Steve Poizner Learns from Teaching in a San Jose High School

In the May 9 San Jose Mercury News, I review Steve Poizner's new book "Mount Pleasant: My Journey From Creating a Billion-Dollar Company to Teaching at a Struggling Public High School."

Some critics have slammed Poizner for not portraying every student as eager and academically prepared. On the contrary, I find that this candidness is a strength of the book:

One personal insight that Poizner comes to is how difficult it can be to boost student achievement. He arrives at Mount Pleasant High School somewhat romantic about what one teacher can accomplish for children who have been in weak schools for years.

He never lets go of the goal of bringing out his students' full potential, but comes to recognize that many of them are missing the academic "background knowledge" and scholastic aspirations that many students have in upper-middle-class schools. He courageously faces these politically incorrect facts and the extra work they necessitate, without ever giving up in the least on his students.

Some of the critics have focussed on whether San Jose's Mount Pleasant High School was rough or whether the surrounding neighborhood was rough:

Even though this school and surrounding neighborhood seemed rather rough and dangerous to Poizner,...in fact, the neighborhood is average for San Jose and that, while there are third-generation gangs in the neighborhood and "gang-intervention specialists" at Mount Pleasant High School, the number of fights among students is not dramatically high.

While making points such as these, radio journalist Ira Glass, a major critic of Poizner's book, acknowledges that "some things about the school could clearly be better," when it comes to academics. Glass notes: "The school doesn't hit its goals in statewide testing." It is in the bottom 40 percent of California schools.

The book is primarily about Poizner's personal experience as a teacher, but it contains policy suggestions as well:

Poizner finds the public schools a bureaucratic morass, with too many details dictated from the state Capitol. This red tape constrains principals and teachers, the educators who could be making teaching and learning happen.

Poizner's solution is to empower educators by cutting Education Code red tape and reforming school finance so that decisions about money are made close to the classroom. At the same time, he wants incentives that will encourage educators to put student learning first....

He likes charter schools because they ­ by definition ­ aren't tied down by red tape and can provide competitive pressure and examples to learn from for regular schools. He wants to have teachers treated "like professionals." He wants to give "great teachers great pay" and hold all teachers "accountable for their work." Poizner is not afraid to say that ineffective teachers "should be dismissed."

DLC Head Harold Ford Defends DC Opportunity Scholarships, Praises Pres. Obama's Courage

In a recent opinon column in the Mar. 26 issue of Politico newspaper, former Tennessee Congressman Harold Ford Jr. praises President Obama's courage and resolution on school reform. Ford is current chairman of the Democratic Leadership Council (DLC).

President Barack Obama...called for higher standards, more charter schools, merit pay and eliminating bad teachers....

Ford clearly identifies the public-school Establishment that he expects will oppose genuine reform:

Obama expects that special interests will oppose his reform agenda. Those who do will fight vigilantly to hold onto the failed schools that shame us as a nation.

But their actions will put them against the best interests of our children and on the wrong side of history.

Ford says the past anti-reform efforts of the Establishment lead one to expect more of the same from them. He mourns the death of opportunity scholarships in the District of Columbia, "tragically... killed by Senate Democrats":

Teachers unions and education groups have expressed opposition in the past to ideas like merit pay and charter schools. They are strongly opposed to a successful voucher program in Washington, D.C., which tragically was killed by Senate Democrats in the omnibus spending bill that passed the Senate last week.

But Ford says we have reason to hope, because when it comes to education policy, President Obama will be a brave and tenacious leader:

On behalf of the nation's children, Obama is prepared to take on members of his own party and the special interests.

Perhaps, most interesting of all, Ford calls for a mass movement of aroused parents. With a combination of "missionary zeal and political sophistication," an organized grass-roots force of well-informed parents could apply effective and lasting pressure:

It is also time we wake the sleeping giant: the parents who have children attending public schools....Parents — motivated by wanting a world-class education for their children and being highly informed and organized — could bring persistent pressure to members of Congress to adopt an agenda of change to fix our failing schools.

Ford describes well the hopes that President Obama has created for genuine school reform. We should also consider seriously Ford's thoughtful proposal of a mass organization of parents committed to student success.

What do readers think of Pres. Obama's response thus far to the impending demise of DC opportunity scholarships?

UPDATE (3/31/09) For an alternative view of President Obama's courage on school reform, see Richard Cohen's Mar. 24 column in the Washington Post. Here is the relevant excerpt:

[I]n domestic matters, Obama's image has become muddled. He remains more popular than credible. Where does he draw the line? Not at tax delinquency, clearly, and not at earmarks, clearly, and not at real school reform, which he advocates but has done little to implement.

How Regular Schools with Regular Teachers Could Replicate the Results of High-Powered Charters

Education Sector's Steven Wilson in an important AEI pamphlet (drawn from an earlier scholarly paper) looks at the talent that has contributed mightily to the success of high-performing charter schools. He then discusses how regular schools with regular teachers can achieve the same success.

First, Wilson asks, "Do the 'no excuses' schools depend on rare human capital?" He finds that they do:

I found that more than half of the...staff members [of the six high-performing Boston charter schools that he studied] had attended elite undergraduate institutions (Barron's "most competitive" rank), and fully 83 percent had attended at least a "very competitive" college (Barron's third-highest rank)....

I examined the educational background of the academic staff of eight "no excuses" charter schools outside of Boston....As with the Boston-based...schools, faculty members were most likely (37 percent) to have attended institutions in Barron's "most competitive" category; 56 percent had attended "highly competitive" schools or better, and 77 percent attended "very competitive" schools or better.

Wilson also looked at the qualities that "no excuses" schools seek in teacher candidates. One exemplary charter school looks for prospective teachers who graduated from a top-tier college with good grades and a major in an academic discipline and, moreover, who:

• have a "history of getting high student achievement, tight discipline and culture";
• believe that "measurable student achievement is the number one goal"; and
• "[like] standards, statewide testing, and accountability."

Student achievement is a part of a teacher's evaluation at this charter school.

Wilson then points out that prospective teachers having "the educational credentials and commitment" sought by such charter schools are scarce.

How then to get the effective teaching that's needed? Of the two solutions that Wilson considers, one is the most promising. It is "making the job manageable."

Wilson asks us to consider the teaching force once again:

Imagine the broad swath of career educators who, though they may not have attended elite colleges and universities, are nonetheless committed to rigorous academic standards, the continuous improvement of their craft, and a path to college for every child. Could they be equipped with a powerful set of tools that would permit them to produce gap-closing results...?

Consider the job of the "no excuses" teachers....These schools often expect teachers to devise curricular and pedagogical systems largely for themselves....If teachers neither had to remedy years of prior failed schooling nor forge their own tools, then the job would be far more manageable.

In the course of Wilson's discussion of existing effective programs, the reader gathers what Wilson thinks is needed (as re-phrased by me) -- namely, schools with:

• a solid, step-by-step curriculum;
• a "no excuses" culture;
• a focus on college-preparatory academics;
• teacher-led, whole-class instruction;
• clear lesson-plans aligned with state standards;
• regular, frequent diagnostic testing;
• classroom discipline;
• explicit teacher accountability for performance; and
• a school principal with the power to make key decisions.

All this has to reside, Wilson says, in an institutional setting (work-rule and pay flexibility, local district policy, state law) that allows such schools to thrive.

If these components are there, Wilson contends that regular schools can have KIPP-like results without Teach for America/Ivy League-grad teachers.

Wilson recognizes that a major obstacle to putting into effect this promising proposal for success is the"thought world" of K-12 education:

Ironically, such systematic approaches pose a challenge in recruiting teachers. Many career educators have a long-standing aversion, fanned by unions and schools of education, to external oversight. Powerful norms protect the teacher's "autonomous sphere of private discretion" and are more likely to celebrate teacher innovation than measurable effectiveness.

Waiting for enough Superman-teachers and Superwoman-teachers is waiting for Godot.

Instead, Wilson's proposal could give regular teachers the tools to succeed and the incentives to excel professionally.

10 Toughies for Arne

AEI's prolific researcher and research impresario Rick Hess has a provocative guest-editorial in today's (Mar. 19) issue of the Gadfly. Hess poses some challenging questions for U.S. Secretary of Education Arne Duncan. Hess has good insights into the logic of the situation that Secretary Duincan finds himself in. I have condensed his queries somewhat:

1. ...[You've...indicated a concern about wasteful spending and ensuring that the money is well-spent. Would you regard it as a problem if the money is being spent inefficiently but is creating jobs?...

2. ...[W]e know that much of "what works" today consists of elite charter schools bolstered by talented staff, missionary zeal, and philanthropic support. These commodities are in limited supply, and history shows that early successes fueled by them are tough to replicate at scale. How will you ensure that funding...doesn't slosh dollars into [unscalable] boutique programs...?

3. [Skipping over this one for the moment.]

4. In Chicago, ...most of your successes entailed introducing reforms like merit pay pilot programs and charter schools on top of and around the existing school system....Do you think the "on top of and around" strategy is viable for transforming K-12 schooling across the country?

5. ...Do you think it possible to craft a substantial, game-changing merit pay plan that the AFT and NEA will endorse?...

6. ...[T]here is scant evidence of [early-childhood] programs delivering big, sustained benefits for large numbers of children. How can we be confident that the money will fund difference-making programs and not simply pad enrollment or staffing levels?...

7. ...[T]here are many...restrictions [that are less formal] than caps that also hinder charter schools, including unfriendly state and federal regulations, facilities headaches, and teacher certification policies. Do you intend to use your office...to spotlight those barriers and, when possible, to remove them?

8. ...In light of disputes over the merits of "21st century" skills, which the President has explicitly advocated, and concerns that good standards might be crowded out by bad ones, how confident are you that [the creation of national standards] would end well?...

9. The President has said...that if [state and local] officials don't spend the stimulus funds wisely that he will "call them out and put a stop to it." In your view, how would we know if these funds are misspent?...

10. ...History suggests that universal access tends to encourage a decline in rigor and the relaxation of standards....[H]ow do you intend to police [higher education to prevent such a decline]?

My personal favorite is this one:

3. The President announced his intention to "scrub" the budget for wasteful or inefficient programs. Which programs have been identified in the Education Department?

Throughout, Hess asks what Secretary Duncan is concretely willing to do if money is wasted or if programs don't produce.

Whether Secretary Duncan ever explicitly answers these questions in words, he will have to answer them through his actions.

Regulatory Recapture: Fresno Unified vs. KIPP Charter

Regulations do not operate in an angelic world. More often than most people realize, politicians and bureaucrats use economic, safety, and sanitation regulations for political or personal ends. The Fresno Bee today (Mar. 2) has an excellent article on sabotage of the high-performing Fresno KIPP charter school by the local school district’s board of trustees. The local board is pointing to hiring regulations, safety rules, and the school’s strict disciplinary policy, as it blocks a grant application that is necessary for the school’s survival.


But as the Bee article points out, some KIPP supporters believe that the district (whose enrollment is falling) wants to recapture KIPP's students and the money that comes with them:

Many see it as a David-and-Goliath battle: a tiny charter school pitted against the mammoth Fresno Unified School District. Fresno Unified officials say it's not up to them whether the school stays open, but say the school has violated state and federal laws and has prompted safety concerns.

But supporters wonder whether Fresno Unified, with dropping enrollment, wants to capture KIPP's students....

The school posted an 850 on the state's testing index last year, the second-best score for a middle school in Fresno Unified. (Edison Computech scored 916.) The index ranges from 200 to 1,000, with the goal of at least 800.

For a little-known but classic account of the political use of regulations, see “Laissez-Faire and the Chinese Persecutions in San Francisco,” by Thomas Jacobsen, Rampart Journal of Individualist Thought (vol. 4, no. 3, Sept. 1968). Regulations on economics, safety, and sanitation were used by the Workingmen’s Party in San Francisco to persecute Chinese immigrants in the late 1870s.