer more money, but to ask more from bureaucracies, schools, and teachers. That’s bad politics, because most voters strongly believe in accountability. And it’s also bad policy, because high standards–and yes, even No Child Left Behind–are good for our schools, and especially for poor and minority children.
So this article lays out an agenda for Democrats to retake the initiative on education. First, instead of trashing No Child Left Behind, Democrats should commit to making it work–not by watering down high standards, as many have proposed, but by implementing high standards at the national level, through national standards and testing. And second, Democrats should seek to strengthen the quality of teaching–the single most important element of good schools–by paying teachers better for performing better, by paying them better for teaching in troubled schools, and by reforming tenure laws that protect those who just aren’t doing their jobs. Some of this stuff isn’t popular, but it’s still important. If Democrats take steps like these, they can do right by children and do right by their own ideals.
That’s the short version. I hope you’ll read the whole thing, and I’d love to talk about some of these ideas.
– Robert Gordon
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I disagree. No Child Left Behind has been a distaster for this country. It’s designed to undermine confidence in the American educational system by labeling most schools as failing. Then we can pivot to vouchers. You write well Robert, but your argument is all wrong.
May 31st, 2005 at 1:28 pmI agree with you basket. We, that is the public and politicians, have been talking about improving education for 30+ years now. I have seen programs come and go with very little change in the quality of our public school systems. If you really want things to change then you have to oberhaul and remake the entire system, anything else is just a bandaid and a good sound bite for politicians.
May 31st, 2005 at 1:55 pmI’m a bit skeptical as to how standards and testing are supposed to improve education. If the tests indicate that the standards aren’t being met, what then? It may or may not be the teachers’ fault; firing and replacing them is not necessarily going to fix anything. That’s even assuming that the tests you use are accurate and unbiased and measure what’s really important for the students to learn, which is yet another can of worms.
May 31st, 2005 at 1:59 pmBased on the comments so far, it seems like the only solution would be to get the federal gov’t out of education altogether.
The amount of federal money going into schools has increased substantially since the late 1970’s, and as RGBLK accurately observes, there has been little or no increase in quality.
States and communities know how to best run education, lets leave it to them.
May 31st, 2005 at 2:14 pmWe Democrats have a problem here. The teacher’s unions support us enthusiastically, but also support the tenure laws which protect poorly performing teachers from being replaced, and oppose performance based pay, which stifles the incentive for teachers to improve. I would be the first to agree that performance based pay and lack of tenure protection would almost certainly be disasters, but there does have to be some compromise to improve the system. The core problem is that we Democrat are just too dependent on single issue voting blocs.
May 31st, 2005 at 2:26 pmThere has to be a balance between federal and state guidlines and local requirements. The inner city is a completely different situation from the suburbs a few miles away. I agree with basket, however, everything the Republicans do is designed to diminish the left and fortify the right. Improving a kid’s education has nothing to do with it.
May 31st, 2005 at 2:31 pmIn addition to the fiasco that is the No Child Left Behind Act, there’s also a little-known provision in the act that mandates high schools to provide our children’s personal information to the Pentagon so they can be recruited into the armed forces. The law also allows parents and guardians to stop their kids’ schools from providing this information to the Pentagon, but few know what is going on or how to stop it. For more information and how to opt out, go to
http://www.leavemychildalone.org
And if you know other parents who could use this service, please make them aware.
No Child Left Behind is nothing but a recruiting effort.
May 31st, 2005 at 2:33 pmIn the “land of the free,” there needs to be federal standards on how our children are educated. Furthermore, the “locally paid” system only enhances the inequities that currently plague the system.
I don’t know how it is where you live, but here in Illinois, the property taxes are used to fund education. That leads to the rich neighborhoods having everything they want (and more) and the poor neighborhoods getting the shaft – and then some (big surprise).
Let’s call for:
1) National standards for education (a diploma from Idaho should be the same as a diploma from Mississippi)
2) Federal funding (can we all agree that education is that important?)
3) Making sure that money spent is not money wasted Dubya’s not all wrong in his “standardized test” thing, but he needs to articulate to the people more of what he’s doing. I think that “testing” has been torn-apart enough that every-day parent types think that schools are just teaching to the test. There are some real ideas for getting schools to improve their performance – testing is just the most cost effective way to measure success.
The article brings-up some valid points. Education in this country could be a lot better. We shouldn’t “expect” that inner-city kids are going to get the shit end of the stick – we should strive for better. We should strive for equal.
For us to just poo-poo any idea for education makes people laugh us off. Like it or not, the current plan is NCLB. We might hate it, but that’s the parameters under which we will operate for at least 3 more years. Surely there are some ways that the system can work – right?
May 31st, 2005 at 2:35 pmVaughn Hopkins writes, “I would be the first to agree that performance based pay…would almost certainly be [a] disaster”.
We should NOT reward hard working successful teachers? Dumbest thing I’ve heard all year.
May 31st, 2005 at 2:39 pmTo me, they would be disasters to Teacher Union support – maybe that’s what Vaughn meant…
May 31st, 2005 at 2:42 pmWe should NOT reward hard working successful teachers?
How do you measure hard-working and successful in a way that’s objective and fair and doesn’t penalize teachers for taking on students who are more difficult to begin with?
Dumbest thing I’ve heard all year.
Obviously you don’t read your own posts.
May 31st, 2005 at 2:44 pmGary-
Department heads and principals evaluate the teacher–how they perform in the classroom, the quality and thought that goes into projects and work assigned to students, accuracy and fairness in grading, etc.
So teachers who put extra effort into creating an engaging classroom environment, who create fun, appropriate, and enriching projects for students would get rewarded.
May 31st, 2005 at 3:00 pmGood conversation, and already more posts than I could possibly acknowledge. So just two points.
First, I appreciate the skepticism about standards. I’d urge folks to look at what standards have meant on the ground. This article (published after my piece) describes how NCLB is causing schools to pay far more attention to poor and minority kids. This study (a hard slog) describes how serious accountability improves school performance. And this report talks about how NCLB is working after three years–far from perfect, but far better than many progressives admit.
A couple of readers suggest that NCLB is just a ploy to advance conservative causes or destroy public schools. There’s an important historical point here that often gets lost: Accountability was pioneed by progressive Southern Governors like Jim Hunt and Richard Riley. Ted Kennedy and George Miller stood by the President when he signed NCLB, and nobody thinks they’re out to destroy public education.
Now, do some conservatives supporting this law want to destroy public schools? I’m sure. But if NCLB was their secret plan to do it, it’s not working very well. Yes, some schools are being labeled as needing improvement when they shouldn’t be, but there’s no evidence that’s feeding support for vouchers. In fact, since the law passed, the federal government has increased funding for public education by tens of billions of dollars. States are also pouring in more money than ever before. And, as that first article recounts, public schools are beginning to address the needs of the inner-city families often drawn to voucher systems. I’d sooner say NCLB is a plan to kill private vouchers than to kill public schools.
More than anything, what progressive education policy needs today is vigorous argument. So thanks for the comments, even the ones panning my piece!
May 31st, 2005 at 3:07 pmImproving Education
May 31st, 2005 at 3:11 pmRobert Gordon has an article at TNR (reg req) discussing the underfunding of No Child Left Behind.
This is another topic that causes self destruction among Dems. The GOP position has been to
TEST THE CHILDREN TO SEE WHAT THEY KNOW.
The dem position has been to fight testing of students, fight testing of teachers, and increase the volume of billions being funneled into the “education” industry.
At this rate, the dems won’t be in office for decades.
May 31st, 2005 at 3:17 pmMr. Gordon’s desire to break the deadlock over the education debate is admirable and I do think improving education is the issue, but politics is what is at work here and unless progressive ideas can de-politicize the issue it won’t matter much, I’m afraid. In over 150 years of prison reform, we have managed to move backward more than forward. Reform is reform. I think grading in education should be done away with altogether.
May 31st, 2005 at 3:39 pmAs a recovering journalist who has spent the last five years working on education reform, first in the Atlanta Public Schools and then at the state level in Georgia, I agree with your recommendations to develop high-quality national tests (a la NAEP) and to focus on improving teacher quality. Several studies indicate that the latter goal is less likely to be reached by selective pay raises than by improvements in three complex systems: teacher training, principal certification, and curriculum development. The policies and practices of all three systems are based more on conventional folk wisdom than on rigorous empirical evidence of what works and doesn’t work to raise student achievement. Indeed education today is where medicine and public health were in the 18th century–in the pre-professional stage. Grover Whitehurst, head of the federal Institute for Educational Sciences (IES), estimates that only 10 percent of decisions in education today are based on rigorous data–the other 90 percent are based on unwarranted assumptions. The great majority of education’s products and practices–from reading curricula and math pedagogies to science textbooks and ed-leadership degree requirements–are developed, approved for use and implemented without adequate field-testing or other evidence to prove their efficacy.
This way of doing business has persisted for generations for two reasons: the adults who benefit from it financially (and psychologically) are more numerous and powerful than the students who are harmed by it, and the consequences of the system’s “failings” are less dramatic than are the failings of medicine, public health, the airline industry or any other competitive, high-stakes profession. We care more about surviving surgery and arriving safely on our flight from NY to DC than we do about whether someone else’s child learns to read. This is only natural.
One thing the Democrats might want to propose is the creation of an independent federal consumer-protection entity modeled on the FDA that establishes guidelines for curriculum product development and standard protocols for the teaching of basic skills such as reading and math. State would be free to ignore these standards but would lose federal funds if they did so. States embracing the standards would receive extra money and technical assistance to help realign their systems of teacher and principal training and certification; textbook evaluation and adoption; and student monitoring and testing to make all of them more research-based.
In a spirit of bipartisanship, the Democrats could embrace the IES’ What Works Clearinghouse while noting that it lacks teeth, is underfunded, and needs a bigger educator-training component. Democrats could likewise embrace promising, federally-funded alternative teacher training/certification regimes such as the American Board for Certification of Teacher Excellence (ABCTE) and push for their adoption at the state level, where resistance has been stiff. They could unambiguously embrace the findings of Project Follow Through, the largest study ever conducted on approaches to reading instruction, whose results were disowned by the Nixon administration after pressure from educators whose approaches (including whole language) fared poorly. More generally, Democrats could send the message that they are on the side of science and against junk science in education, and on the side of parents who care, students who work hard, and educators who do what works. They and only they deserve greater federal support.
May 31st, 2005 at 3:41 pmThat is an excellent post and analysis, Shepard. Thank you. The publishing game (racket) involved in acquistion and production and subsequent marketing and purchasing of school texts has to bear some of the fault as well.
May 31st, 2005 at 3:51 pmExcellent post and analysis by Mr. Barbash. A bit off topic but as a journalist who has been involved in the field, I wonder if he has any thoughts on the issue of textbook acquisition, production, marketing, and sales in the elementary education market. I find it odd that some books, like the Elements of Style, and a few others I could name, are still staples after 100 years, but schools spend quite a bit of money on new textbooks every year. I think it’s a bit of a racket. I don’t think basic arithmetic has had any ground-breaking revelations that require constant updating every year.
May 31st, 2005 at 4:12 pmI would have liked to have read Robert Gordon’s article, but I was blocked by a subscription firewall. But I’m disturbed by the idea I saw in excerpts that opposition to NCLB is somehow equivalent to opposition to accountability or closing the achievement gap. That’s the argument Rod Paige and Margaret Spellings keep making, and I resent it. Consider Connecticut, currently a flashpoint with Secretary Spellings. The state has had for years a sophisticated accountability system that uses high-quality tests to measure student performance against very tough standards. The tests are administered in alternate grades. The state argues that to expand the test to additional grades, as the law requires, would cost far more than the Bush administration is willing to pay. The Bush folks say no; the state can simply use cheaper (and lower-quality) tests. So here’s what it comes down to: NCLB without additional funding will force Connecticut to sacrifice educational quality–and thus make it harder to achieve results. Yet Connecticut (unlike, say, Utah) is not opposed to accountability–they have it, and it is working, although the state will admit not fast enough yet.
May 31st, 2005 at 5:47 pmAnother point. The idea that accountability alone, Rick Hanushek notwithstanding, will improve all schools is nonsense. I commend to you an article in the latest American Educator (a publication of the AFT) by Richard Elmore of Harvard, who tells the story of two schools and what accountability means–and does not mean–to them. And before anyone says, oh the teachers’ union, let me note that the AFT is not opposed to NCLB and argues strongly for standards and accountability.
Yes accountability is important but improving schools takes more–and more, like it or not–costs money.
The failure of ESEA 2, and education in general, is that the underlying assumptions that drive the establishment of ’standards” and meritorious forumlas for improvements are tautologically bankrupt. What is it that we need public education to accomplish? If it is simply perpetuation of the failing neo-classical economic and the earth damaging consumer-consumption culture, then indeed, continue with a system that selects for the elites, and castigates and destroys participation by the other 81%. If the intent and purpose of education is to instill democratic and civil liberty responsibilities and values, then none of the proposals are appropriate. If we can admit that those who are “in charge” really have no consensual notion of why we are institutionalizing children beginning at the age of three and four, then maybe we should shut it down for a while and start over. This might be one of those situations where doing nothing at all produces the better fruit.
May 31st, 2005 at 6:34 pmFor Robert and all those wishing to read the article. I think you’ll find that, although you have to register, the article – unlike others on the TNR website – is free. We secured this arrangement so that readers on ThinkProgress could read it.
May 31st, 2005 at 7:05 pmParents are more important in a child’s education than teachers in the elementary years. Take care of poverty (which means well paying blue collar jobs) and school performance will go up.
May 31st, 2005 at 8:23 pmIf ya wanna find out what a joke NCLB is, take a little peek-see into how well it worked in Texas!!!
June 1st, 2005 at 4:41 amI think Bill has a point. So does la, but education is a cooperative effort. How does homeschooling work, exactly, when a single mother has to take three jobs to get by? She was a real person at one of chimpy’s town hall’s on SS. Her child was disabled.
June 1st, 2005 at 7:31 amI like several of Mr. Barbash’s ideas, particularly the independent entity for certifying best practices. Certainly if we are to go down the road of national tests and standards, as my piece suggests, we will need a way to get the process as far from politics as possible.
In answer to Mr. Rothman’s thoughtful and incisive comments: I hope you were able to read the piece. I do think money matters; I don’t think accountability is a cure-all; and I agree that criticism of NCLB is not the same as criticism of accountabilty. All that said, I am somewhat less impressed by Team Connecticut. Yes, Bush ought to be providing more money for high-quality testing–it’s a point I make in my piece. But I suspect that Connecticut, the richest state in the nation, could find the money for good annual testing if they cared to. Instead, they have rejected the whole idea of annual testing (which is a good thing); they are making excuses for the country’s third largest achievement gap (which is a bad thing); and they are planning to sue Washington for violating states’ rights (which is just comical–if Alabama’s Bill Pryor were not headed to the 11th Circuit he could file an amicus brief).
As for Professor Elmore, I am more hopeful than he that schools under the pressure of accountability figure out what to do more quickly than schools not under that pressure. That’s not to say that accountability alone is enough, just that it’s useful. Jim Liebman and Chuck Sabel have written good stuff on this.
Thanks again to everyone chiming in.
June 1st, 2005 at 8:25 amResponding to SJS’s query re the way in which textbooks for the elementary education market are developed, approved and marketed, my sense is that even the largest publishing conglomerates are not nearly as influential as the state departments of education in determining how that flawed process works. Likewise, as a special interest group shaping those state DOE policies, the publishers are less powerful than the colleges of education, the various organizations of educators (teachers, principals, superintendents and curriculum coordinators each have their own groups), the various accrediting organizations, the professional development providers (ie. trainers), and the DOE bureaucracies themselves. In my experience, every one of these groups is dominated by people who live in a pre-Copernican world of false or unexamined assumptions about how teaching and learning works. The resulting Alice-in-Wonderland quality to their deliberations and policy-making is something that publishers struggle to respond to more than they struggle to preserve or create.
And so while publishers may not lead the charge to professionalize education or improve the rules of the textbook-development game, they are not likely to play the Catholic Church to our Galileo and lead the resistance either. Indeed, the elementary reading textbook series with the greatest evidence base supporting their efficacy are also among the most expensive series on the market, so private-sector greed is not necessarily the chief obstacle to reform here.
In general, there is plenty of money in the system to keep a lot of people happy–the challenge is to steer that money increasingly toward those activities and products that actually work to increase student achievement, and toward well-designed R&D that can identify same. Right now, the vast majority of education funds are spent to support poorly designed ed research; teacher training programs that are based on unfounded theories; and, in effect, experimental treatments using curricula and teaching techniques that have never been shown to work, particularly for the bottom 40 percent of the student population. Either we need to pay and train the same players in the game to do something different, recruit new players to the game (ie. via charter schools, alternative training and certification programs, vouchers, etc.), or do as much as is politically feasible of both.
June 2nd, 2005 at 2:24 pmAs a public high school teacher my foaming-at-the-mouth frustration with educational reform ended when I recognized that education’s long-term disregard for the truth about its fundamental pedagogical practices, its lack of cultivation of good managers, and a willingness to rationalize and tolerate catatrophic levels of student failure had to be acknowledged publicly before the right types of reform could even be contemplated.
June 4th, 2005 at 1:45 pmWe need more truth told before we can have good reform, so I see NCLB as an inevitably flawed first and much-delayed attempt at getting a handle on a daunting problem.
I have not noticed that progressives are much interested in the truth, a disappointment to a lifelong Democrat. If they aren’t, they certainly won’t come up with anything better than NCLB.
I find both Mr. Gordon’s article and Mr. Barbash’s comments excellent. They move us forward to better reforms.
Julie Greenberg
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November 12th, 2006 at 10:28 pmI was a third grade teacher in an inner city school. The teachers and the teaching in these underperforming schools is not necessarily worse than in their counterparts in higher socio-economic areas. I worked for a short time in a summer school program at an affluent school in the same district. It was second graders who would be going into third grade. These students were starting the third grade a full year ahead of the kids who walked into my regular classroom. The kids from the affluent area walked into Kindergarten a year ahead. They walked in with twice the working vocabulary and probably half the domestic trauma. They’ve been places and seen things so they can understand what they are reading without most of it having to be explicitly taught. If there was some magic curriculum or teaching method that would allow those who walk into school a year behind to catch up; don’t you think the affluent would demand it to keep their kids ahead?
December 4th, 2006 at 2:25 amHigher teacher pay isn’t the answer. Money isn’t the driving force behind good teachers. Merit pay would just be devisive and political. The good teachers go quietly about their business. Merit pay would reward those who like to show off. If you paid teachers the same as doctors and lawyers you wouldn’t have better teachers, they would probably be worse, because a lot of them would be there because the money was good.
There are a few things that I do think would make a significant difference.
1. Teachers need to have far more influence in what and how they teach. The text book industry has far too much power. Just because you have been in a classroom as a student, doesn’t mean you know how to teach. Politicians need to have less influence in the classroom also.
2. Teachers need to address how to get rid of the bad teachers. The decision of who isn’t cutting it should be made by a board of teachers; perhaps from another district or even another region. However, teachers need to stand up and recongnize that there are some in our ranks that shouldn’t be teaching.
3. Pre-school and afterschool programs have the best chance of leveling the playing field for kids from low socio-economic areas. I saw a huge improvement in a student when her mother put her in a regular after school program. She said it was costing her a lot, but I agreed it really helped.
4. We need a national campaign to turn off the television, computer games and video games. We want kids to run an intellectual marathon, but their brains are fed junk food and don’t get any exercise.
5. We need to let up on the teachers in the underperforming schools and let them get back to nourishing their students battered souls. (Not meant in a religous sense.) For some kids, teachers and school are a safe haven where people care about you. Teachers need to have time to counsel with kids without having to worry about cramming for the next test.
6. Standardized tests do serve a purpose. They aren’t the entire answer, but I think they can be quite helpful if: 1. They are given in the beginning of the year and at the end. 2. The test is good and reflects what you are supposed to be teaching.
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