Former New York City Schools Chancellor Joel Klein penned a lengthy and thought-provoking essay that appears in this month’s Atlantic magazine entitled “The Failure of American Schools.” In it, he reveals a number of disturbing trends and endemic problems that plague the nation’s public schools system.
Klein offers, however, a signal of hope that comes from the work being done currently by contributing RP, Eva Moskowitz, in her Harlem Success Academy:
At the individual school level, the differences can be breathtaking. One charter school in New York City, Harlem Success Academy 1, has students who are demographically almost identical to those attending nearby community and charter schools, yet it gets entirely different results. Harlem Success has 88 percent of its students proficient in reading and 95 percent in math; six other nearby schools have an average of 31 percent proficient in reading and 39 percent in math. And according to the most-recent scores on New York State fourth-grade science tests, Success had more than 90 percent of its students at the highest (advanced) level, while the city had only 43 percent at advanced, and Success’s black students outperformed white students at more than 700 schools across the state. In fact, Success now performs at the same level as the gifted-and-talented schools in New York City—all of which have demanding admissions requirements, while Success randomly selects its students, mostly poor and minority, by lottery.
These school-level differences ultimately reflect the effectiveness of a child’s particular teachers. Eric Hanushek, an economist at Stanford, has shown that, while some teachers get a year and a half’s worth of learning into a year, others get in only half a year’s worth of learning with essentially the same students. Imagine the cumulative impact of the best teachers over 13 years of elementary and secondary education. Indeed, even if California raised its performance to Texas’s level, Detroit to Boston’s, the neighborhood schools in Harlem to Harlem Success’s—that is to say, if our least effective teachers performed at the level of our most effective—the impact would be seismic.
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