What if it turned out that education reform, with its teacher-blaming assumptions, got it all wrong in the first place?
By Jim Miller
Recently, with “California’s Public Education Charade,” UT-San Diego shocked no one by publishing yet another anti-union, teacher-bashing editorial that attacks California’s “dominant Democratic Party” for believing that “what’s good for the California Teachers Association and the California Federation of Teachers is good for California. And what’s good for students, who cares?”
The sins of California’s Democrats, the State Board of Education, and their sinister union bosses include the decision to “suspend the Academic Performance Index [API] for a second year as the state moves to a more complex system of evaluating school and district performance” and failing to robustly follow the lead of the misguided Vergara decision which blamed tenure for the struggles of low-income minority students. California, the editorial board laments, has made it “even more difficult to fire bad teachers.”
Of course, these are precisely the kind of oft-repeated yet totally unfounded assertions one hears about public education and teachers from not just the mouthpiece of Manchester but from far too many in the media. Just because they keep saying it, however, doesn’t make it true.