Boston parent Lisa Martin was determined to keep her son from attending the Boston Public Schools, but now she’s urging parents to vote against Question 2. What changed her mind?
By Lisa Martin
Many people have asked me why I am voting no on Question 2. The answer is both simple and complex. I believe that all children are entitled to a quality education, and no child is entitled to a better education at the expense of another. I feel compelled to share my perspective because my son has been a student in both charter and district schools, and I’ve worked in both. I can recall thinking that there was absolutely no way my son would ever attend Boston Public Schools. No matter what it took, I was determined that he would attend a charter, a private school, or attend a suburban school through METCO. I remember racing around with friends to drop off applications at every charter school that admitted kids starting at K1. I attended the lotteries of several schools and prayed that my son was one of the lucky few plucked from a lottery of hundreds of wishful families. It felt hopeless but finally we hit the lottery. I was ecstatic for about 10 seconds. Then I realized that my friend’s son hadn’t been selected. It didn’t seem fair. Continue reading →
Boston’s opinionator-in-chief Scot Lehigh invokes philosopher John Rawls to make the case for Question 2. But Lehigh is out of his league, says the Edulosopher, and his argument fails the Rawls ‘test,’ conceptually and substantively…
By Jacob Fay, aka the Edulosopher
In a recent Boston Globe opinion column, Scot Lehigh invoked philosopher John Rawls to make an ethical argument in favor of Question 2. Using Rawls’s concept of the *veil of ignorance,* a thought experiment intended to help determine the moral principles of a just society, Lehigh tries to make the case that opponents of Question 2 are motivated by self-interest. Lehigh’s argument fails for two reasons. First, his argument actually doesn’t determine whether we should support or oppose Question 2. Second, a genuinely Rawlsian perspective would require asking very different questions than the one that Lehigh proposes: What if your kids were stuck in a poorly performing schools? Put more bluntly, Lehigh’s argument fails both conceptually and substantively.
As I read it, there are four steps to Lehigh’s argument. I have recreated them below, changing some of his language, but not the meaning:
- Nobody wants their own children to be stuck in *poorly urban performing schools.*
- Charter schools provide better educational opportunities for systemically-disadvantaged youth of color.
- Question 2 will not affect communities that already have good schools.
- Thus, everyone should support Question 2.
Continue reading →
A former teacher says an acclaimed college-prep charter school in New Orleans is setting students up for failure…
By Jake Guth
There’s an old adage that if something seems too good to be true, then it likely is. Sci Academy, one of New Orleans’ top-rated charter schools, exemplifies that adage. As a success story/victim of New Orleans Public Schools, depending on which way you want to view it, I approached my job interview at Sci Academy with a big grain of salt. The Craigslist ad for a coach described an academically-driven school that was attempting to start an athletics program.
I still remember how blown away I was by my first visit to the school—how it was unlike any *public* school I’d ever seen: the polite kids I interacted with, the noticeable absence of discipline problems. The red flags should have gone up right away. Like the fact that I had no experience coaching. Or that I was given the keys to a room that was used as the school storage closet and told to clear it for a weight room. Or that there was no budget and the equipment was all donated, meaning that the helmets were well past the three-year certification usage limit and many of the pads were moldy. None of it mattered. I was 24 years old, a minority from New Orleans, and I’d landed what seemed like a dream job. Continue reading →
Where does Democrats for Education Reform’s single-issue extremism lead?
At a time when Democrats and their party are, by virtually every index, moving left, a powerful center-right pressure group within the liberal universe has nonetheless sprung up. Funded by billionaires and arrayed against unions, it is increasingly contesting for power in city halls and statehouses where Democrats already govern…
Quick reader: why does this pithy description of the charter school lobby, quoted from a recent op-ed in the Los Angeles Times, sound, um, so accurate? If you answered *because this is exactly what’s playing out in Massachusetts,* you would be correct. To see for ourselves, we need travel no further than Somerville, MA, which is the site of a somewhat, ahem, unusual political showdown. In one corner is Senator Pat Jehlen, a longtime progressive leader in the state Senate and public education champion. Her opponent, Leland Cheung, is a former Republican legislative candidate from Virginia turned Harvard student turned Cambridge City Councilor turned Democrat for Education Reform. Thirsty already, reader? Continue reading →
Teach Like a Champion’s pedagogical model is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy…
By Layla Treuhaft-Ali
As an aspiring teacher and a history major, I’ve become fascinated by teacher education, past and present. Which is why I decided to embark on a close reading of Doug Lemov’s Teach Like A Champion. The book, and its teaching techniques, looms large for any teacher who works in an urban school. Not only has the TLC model of teaching become a fixture of most *high-performing* charter school networks, but it is increasingly making its way into urban school districts as well. And that’s just the start. Teach Like a Champion’s approach also underlies broad efforts to transform the way teachers are educated, forming the *backbone of instruction* at an expanding number of charter-school-owned teacher education centers like Relay Graduate School of Education and Match’s Sposato School of Education.
As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy.
Teach Like A Champion advertises 49 discrete techniques that teachers can master to raise student achievement and help increase their students’ college readiness, with a strong emphasis on classroom culture and shaping student behavior, down to the most minute actions. As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy. Like Teach Like a Champion, this initiative was implemented largely through teacher education and funded and directed entirely by wealthy white businessmen and industrial philanthropists. Continue reading →