Fixing education and student
performance takes more than money. It often requires crossing the minefield
of political correctness.
My state, like many others, struggles
with a less than stellar public-school system. Educational problems,
from failing students to drop outs to low graduation rates to low basic skills
upon graduation are all among the issues that need to be dealt
with. So, our (mostly Democrat) legislators every year throw more
and more money at the schools. Yet, our school performance in nearly
all categories is well below neighboring states that spend far less money per
student.
After years of the same (more money,
no better result) one would think that we might stop throwing our tax-payers' dollars down the drain and try to determine what we might actually do to
improve students’ educational performance. The problem is that would
require us looking at issues that political correctness has taught us to
ignore.
Without doubt, the performance of
individual schools, even within the same district, varies depending on the
ethnic and economic identity of its neighborhood. It doesn’t take a
rocket scientist to figure out that those factors must have something to do
with performance. And, any rocket scientist (or common citizen) who
wanted to fix the education problem would likely want to consider what is it
about these differing neighborhoods that makes the performance of their
students so different.
A few things come to mind
immediately. Do the teachers’ abilities or qualification differ
between schools depending on the sociological makeup of the school’s
neighborhood? Do certain types or quality of teachers prefer to work
in one school or area over another and if so why? Does this affect
the performance outcome of the students? Or is that performance
outcome (as distinguished from the students’ actual ability) preordained by the
fact that different cultures as well as different economic strata place
different values on education? Or are there other sociological or
environmental factors associated with a particular school’s performance rates?
These are all interrelated questions,
but their examination and answers likely require one to tread upon the land
mine of political correctness. Thus, the questions and their
answers, along with the ultimate answer to the question of how to improve
public school education, go unexamined and unanswered.
We have all heard that education
begins at home. This is true in many ways. A child’s
attitude toward learning begins before the child ever enters
school. The parents’ attitudes toward school’s importance and how
one should approach learning will affect the students’ approach to their school
experience. Along with this mental preparation, the simple things
like diet and basic living conditions will also affect how a student comes to
school and how ready he or she is to learn. All of this will affect
the ultimate performance (as opposed to ability) of the
student. Money thrown at a school will not have any effect on what
is going on at home.
If a child comes to school from an
environment that puts little importance on education, then no matter how much
money is given to the school and its programs, that child is not likely to give
much meaning or effort toward getting an education or doing well in
school. Even teaching an ESL student in his or her native tongue is
not going to precipitate better performance if performance is not valued by the
student and the parents.
Note, this essay is about performance
and not ability; it does not in any way intend to suggest that ability or
intelligence are dependent on a particular cultural, ethnic, economic, or other
identifiable background. That is, while
a student might very well have the ability for star academic performance, the
student may not perform at that level due to a value system that does not
reward or appreciate such performance.
At the same time, one must
acknowledge that it may not be appropriate to demand that a culture or other
group place top priority on education when that group may have chosen to place
some other value or activity above education. Moreover, different groups
may have different views of the amount or type of education generally needed
and the relative benefits of post-high school academics vs. trade school vs.
employment or military service. Those who ask that we appreciate
diversity must be willing to accept that among a wealth of diverse cultures
some may choose to rank the importance of public-school education at a
different level or with a different goal than we (or the government) might
choose for ourselves.
These points are of course
approaching someplace that the PC police do not want us to go because to
discuss them might mean identifying/singling out certain cultures or
sub-cultures that place a lower value on formal education. While we
are readily urged to identify victim groups, political correctness prohibits us
from pointing out anything that might be a problem that the group itself could
work to fix or that they have chosen not to change. While we have
little problem saying that some Asians or other identifiable groups highly
value education and thus perform well, to say that, for example, some Hispanic
cultures do not so highly value education is taboo. And, to say that
a child’s relatively poor educational performance might be in part due to the
child’s cultural background and values would be considered an attack, probably
a racist attack, on whatever identity group or sub group was being
referenced.
It is somewhat less dangerous to
discuss economic factors affecting school performance. In poorer
economic areas the schools sometimes use the money gifted to them to take on
the role of parent – feeding, reading to children, teaching them appropriate
behaviors, caring for them as a babysitter when the parent
works. This, however, does not educate the child, which is the job
of the schools that the school money should be funding.
We also demand very little
accountability for our money from the administrators or the teachers or even
the students. Teachers are often afraid to discipline students so as
to maintain a better and safer learning environment because to do so might be
perceived as some sort of racist or other discriminatory act against the
student or a group to which the student belongs. Teachers may
also avoid telling their students’ parents that their child is not
perfect. Administrators fail to hold teachers accountable for fear
of unions or again for fear of allegations of some sort of
discrimination. And often the school administrative bureaucracy
simply expands itself with the new money with little change to what is
happening educationally.
If we really want schools to improve,
let’s be honest about the students that are enrolled and about the effects that
their backgrounds and living environments might have on their performance in
school. Let’s consider whether at least some of the money that we
now uselessly send to the schools might be better spent interacting with the
community within which the poorly performing school is located.
We need to admit that there may be
cultural and economic issues that money handed to a school will not and cannot
fix. The money might be more useful spent on more detailed
information about diverse effects on educational performance, or to help us to
understand why a particular group chooses to prioritize differently than we
would like, or simply on developing programs that would reach out to various
communities to inform them of the value of education to their children in our
society. But, we cannot do this if we cannot even state that culture
might have a bearing on educational performance.
We won’t do any of these things,
because to do so requires stating things that could be interpreted as less than
flattering to one or another group of people and in all likelihood will be
viewed by at least some as racist. Rather than offend anyone’s
sensibilities we will just keep throwing money at the problem without doing
anything to fix it. It may make us feel good, make us think we are doing
something, but it won’t fix the problem.
Yet isn’t ignoring these factors,
even if for politically correct reasons, more racist than any inquiries or
focus on one or another background factor might be? For it is the
children who ultimately suffer; and if we could improve education by focusing
on one or another identifiable cultural or group identity trait, wouldn’t that
be far less discriminatory than ignoring that factor and in so doing ignoring
the potential capabilities of a child from what is now a poor performing group? In essence, we are denying the children from
that group the opportunity to reach their full and true potential, and what
could be more racist or discriminatory than that?
If a student is a member of a group
that for whatever reason (economics; cultural priorities; etc.) is not as well
prepared for or appreciative of learning as other students, then putting money
into the school will not fix the problem. This is not a money to
school issue. It is a cultural, economic, and sociological
issue. That is something that ought to be faced. To not
do so, to not give every student the tools he or she needs to fully live up to
his or her learning potential, is far more racist than is ignoring inquiries
that might provide insights into how to better allow the student to
succeed. The answers often lie outside the walls of the schoolhouse,
its purpose, and what those inside are trained for or capable or charged with
doing. And to simply keep throwing money there when it doesn’t help
is an insult and injury to each and every student who attends.