Tuesday, February 10, 2026
Will School Choice Kill Athletics?
The Feds Push School Prayer
Last week the U.S. Department of Education offered some "guidance" on prayer and religious expression in public school.
“The Trump Administration is proud to stand with students, parents, and faculty who wish to exercise their First Amendment rights in schools across our great nation,” said U.S. Secretary of Education Linda McMahon. “Our Constitution safeguards the free exercise of religion as one of the guiding principles of our republic, and we will vigorously protect that right in America's public schools.”In that vein, the regime's new guidance declares that "visible, personal prayer, even if there is voluntary student participation in such prayer, does not itself constitute coercion." As long as the teacher doesn't say, "Come pray with me" or "Points off for anyone who doesn't pray with me" or "I will think less of those of you who don't pray with me" it's okay. Even if it is obvious to the students that these are on the table. "Voluntary" is doing some real heavy lifting here.
Look, this is a tricky issue, with schools landing all over the place and finding a variety of ways to be wrong, from the school that forbid a student to pray in his graduation speech to the school where the superintendent opened an elementary choir concert with a Jedsus prayer. And just wait till some teacher decides to open class with an Islamic prayer or starts Transcendental Meditation club during the school day. Or when teachers start praying in front of the class for God to support a particular politician.
Sunday, February 8, 2026
ICYMI: Tech Sunday Edition (2/8)
Gary Rubinstein checks out the latest miracle school headline and finds, once again, no actual miracle in evidence.
Saturday, February 7, 2026
The Administrative Plague
In the last year, Commonwealth Charter Academy (the 800 pound gorilla of cyber schooling in PA) has poached an assortment of teachers from the public schools in my area. I'm not a fan of the choice, and I fear they may live to regret it, but I understand why they did it.
Why would excellent public school teachers leave for a profiteering edu-flavored business. You may think the answer is money, and money was certainly involved, but the answer seems to be much simpler; it was respect. Many of those teachers felt disrespected, and not just once, but systematically and repeatedly over time; CCA treated them like valued professionals, and that made a huge impression.
It reminds me that teacher exodus is largely fueled by local issues, and that old saying that people don't quit jobs--they quit bosses.
Disrespect has always been endemic in education. Teachers are too often treated like children. Teachers are too often treated as a management problem to be solved rather than valued professionals to be supported. Teachers can feed into the dynamic themselves. Teachers tend to be rules-followers, especially compliant in buildings that can be built, top to bottom, on compliance culture. But that doesn't absolve those administrators who are bad managers. And bad management, I'm quite certain, is at the heart of many teacher shortages around the nation.
Administration's main job in school is to A) hire the best people they can find and B) provide the conditions that allow those people to do the best teaching they can. Failing to do so leads to many of the problems facing schools.
You can look through stories about our knowledge of why teachers leave or why they stay (try here, here, here, and here). Let's take a look at the list.
Low pay looms large, particularly in some states. I'll give administration a pass on that one.
Lack of support from administration and the community. Yes, there is a steady background hum of accusations ranging "teachers stink" all the way to claims that, somehow, vast numbers of teachers are secretly engaged in criminal activities. Administrators don't create that buzz (mostly), but they are the folks who should be dealing with it.
We don't need more cowardly admins who fold every time a cranky community member complains. Should admins be responsive to the public? Absolutely. Should they base district policy on the goal of avoiding any conflict with any parent ever? No. If admins policy is "Don't ever mention anything in any way related to gender or race or sex, because if you do, I will throw you under the bus so fast you won't have time to cover your face," they are part of the problem.
There are plenty of lists that talk about "empowering teachers" or "elevating teacher voices," but it can all be simplified to "Treat teachers with respect. Treat them like trusted professionals."
Working conditions: other staff. You know who hates that one terrible teacher in the building almost as the parents of that teacher's students? The teachers who have to work with her--particularly those who have to clean up after her the following year.
That terrible teacher is not a union-caused problem. It's an administration problem. It may be that the hiring process is broken. It may be that the admins have failed to support that teacher into a better place. Edward Deming had a saying to the effect that if there is dead wood in your organization, then either A) it was dead when you hired it or B) you killed it. Behind every teacher who's failing at her job, there's an administrator who isn't doing his.
Working conditions: student behavior. Blame the parents if you wish, but the front office has so much to do with this. Students know whether "getting in trouble" means minor inconvenience, free break time, or an actual reason to make better choices. The employment of empathy and understanding does not mean there shouldn't be consequences.
And if the teacher is botching the job, then an admin should be right there helping her do better.
Long, long hours and heavy workload. Yeah, a problem forever, but admins have the power to help. Cut administrative burden on teachers (does that new computer program save work, or transfer the work from your secretary to the classroom teacher). Cut class size. Cut timewasting baloney (do you really want to pay someone with a Masters degree professional level money to watch children eat). Reject the notion that teachers are only doing Important Work if they are in front of students.
Respect, respect, respect. This drives everything else. Do not subject your teachers to treatment that you would not tolerate were it directed at you. And do not let them be subject to treatment by others that you would not tolerate for yourself.
And that includes listening to them when they have something to say about how the school is run, how classrooms are managed, or how education will be delivered. And when they run into the bumps of life happen, you can step up with empathy, or you can treat the teacher's problem as if it is an inconvenience for you ("Why did your father's funeral have to be held on a busy Friday at the end of the grading period!")
Nor can we blame individual weaknesses for all of it. There are systemic contributors to bad school management. The reform movement of the past few decades has dumped a ton of responsibility on administrators while stripping them of ability to deal with it. Our regime of bad high stakes testing created an almost impossible challenge, hog tying many better administrators and chasing others out of the building, to be replaced by people whose grasp of the job is, well, limited.
I'm not saying a great administrator cures all ills and solve all problems. And, like teachers, there are administrators who may be great at one part of their job and terrible at others (there are so many ways to be a bad administrator). But bad management is grievously under-discussed as a contributing factor in education problems in general and teacher retention in particular. State leaders aren't having the discussion, and the feds certainly aren't going to, but that doesn't mean you couldn't be talking about it in your local district.
Friday, February 6, 2026
My Local Paper Bites The Dust
Thursday, February 5, 2026
More Federal handouts For Charter Schools
Sadly, access to appropriate and affordable school buildings for charter schools continues to be one of the biggest barriers to growth. Unlike district schools, charter schools aren’t guaranteed access to school buildings or traditional access to facilities funding sources like local property tax dollars.
Yeah, I was going to open a restaurant, but access to food and cooking supplies was a big barrier to growth, so maybe the taxpayers would like to buy that stuff for me?
Or maybe when you decide to go into a business, you do it with a plan that takes into account the cost of being in that business. Certainly the notion that building and financing facilities is easy peasy for public school systems is disconnected from reality. When West Egg Schools want a new building, they have to convince the taxpayers or else that school board will find themselves voted out of office.
If you want to get into the charter school biz, you need a plan about how you'll manage the cost of getting into the charter school biz. "Well, get the feds to drain taxpayers to fund it for us," is not such a plan.
Also delighted by the bill is BASIS Educational Ventures, the big honking charter chain that may have the occasional financial issues, but gets a pass on having to display financial transparency.
The bill does display one of the lies of the charter movement-- that we can finance multiple school systems with the same money that wasn't enough to fund one. Not that I expect any choicers to say so out loud. But no school district (or any other business) responds to tough money times by saying, "I know-- let's build more facilities." The inevitable side effect of choice systems is that taxpayers end up financing redundant facilities and vast amounts of excess capacity, which means taxpayers have to be hit for even more money. Legislators continue to find creative ways to A) ignore the issue and B) legislate more paths by which taxpayer money can be funneled to choice schools.
This bill hasn't died yet. Tell your Congressperson to drive a stake through its heart.
Wednesday, February 4, 2026
OH: Legislature Considers Extortion and Revenge Against Public Schools
Defendants argue that EdChoice is not unconstitutional because the State has always funded private schools. Though this may be true, the State may not fund private schools at the expense of public schools or in a manner that undermines its obligation to public education.
Well, Rep. Jamie Callendar has decided that while the case is working through the courts, the legislature should throw some muscle around and try a little extortion and revenge against those school districts.
Callendar is a long-time rep (first elected in 1997, then taking a term-limit break before returning in 2018) who has been a big player in school privatization in Ohio.
His HB 671 is pretty simple. The state will withhold funding from any school district involved in the lawsuit. The money will go into escrow, and the school district can't have it until they drop their lawsuit.
This is bananapants. For one thing, this is not even clever or subtle extortion. This isn't even "Nice school district. Shame if anything happened to it." It's just flat out, "Let me do what I want, or I'll set fire to your district."
For another thing, this does not really set up a great defense for a case in which a main point is that the legislature, by creating voucher programs, is doing financial damage to public school systems. That brings up the question of the legislation's intent ("Gosh, we didn't mean to hurt public schools with our voucher program!") and this bill really undercuts any protestations by the legislators that they would never, ever try to hurt their beloved public schools.
One can only hope that this bill will die a quick and definitive death, but in Ohio ("The Florida of the Midwest") nothing is certain.
When the State Takes Over Religion
Tuesday, February 3, 2026
WV: Removing Accountability From Private Schools
As autonomous entities free of governmental oversight of instruction, private, parochial, or church, schools may implement such measures for instruction and assessment of pupils as leadership of such schools may deem appropriate.
In other words, private religious schools accepting taxpayer-funded vouchers may do whatever the hell they want.
The bill is sponsored by Senator Craig Hart. Hart calls himself a school teacher, and is mentioned as an agriculture/FFA teacher, though I could find no evidence of where he teaches. He was elected in 2024 after running as a hardcore MAGA. He has pushed for requiring Bibles in school, among other MAGA causes.
Said Eric Kerns, superintendent of Faith Christian Academy, “It just gives private schools a lot more flexibility in what they would be able to do as far as assessment and attendance and school days. Our accountability is that if people aren’t satisfied with the education they’re receiving, then they go to another private school or back to the public school or they homeschool.” Also known as "No accountability at all." A school is not a taco truck.
As reported by Amelia Ferrell Knisely at West Virginia Watch, at least one legislator tried to put some accountability back in the bill. GOP Sen. Charles Clements tried to put back a nationally-recognized testing requirement and share results with parents. Said Clements
I want to see private schools survive, but I think we have to have guardrails of some sort. There’s a lot of money around, and it’s a way for people to come in and not produce a product we need … I think it just leaves the door open for problems.
Exactly. And his amendment was rejected. The School Choice Committee chair said the school could still use a real test if they wanted to, but the bill would allow more flexibility to choose newer test options; I'm guessing someone is pulling for the Classical Learning Test, the conservative unwoke anti-SAT test.
Democrat Mike Woelfel tried to put the immunization record back; that was rejected, too.
Look, the Big Standardized Test is a terrible measure of educational quality, and it should be canceled for everyone. But for years the choice crowd promised that once choice was opened up, we'd get a market driven by hard data. Then it turned out that the "hard data" showed that voucher systems were far worse than public schools, and the solution has not been to make the voucher system work better, but to silence any data that reveals a voucher system failure.
The goal is not higher quality education. The goal is public tax dollars for private religious schools-- but only if the private religious schools can remain free of regulation, oversight, or any restrictions that get in the way of their power to discriminate freely against whoever they wish to discriminate against.
This is not about choice. It's about taxpayer subsidies for private religious schools, and it's about making sure those schools aren't accountable to anyone for how they use that money. It's another iteration of the same argument we've heard across the culture--that the First Amendment should apply because I am not free to fully exercise my religion unless I can unreservedly discriminate against anyone I choose and unless I get taxpayer funding to do it.
We've been told repeatedly that the school choice bargain is a trade off-- the schools get autonomy in exchange for accountability, but that surely isn't what's being proposed here. If West Virginia is going to throw a mountain of taxpayer money at private schools, those schools should be held accountable. This bill promises the opposite; may it die a well-deserved death.
Monday, February 2, 2026
Think of the Children
When marriage was redefined in 2015, parenthood was too. Once husbands and wives became optional, mothers and fathers became replaceable. But for a child, their mother and father are never optional, they are essential. Children need both a mother and a father to provide stability, guidance, and the unique love only a man and woman can give. No adult desire or ideology can change that.
Yup. The folks who want to roll back Obergefell, the Supreme Court decision that recognized same-gender marriage, are proud to declare "We are the Defenders of Children." Their core allies include Focus on the Family, American Family Association, Colson Center, Family Research Council and Them Before Us. They have other allies on the national and state level. I noticed them because of an announcement that they were being joined by Pennsylvania Family Institute, the group that has worked hard to get anti-LGBTQ policies into schools. Said Randall Wenger, the PFI attorney who has personally worked to make the lives of LGBTQ children more difficult and to thwart the best intentions of their supportive parents:
I'm part of Greater Than because, since Obergefell, our laws have increasingly treated family as an abstract idea rather than a lived reality for children. We've experimented with new definitions while drifting away from the one model that has consistently supported human flourishing-- a child raised by his or her mother and father. Greater Than brings that essential truth back into focus.
The list just keeps getting longer. We have to defund, dismantle, and replace public education in order to save the children. We have to carefully control what children see and hear in order to save them. We have to create a multi-tiered education system to save the children. We have to force folks to maintain traditional families to save the children. We have to stamp out gay marriage to save the children.
And yet. As amazing as that list is, I am even more amazed by the things that don't make it onto the Save The Children list.
We don't have to require parental leave that insures parents are right there for the earliest months (or even years) of the child's life. We don't have to require vaccinations whether parents want them or not. We don't have to work to provide the economic supports and systems that help a young couple raise a child. We don't have to make child care affordable for parents. And we certainly don't have to direct Defense Department-sized funding and resources to make public schools fully capable delivery systems for excellent education and other supports.
It's absolutely true-- we need to be very careful about putting what adults want ahead of what children need. But if you want to warn me about this issue, maybe show me some sign that you are part of the solution and not part of the problem.
Sunday, February 1, 2026
ICYMI: Arctic Edition (2/1)
To avoid accusations of AI cheating, college students are turning to AI
Saturday, January 31, 2026
Reading Boring Books
For high school English teachers, the job used to be teaching students to read things that are rigorous and complex. But it is no longer a given that they will read at all. Now more than ever, the priority for high school English teachers should be instilling in students a love of reading—or even just a willingness to read.
May says we should be getting comprehension, literary analysis, interpretation and evaluation to students, but those goals are "more important than reading any particular piece of literature."
There is, he asserts, "no excuse for assigning inaccessible or boring novels and plays" when there's other stuff out there that teens "would be more likely to enjoy." Oy.
I'm not unsympathetic to his point. Particularly with students who read little on their own, it's important to give them something with a good hook. But if we leave the canon to the English majors, where will the English majors come from?
More importantly, May, who taught English for about six years back in the Oughts before embarking on a series of administrative jobs, seems to be missing understanding of the English teacher's job.
Annika Hernandez offers a good set of responses.
* English teachers mostly already emphasize modern works (if they teach complete works at all).
* An English teachers job is not just to assign works that students will enjoy most. Imagine, I'll add, that we told history teachers to teach only the parts of history that students like, or phys ed to teach only the games students already play, or band and choir directors to teach their ensembles only music they already know. Imagine if we told math teachers to teach only the interesting stuff.
* English class is not simply for teaching skills and the content with which the skills are taught doesn't matter. This skills-centered approach has been a huge bust for the past twenty-some years.
* The classic parts of the canon are not just for (probably snooty) elites.
May writes as if "assign" means toss the book at the students and wish them good luck. That's not the gig.
The job is to show students why a work is interesting, and to help them find their way into it. Sometimes that means helping them navigate difficult language. Sometimes that means helping them look for compelling ideas or themes. It always means pointing out the features that make the work compelling and interesting.
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| The Last Bookstore-- a must-visit in LA |
This has always been a challenge for teachers, and one of the reasons that a narrow required reading list creates problems. I was required to teach Julius Caesar for a decade or so, and it took me years to find a way to sell it (How far would you go if you thought someone near you was about to be the next Hitler? How often has your life gotten derailed because you misread signals?). But there were also works that I was always excited to teach. We talk about teachers with "infectious" enthusiasm for a topic, but a closer examination will show that the teacher "infected" students by serving as a native guide to the territory. That's the gig.
Please note-- the gig is not to "make" a work interesting. If you don't know what is interesting or compelling about it, you can't "make" it interesting, you shouldn't be teaching it. And the list of works that teachers find interesting and compelling will vary from teacher to teacher.
My old teaching colleague finished a year with seniors by studying Paradise Lost. She loved that work so much that seniors would spend the last part of the school year--after their grades were set, after their diplomas were ensured, after their college admissions were guaranteed, even after they were released from a requirement to come to school at all-- would sit in her room and work feverishly on their final Milton project. I could never have done that unit in a million years-- I neither know nor love the work well enough.
On the other hand, one of my teacher boasts is that I got a group of non-college bound seniors completely absorbed with MacBeth, to the point that they confidently judged the AP seniors' MacBeth project.
You prepare the ground. You introduce the ideas. You walk them through the hard parts and difficult language. You show them what is exciting and engaging about a work. On top of that, you also show them that there are different types of works out there, different cultures and styles and views of How The World Works, and that just because they don't like Dickenson, it doesn't necessarily follow that they will hate Browning. You can even teach them that just because they hate something, that doesn't mean it's awful, and that as sentient carbon-based life forms, they get to choose what they read. I always found it was supremely liberating for all of us in a classroom for me to say to a student, "I know you don't like this, and that is cool. Give me some time to explain why some people do, and then we'll move on to the next thing." Permission to dislike a work of literature without being told you have somehow failed is a magical thing.
Every teacher has their own personal canon, and they should be making it wider and deeper every year, and certainly "does this have anything to say to my students" is an important question to be asking. And occasionally, when you are handed a work to teach that you find initially boring and uninteresting, you need to dig deep, do some homework, and find the hook. That's important, too, because sometimes "boring and uninteresting" as code words for "hard and confusing" and working through those barriers will help you as a teacher understand the barriers that your students are facing.
You're teaching not only reading and literature and culture and different ways of being human; you are also teaching how to be interested in something. That's work worth doing.
Friday, January 30, 2026
American Federation for Children Ready To Cash In On Federal Vouchers
the only provider in the country that offers an automated, end-to-end school choice platform. Our best-in-class technology connects families with school choice programs that provide funding for school tuition and eligible educational resources that align with the unique talents, gifts, and needs of each student.
Everyone uses the word "scale" a lot. Webb says, "Again, real skin in the game" and I'm not sure whose skin in which game he means or who has been putting fake skin in there.
Webb talks about "guardrails against abuse." He swears he's a school choice OG, but there are good and bad charters and magnets and ideological, too; "it's not just about private and public." There isn't really a question here, but Schultz takes a pause and leaps in.
What this program, like state programs before it, is going to do is put "funds in the hands of families" and "really, the most accountable way to implement any policy at the state or federal level when it comes to education is to not have the bureaucrats involved." This is just dumb. The notion that parental response will be sufficient to keep private and charter schools from fraud and mischief and general incompetence has already been disproven many many many many times. Private and charter schools only have to snooker a small slice of the market in any given year, so losing "customers" is no big deal-- certainly not a motivator for higher quality. But more importantly, if we depend on parents saying, "Well, that year was a bust. We're not going back," then we are throwing away a valuable year of a child's education so that market forces can magically take effect.
I don't know if Schultz is one of those people with a childlike belief in a magical invisible hand of the market, or if he's just blowing smoke because he's one of those folks who thinks business titans shouldn't have to answer to anyone, including government. Either way, his assertion is baloney.
But he will double down. When you see parents choosing the best schools for their sons and daughter, he argues, you really see a flourishing marketplace, including better test scores and lower incidences of fraud (like the bad stuff that has crippled our public education system for 30 or 40 years, he adds). He does not offer a specific example of this magic, because no such example exists. But he will rant about the public system, rail about low test scores (schools with no students proficient, he says, ignoring what "proficient" means). He cites Florida, Ohio, and Indiana as places with "booming" school choice ecosystems going on and it's true they have lots of unregulated unaccountable choice in those states, but nothing to suggest that it's helping education at all (also, bringing up Ohio in the context of fraud-free education is a bold choice).
The claims just keep piling up. Taxpayers are saving money. Kids are getting better educational outcome with all the research. These are not true statements. Marketplace competition makes things better, because parents can vote with their feet. Feet-based voting does not help anything, and smart market-loving economists like Douglas Harris have explained why the free market does not fit with education.
But Schultz is going to roll right through the usual talking points. These new vouchers will really help the schools, like the Catholic schools, that are trying to help lower and middle class families. He did make a mistake there and talking about helping schools instead of helping kids, but that really is one of the points of choice-- to funnel public taxpayer dollars to private schools. And we already know, in state after state, that vouchers are mostly serving well-off families whose kids were already in private, mostly religious schools. The "We'll save the poor kids" story is inspiring-- it's just not reality.
Webb wants us to remember that anyone can donate to the federal voucher program, not just parents. Schultz agrees. Call your tax professional and learn how you can get in on this. There will be other national SGOs besides AFC (count on it). "Every single American can become a philanthropist," Schultz says. "By giving us their money," he does not add. "This can bring billions of dollars off the sidelines," he says for about the third time, so we should note that this money was not going to sit on the sidelines, but was going to help the federal government pay its bills.
By the way, we spend a lot of money on education and the test scores didn't go up, so we need to send money to unaccountable unregulated schools to make a better future for America. "We are the best, most free, most prosperous nation in the world," Schultz says, but if we have a mediocre education system, then boo. How we got to be the best nation in the world with that mediocre education system is a mystery he does not address. Also unaddressed-- how SGOs typically get a 5% to 10% cut of the money they handle.
What Ever Happened To Snow Days
As I type this, the Board of Directors here at the Institute is having their second Flexible Instruction Day of the week.
As in many places, we kicked off the week with a snow-piling blizzard and moved immediately from there to intense cold. And as in many places, it provides a chance to reflect on the choices that districts make.
To begin with, we're seeing a result of the choice to start school early. In sprawling rural districts, that means students standing at the bus stop at 6:30 or even earlier. So sometimes that means a two hour delay just to give the sun time to come up and the temperature to get into tolerable levels.
We're also seeing the difference between district approaches to what a canceled day means.
No districts in my county use distance learning for snow days. For one thing, everyone hated it during the covid shutdowns. For another, these rural districts include too many students who do not have access to a reliable internet connection. "Remote instruction" during the shutdown meant teachers (like the Chief Marital Officer here at the Institute) spent part of their days hand delivering printed packets to homes.
My district's Flexible Instruction Days are simple enough. Back during the first week of school, students were given a big folder with five Flexible Instruction packets inside. When a FID is called, I pull out the next packet and the boys do the work. Here at the Institute, I check their work and they fix any mistakes; I cannot guarantee that level of oversight is present in all homes. The packets take maybe a half hour and involve a smattering of each subject area. Having been created by teachers back at the beginning of the year before meeting the students and intended to be used sometime during the winter, if ever, the packets are not exactly loaded with rigor. But once the packet is completed, the student has the rest of the day for traditional snow day activities (right now the Board of Directors is battling with Pokemon cards).
For the district, the beauty of this system is that the day will not have to be made up. It provides roughly 0.02 % of a real school day, and yet counts for the whole thing, which, at a minimum, seems intellectually dishonest.
Meanwhile, some other districts do not allow for Flexible Instruction Days-- it's get the students to school or nothing. Their opposition to the idea is hard to explain, but I suspect it's leftover from Covid, when some local boards totally bought the idea that the shut down was an evil teacher union plot, and so they'd be damned if they would ever be tricked into any form of remote learning ever again. So when they cancel school, students get a true snow day, and lose a day of vacation later in the year.
Does it make a difference? My strictly anecdotal survey suggests that Flexible Instruction Days make it easier for the district to just go ahead and call things off. This week, everyone called off on Monday. But while my district has called two Flexible Instruction Days since, the most other non-FID districts have done is call one or two two hour delays.
Is it better to have a traditional snow day? Hard to say. Historically we are more likely to call school off over temperature than over snowfall, which means students are mostly trapped inside rather than soaring over Rockwellesque snowdrifts with their sled-shaped plastic sheets. One might argue that the act of going through the motions of a pretend work day while nature has dropped a pile of chaos on the world is good prep for the work world, but I've never been a fan of the Your Life Is Going To Suck Later So It Might As Well Suck Now family of school policies.
FID is either the best of both worlds (You get some education-flavored stuff with plenty of time left over to play) or possible the worst (Neither a true day off or a functional day of education). Maybe we should stop trying to have pretend school and just suck it up, admit that nature has beaten us, and get an actual day of school in later.
Wednesday, January 28, 2026
Emanuel: Not The Education Candidate
This is where we are these days-- a politician who says that public schools are an okay thing to have still lands to the left of the MAGA party. Which may be why Rahm Emanuel is somehow managing to draw press as an "education guy" who might be running for President, some day.
Emanuel was part of the Obama administration, an administration that doubled down on the bad education policies of the Bush II administration. Then he became mayor of Chicago and took an ax to public schools there, in a move that has not been vindicated in the years afterwards.
Emanuel appears to understand just a part of the Democrat problem on education. From Matt Barnum's Chalkbeat piece about the maybe-candidate:
Whatever the flaws of the prior reform era, Emanuel says, at least Democrats had a clear agenda. Now he dings his party for extended virtual schooling during the pandemic and for allowing Republicans to own education issues. “You know that the Republicans are for vouchers. You can’t tell me what the Democratic calling card is,” said Emanuel, who served as ambassador to Japan under Joe Biden.
Well, yeah, Dems had a clear education agenda. Of course it was A) indistinguishable from the GOP agenda and B) a lousy agenda. But he has half a point. Democrats continue to be feckless and aimless when it comes to public education, and GOP/MAGA education policy has moved on from reform-era policies to now look for the end of public education, replaced by an unregulated marketplace navigated by on-their-own parents and marked by forced taxpayer support of private christianist schools.
Somehow this shift has resulted in a bunch of reformsters from both tribes waxing nostalgic for the days of No Child Left Behind and high stakes testing and charter schools. Like all nostalgia, it rests on selective amnesia about what those days were really like. They were abusive of teachers and schools, injected a toxic testing culture from which schools have still not recovered, and opened the door to the anti-public education policies that are now attacking the US system.
Being nostalgic for the days of NCLB reform is like wistfully saying, "You remember how, right after we stepped off that cliff, there was a moment that felt kind of like weightless floating? I wish we could go back to that."
But here's Emanuel being "alarmed" that neither party's leaders are making it a priority to get Big Standardized Tests back up. “Nobody’s going to break a sweat trying to solve it,” he told Barnum, not bothering to explain why anybody should assume that this battery of student-numbing mediocre assessments should drive anybody's policy.
Emanuel shares some ideas for school improvement, all underlining his lack of actual engagement or understanding of schools and the people in them. Let's imitate Mississippi, he says, and since people are going to keep bringing this up, I'm going to keep saying that any call to imitate Mississippi that doesn't acknowledge that understanding what Mississippi actually did and what they actually accomplished is complex and nuanced-- well, they're just whipping up slogans and not making a serious attempt to create education policy.
Emanuel also says that high schools should require students to have a clear plan for when they graduate, which is exactly the kind of policy that sounds good to someone who has never paid attention to what goes on inside a classroom. What would such a policy look like? Will schools say, "Well, you passed all your courses and got all your credits, but we don't have your Future Plans paperwork, so no diploma for you"? Who will determine whether the student plan is clear or not? Is there any reason that students will not interpret the requirement as "You just write some BS about future stuff and you graduate"?
Another policy proposal is right out of the old NCLB-era playbook. Emanuel suggests, says Barnum, that funds be cut for schools with high absentee rates. This makes non-sense on so many levels. We've got the old NCLB notion that if a school is struggling, you give it fewer tools to work with. We've got the old reformster premise that all problems are the fault of the school. Can somebody ask him if he thinks the Minneapolis schools experiencing high absentee rates during the ICE occupation should have funding cut?
There's a certain mentality that believes that the only way to motivate people--or at least Those people-- is a combination of threats and punishment. That mentality is always problematic in positions of power.
Emanuel can call himself an education candidate if he wants, I suppose. Voters rarely elect politicians because they are education candidates, and when they do-- well, lots of folks thought Obama was going to reverse the anti-public ed policies of Bush II and instead we got more of the same, harder. The latest New York Times/Siena Poll shows that fewer than 1% of voters think that education is the most important problem in the United States today-- and that holds across all age groups, genders, and ethnicities. If you want to ride to the White House, the education bus is probably not the one to ride-- certainly not the one Emanuel is proposing.












