Sep 7, 2012
With the Democrats, alas, are coming some of the most powerful voices in so-called education “reform” — purveyors of policies whose failures we and other Charlotte parents have experienced first hand. They bring not the patience and determination required to build up struggling schools and students, but rather a sharp critique of teachers and a steamroller philosophy that the Broad Foundation (which funds many of these groups) calls “disruptive” change.
Here in Charlotte, we are all too familiar with the damage such “disruptive” policies have done to children, schools and communities.
In the fall of 2010, despite pleas and warnings from students, parents and community members, our board of education voted to abruptly close a set of “failing” schools, most of which served low-income neighborhoods. As students were crowded into other schools, discipline infractions rose and test scores fell. The deep damage done to school system-community relations has yet to be repaired.
* A few months later, Charlotte-Mecklenburg Schools (CMS) unveiled a battery of 52 new standardized tests, with the goal of testing every child in every subject, from kindergarten through high school, and then using the scores in teacher salary calculations. Our schools quickly became testing factories, and learning ground to a halt. Community protest managed to stop that madness, but we now face a similar barrage of state exams, mandated by our president’s Race to the Top initiative. Fed up with all the testing, more parents are abandoning the public schools for private institutions.
* Finally, two weeks ago, a pair of longtime CMS employees spoke out about the “crisis of heart” our district is experiencing, describing a stress-filled, dehumanizing atmosphere whose results include “too many fine educators, both novice and veteran, deciding to leave their beloved profession or questioning how much longer they can endure the stressful madness.” Statistics on principal and teacher departures from our district bear out their words.
Yet despite such on-the-ground experiences — as well as a stunning lack of evidence that these “disruptive” measures do anything to improve teaching or learning — the “reform” bandwagon rolls on, dragging federal policy along with it. The programs of the president I worked so hard to get elected have become just another obstacle.
I know many right-wingers want to dismantle our nation’s public education system, using charter and voucher laws to fragment education into a plethora of privately run institutions. When the American Legislative Exchange Council (ALEC) held a summit here last spring, it felt good to be outside, protesting their attacks on public schools. It’s much harder to watch members of the party I support strike equally devastating blows, seemingly unaware of their effects.
We here at the grass roots face quite a challenge. Groups like StudentsFirst and Democrats for Education Reform (DFER) spend a lot of money…We hold home-printed signs and yellow pencils crafted from pool noodles.
The difference says a lot. There’s big money in many of the endeavors these “reformers” propose: money for testing companies, for charter school management firms, for computer and software producers.
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