Whatever the intentions of policy leaders, this “broken system” narrative has had some serious unintended consequences. And perhaps the most obvious of those has been an increased tolerance for half-baked plans. Generally speaking, the public has a relatively high bar for replacing something that works, particularly if there is a risk of failure, and especially when their children are concerned….
When it comes to replacing something broken, however, the bar for intervention is much lower. Doing something, even if it fails to live up to expectations, is invariably better than doing nothing. Only by doing nothing, Americans are told, can they fail. Thus, despite the fact that there is often little evidence in support of utopian schemes like “personalized online learning,” which would use software to create a custom curriculum for each student, or “value-added measures” of teachers, which would determine educator effectiveness by running student test scores through an algorithm, many people are willing to suspend disbelief. Why? Because they have been convinced that the alternative—a status quo in precipitous decline—is worse. But what if the schools aren’t in a downward spiral? What if, instead, things are slowly but steadily improving? In that light, disruption—a buzzword if ever there was one—doesn’t sound like such a great idea.
A second consequence of the “broken system” narrative is that it denigrates schools and communities. Teachers, for instance, have seemingly never been more disillusioned. Roughly half of teachers report feeling under great stress several days a week, job satisfaction is at a 25-year low, and almost a third of teachers say they are likely to leave the profession within the next five years. Parents, too, have never had less confidence in the system. According to the most recent Phi Delta Kappa/Gallup poll, roughly 80 percent of Americans give grades of “C,” “D,” or “F” to the nation’s schools—a far larger total than the 56 percent who issued those grades three decades ago. This, despite the fact that 70 percent of public school parents give their children’s current schools an “A” or a “B” rating. In other words, despite people’s positive direct experiences, the barrage of negative messaging has done serious damage to the public school brand. Consequently, many anxious parents are now competing with alarming ferocity for what they believe to be a shrinking number of “good” schools. As research indicates, they have exacerbated residential segregation in the process, intensifying racial and economic inequality.
Perhaps the most serious consequence of the “broken system” narrative is that it draws attention away from real problems that the nation has never fully addressed. The public-education system is undeniably flawed. Yet many of the deepest flaws have been deliberately cultivated. Funding inequity and racial segregation, for instance, aren’t byproducts of a system that broke. They are direct consequences of an intentional concentration of privilege. Placing the blame solely on teacher training, or the curriculum, or on the design of the high school—alleging “brokenness”—perpetuates the fiction that all schools can be made great without addressing issues of race, class, and power. This is wishful thinking at its most pernicious. [emphasis added]
Jack Schneider. America’s Not-So-Broken Education System. The Atlantic. 6/22/2016.