Shut Up Jasons (and Sandra)!

When the Jasons think about talking about education that should look to this man for some advice. (Photo Courtesy justadventure.com)

Maybe it’s the deadlines. Maybe it’s the lack of material. Maybe it’s because they are working for a struggling newspaper, and education seems to be a hot button issue. Our favourite Jasons from the LA Times, who help start the infamous LA Times Project and justified it with their weak online chat, are at it again. I am not sure what their motives are. However, whatever they are, I wish they would just shut up!

The Jason’s (and Sandra Pointdexter – boy did she hitch a ride on the wrong wagon) have written another article just in time for the holidays to further justify their project that uses “value-added” data to determine teacher quality. In their “In reforming schools, quality of teaching often overlooked,” I found myself moving from angry to having pity on the two “journalists.” They were so desperate to make themselves seem on the right side of this issue that they contradicted themselves, use weak arguments, and glossed over important information in typical Waiting for Superman style.

“Despite the best efforts of…principals, and an army of well-intentioned reformers…[Markham has been considered one of the worst middle schools in California].”

While I was reading that line in the article I couldn’t help but hear the classical song the Funeral March playing in the background. The statement that is made here is that the principals and the “reformers” couldn’t do anything to turn that school around. That is a sad fact. However, does that mean it was automatically the teacher’s fault? Aren’t the principals responsible for maintaining their staff? If you are in it for the right reasons, aren’t reformers supposed to be there until the job is done? If the Jasons’ rhetoric reigns true, then no, these things don’t matter. The failure of the Markham Middle School is a function on the ineffective teachers that fill the classrooms in the building. (Sarcasm) What the Jasons failed to do (in their agenda riddled brains) is take a critical look at the principals and the reformers.

The more “journalism” that the Jasons expend on education the more and more it becomes clear that they are unaware of how a school should operate and how the stakeholders in the school play varying roles to make the school a success or failure. In the form typical of their “journalism” a seemingly terrifying narrative is set up:

In the last seven years alone, they tried changing the curriculum, reducing class size, improving school safety, requiring school uniforms, opening after-school programs and spending a lot more money per pupil.

In setting up this terrifying narrative they glossed over the fact that the school had nine principals in twenty years earlier in the article. Any good teacher or principal would know that in order for any reforms to come to fruition, there must be stable leadership. Clearly, this school was lacking stable leadership to make sure that the reforms were successful. Furthermore, seven years worth of various reforms isn’t going to change a school that is dealing with problems that are decades old. However, the Jasons rushed to say that:

“[T]he only thing they didn’t’ do was improve teaching – at least not until last year when layoffs swept away the school’s worst performers and test scores jumped.”

The expediency to make this point is supposed to set up in the readers mind that the kitchen sink was thrown at the problem, and at the end of the day the teachers were the ones that were the problems. Not the inconsistent leadership. Not the lack of time to see that the “reforms” were developed and implemented from leader to leader. NO! The problem falls squarely on the teacher. This is an absolutely disingenuous and weak argument that has the quality of a high school freshman.

You can add the Jasons to the legions of “edreformers” and “edpundits” that attempt to create this picture that political, historical, economic, and societal injustices and inequalities play a small role in schools and the lives of the students that attend them.

Markham, a maze of brick bungalows in one of the poorest and most crime-ridden parts of south Los Angeles, was not always considered a failing school.

Tucked away in a dusty storage area above a sixth-grade science classroom are several boxes of trophies from the 1980s that honoured the school for its academic prowess.

By 1991, however, the school’s test scores had fallen far enough to inspire a turnaround effort.

It is quite hysterical that the Jasons are trying to compare the contemporary Markham to the 1980s Markham to make a argument about the “good old days.” (In their defence this is a sentiment shared by many “edreformers.”) The most ludicrous comparison is “1980’s plaque standard” to the “2010 standardized test standard.” In other words, plaques were enough to prove academic prowess in the 1980’s, but we absolutely need standardized test and value-added data to make that determination today. That is essentially comparing grapes to watermelons (in the scale of the hype giving to standardized tests.) The second fallacious comparison is historic in nature. It is no mistake that this school was doing well (using the plaque standard) in the 1980’s, but then fell behind by the 1990’s. The 1980’s were also the years of the Regan-Bush era, which saw the end of federal involvement in equalitarian education and focused on the rights of individuals rather than the needs/rights of minorities. Furthermore, they created an apathy towards “the common,” arguing that it was a threat to liberty. This ultimately translated into a severe scale back in government spending for education, which was historically the case from Regan to Bush and through the Clinton years. This is all while white-flight was at its highest, many cities/states were struggling to reinvent themselves politically and economically after deindustrialization, and the country dealt with trade policies that were not favourable to economic development. However, the Jasons didn’t mention any of this. The Jasons set up narrative that seems to blame the teachers for the decline of the Markham School. They left out that as a consequence to conservative fiscal policies, many schools (including Markham) had unfavourable work conditions, lack of resources, and by the Jasons own admission – inconsistent leadership.

If credit is to be given to the Jason’s for their acknowledgment of history and the conditions upon which students live, it could all be boiled down to these two sentences.

“Research has shown the [standardized test] results are largely a reflection of socio-economic status: poor and minority students often start school well behind their wealthier counterparts.”

“When Watts has the same things as Breattwood does, then you might have equal scores,” said Markham English and Social Studies teacher Teresa Sidney.“

However, just because they mentioned it doesn’t mean they particularly believe it or really understand it. That became clear in their very next sentence:

Short of that, those students need to learn at least 1 1/2 years’ worth of material for every year of schooling to erase the achievement gap, experts say.

In this statement the words that should cause the most pause are “short of that.” They are essentially saying that short of making sure that two schools have the same number of resources and opportunities, the student need to learn at least 1 ½ years worth of material. That is like saying short of the fact that one baker has spoon and another has a mixer both must make 50 delicious cakes in the same amount of time, and that this precedent if acceptable. The Jasons are right; the students probably do need to learn 1 ½ years worth of material. However, is it not a valid statement that schools should receive equal funding/resources? Isn’t there an injustice that some schools get more than others, but all schools must “perform” at the same level? To the Jasons I guess not. To the Jasons, finding a score that “largely controls for socioeconomic status” is a better solution that finding solutions to helping students improve their socioeconomic status. Moreover, the omnipotent teacher must teach 1 ½ years worth of information with resources largely reflective of the students socioeconomic status.

The Jasons are simply beating a dead horse. They have decided to take the oldest marketing trick in the book and doll up inaccurate, unsupported, and in some case ludicrous arguments in the “stories sell” motif. It doesn’t matter how many stories they tell of individual “success,” there is still a problem around the country that is deeper than what the Jasons try to make believe is easily corrected. While I believe that everyone involved has to take a “no excuses” stance towards fixing the problems with America’s schools, that mantra has to be consistent in understanding, unveiling, and addressing ALL the issues that got us here in the first place. This includes teacher quality. I am convinced that the people involved aren’t ignorant to this; I believe what George Carlin is saying in this video:

SHUT UP JASONS!