Questions of science, science and progress
Do not speak as loud as my heart
“The Scientist,” Coldplay
The absolute greatest gift of being a teacher by profession is accumulating throughout your career the young people gifted you by your classroom.
A few days ago, I was having lunch with a former student and current teacher, Ali Williams, who teaches English at a majority-minority, high-poverty high school in the school district that serves the county where I teach.
Among the ramblings of our nerdfest, we talked about language, about the challenges of trying to be a good teacher, and about the fields of psychology and sociology, a tension that has more and more fascinated me over a thirty-plus years career as a teacher.
For anyone who doesn’t know Ali personally or who has never spent time at her school or with her students (I have had several teacher candidates placed at the school and thus have observed there often), the reality today is that the students are likely and uncritically viewed as at-risk, the school is believed to be failing, and Ali could very easily be labeled a bad teacher.
Those pronouncements occur all across the state of South Carolina and the U.S.—an accusatory finger pointing that blinds political leaders and the public from the corrosive social forces that are reflected by students, teachers, and schools (but not created by those students, teachers, or schools).
Because the U.S. remains trapped within the lies of rugged individualism and believing the country is a meritocracy, the influence of psychology (mostly quantified claims about individual qualities and behaviors) is more readily and almost entirely uncritically and inaccurately embraced while sociology (often broad and descriptive explorations of social forces) is either ignored or carelessly discounted—often as “excuses.”
If we did deeper, another division is embedded in the disciplinary tension above—the power of numbers.
Numbers give the compelling appearance of objectivity and certainty while rich description offers complexity and uncertainty.
And the U.S. has a disturbing propensity for being a blowhard nation; we seem to like our columnists, radio personalities, and even presidential candidates to hold forth with the simplistic bloviating found among privileged white men who have never reconsidered anything, especially their own privilege.
The 10,000-hour rule, humans use only 10% of their brains, poor children have smaller vocabularies that wealthy children, high rates of black-on-black crime—each of these remains incredibly common claims throughout mainstream media, politics, and private conversations, but each is also bad numbers—at best cited in misleading ways and at worst simply wrong.
Numbers are compelling, especially when they can be used to promote “objectively” our worst prejudices.
If we focus on the black-on-black crime claim (which I believe is representative of this problem), that data are misleading because essentially most crime is within race (white-on-white crime is about 84% and black-on-black, 91%).
Crime is also strongly connected with poverty, and then poverty disproportionately impacts blacks.
In other words, a rich and detailed description of crime, one that is more accurate and not accusatory, pulls back from focusing the gaze on individuals and raises questions about why so much crime is among family members and acquaintances, why so much crime is within lives overburdened by poverty, and why the criminal justice system also disproportionately targets some people (blacks, the poor) while somehow turning away from other people (whites, the affluent).
The black-on-black crime lie is not much different than the at-risk students, bad teachers, and failing schools lies.
The accountability movement in education has embraced and perpetuated high-stakes testing in order to increase the quantification of blame, to make sure the accusatory finger pointing remains on individuals and not the social forces creating those things being measured.
As a result, satire is hard to separate from reality:
In an effort to hold classroom instructors more accountable, the Illinois State Board of Education unveiled new statewide education standards Friday that require public school teachers to forever change the lives of at least 30 percent of their students. “Under our updated educator evaluation policy, teachers must make an unforgettable, lifelong impact on at least three of every 10 students and instill a love of learning in them that lasts the rest of their lives,” said chairman James Meeks, adding that based on the annual assessments, if 30 percent of students don’t recall a particular teacher’s name when asked to identify the most influential and inspiring person in their lives, that instructor would be promptly dismissed. “We are imposing these standards to make certain that a significant proportion of students in any given classroom can someday look back and say, ‘That teacher changed the course of my life, making me who I am today, and there’s no way I could ever repay them.’ Anything less is failure.” Meeks also confirmed the implementation of another rule aimed at ensuring that no more than 40 percent of a teacher’s students end up in prison.
How is this substantially different than No Child Left Behind requiring 100% proficiency by 2014? How is this substantially different than legislation demanding teachers and schools close the achievement gap (a coded lie again no different from the black-on-black crime claim)?
Labeling students at-risk, teachers bad, and schools failing is itself the real failure because it keeps our eyes focused on the consequences—not the causes—of the problems we claim to be addressing.
My former student Ali who is now a wonderful and dedicated young teacher can never be accurately reduced to a number, just as her students can never be rightfully represented by a number.
But our words matter also.
Overwhelmingly, the labels we assign to students, teachers, and schools reflect the conditions of lives and communities not created by those being labeled.
We must end the use of deficit language that points the accusatory finger at people who are the victims of situations beyond their control because that absolves the few who do have the power both to create and tolerate the great inequities that now characterize the U.S.
Distorting numbers and simplistic labels, in fact, make it less likely that we can and will confront when individuals are to blame and when we do fail students, education, and our communities (and, yes, those failures do exist, although not in the ways we hear daily among those prone to blame).
At-risk students? How about looking at some data and asking some fundamental questions?
Those students we tend to label “at-risk”—black, brown, poor, ELL, and special needs—are disproportionately likely to be taught by un-/under-qualified and early career teachers. Why?
If we answer that—along with why they live in homes and communities overburdened by poverty—and then do something about those conditions, we would find our urge to label those students suddenly different.
If we somehow swapped children in so-called failing schools with so-called exemplary schools (both in their homes and their schools), the labels would stick with the conditions, not the children.
This would hold true if we swapped faculty between so-called failing and so-called exemplary schools.
If we genuinely believe in universal public education as essential to democracy and equity, then we must resist the corrosive power of quantifying and labeling that has become entrenched in how we talk about students, teachers, and schools.
I am a teacher, and many of my former students, like Ali, are teachers.
“Nobody said it was easy,” could be about this profession we share. “No one ever said it would be this hard.”
As formal schooling begins again this fall, however, many students, teachers, and schools are facing conditions that now make education even more difficult because of accusatory finger pointing, numbers and labels that mask the lingering stereotypes and biases that create so called at-risk students, bad teachers, and failing schools.