Monthly Archives: September 2014

The Political Lens: What Global Warming and Wright v. New York Have in Common

During the 2003-2004 school year, my chemistry teacher told my class that global warming wasn’t occurring.  I believed her.  When I attended New Jersey’s Governor’s School of International Studies in the summer of 2005, a professor told me the opposite – the evidence for global warming, and for the human contribution to it, was virtually incontrovertible.  Confused about what to think, I began to research the issue.  I also reached out to some of my other former teachers to ask for their input.

Three things became immediately clear.  First, most popular articles about global warming contained more empty rhetoric than useful information.  The mainstream media, as it far too frequently does, focused not on the truth but on grandstanding and a false sense of balance.  Second, I didn’t know enough climate science to look through a given study’s results and determine their legitimacy.  Third, I didn’t have to – a different approach could tell me everything I needed to know about each study’s likely veracity.

Global warming research falls into two categories: research by legitimate scientists and “research” funded by big energy interestsLegitimate scientists, who have no economic incentive to lie, conclude that global warming is a manmade crisis deserving our immediate action.  The few studies that suggest otherwise are normally sponsored by organizations like Exxon and the American Petroleum Institute, interest groups with billions of dollars invested in the activity responsible for global warming.

As with global warming, knowledge of the individual and organizational incentives behind opposing “sides” of any debate provides us with critical information.  This “political lens,” though not completely foolproof, reminds us that certain claims deserve a larger dose of skepticism than others.  The agendas behind a movement are especially important to consider when we lack in-depth knowledge of a particular issue.

In education policy debates, “reformers” far too often selectively and inaccurately apply the political lens or dismiss its importance.  That dynamic surfaced after Stephen Colbert interviewed former CNN anchor Campbell Brown on July 31. Brown’s organization, Partnership for Educational Justice, had filed Wright v. New York three days before the interview.  Wright, modeled after Vergara v. California, challenges several aspects of teacher employment law.

A small group of teachers, parents, and grassroots organizers showed up to protest Brown’s appearance on the show.  Colbert, responding to the protesters and the Twitter hashtag #questions4campbell, asked Brown about her organization’s funding sources.  Brown refused to disclose her donors.  Amidst the criticism that followed, various stakeholders have rushed to Brown’s defenseThey continue to argue that a focus on Brown’s donors and political affiliations is a “desperate effort to distract from the real conversation” about teacher employment law.

The truth of the matter, however, is that educators would love to focus on substantive conversations about teacher employment law.  Teacher “tenure” and dismissal and layoff procedures, though they are intended to protect both student and teacher access to a positive, productive educational experience, don’t always work as intended.  Unions recognize this problem and recommend legislative improvements that simultaneously address issues with the execution of the laws and preserve their important components.  We also frequently discuss the laws on their merits.  Additionally, student advocates would love to see reformers, unions, and legislators engaged in substantive conversations about how to unite behind and fight for causes that matter considerably more for the lives of low-income students: in-school causes like funding equity and improved teacher support and out-of-school causes like the living wage and immigrant rights.

Unfortunately, pro-Wright propaganda, featured much more prominently in the mainstream media than legitimate arguments for the defense, often drowns out these “real conversations.”  No teacher has a job for life, competent school districts can and do dismiss bad teachers, and there is absolutely no evidence that teacher employment law causes inequities between low-income and high-income schools***, yet relatively large swaths of the American public have bought Brown’s misleading narrative and harbor severe misconceptions about the statutes and their effects.  Brown isn’t leading her crusade with a rigorous analysis of the facts and sound logical argument; instead, she “addresses” the lawsuit’s substantive critiques by ignoring inconvenient statistics and logic and implying that disagreement indicates a disregard for the well-being of children.  It’s hard for the public to understand the nuances of education law and research when Wright supporters prominently and erroneously equate opposition to the lawsuit with the defense of horrible teachers.

Thus while education law and research is arguably less complicated than the science behind global warming, the political lens is equally important to consider in this debate.  It’s theoretically possible that the unions who defend teacher employment law do so to protect teachers who call students names and sleep in class.  And it’s theoretically possible that Campbell Brown and her unnamed donors care more about the lives of low-income kids than do the unionized teachers who work with them every day.  It’s also theoretically possible that Exxon produces more honest research about global warming than does the entire scientific community.  But these theoretical possibilities are all extremely unlikely.

Instead, it’s significantly more likely that Campbell Brown’s donors, like the people who funded Vergara v. California, actively exacerbate economic inequality.  That Wright v. New York and Vergara conveniently allow them to undermine organized labor and distract us from the ways their business and political activities harm the families of the very same low-income students they purport to help.  That teachers in unions care deeply about delivering an excellent education to their students, and that their opposition to the lawsuit stems from its negative narrative, erroneous claims and premises, and failure to provide solutions to the actual causes of teacher quality issues.  In other words, looking through our political lens reminds us that there are literally billions more “adult interests” in support of Wright v. New York than in its defense.

Educators must continue to clarify facts about teacher employment law and support responsible reforms.  Most proponents of challenges to the statutes are well-intentioned, and a focus on agendas alone would not do the issues justice.  It is also entirely legitimate, however, to call attention to the profit and political motives behind lawsuits like Wright and Vergara.  Knowledge of donors and allies helps us understand why, when unions and Campbell Brown present conflicting information about the law’s intent and effects, Campbell Brown’s claims warrant significantly more suspicion.

Campbell Brown graphic

***While the plaintiffs in Wright, unlike those in Vergara, do not erroneously contend in their complaint that the laws cause inequities between low- and high-income schools, the idea that low-income students are disproportionately impacted by bad teachers was mentioned by Brown in her appearance on The Colbert Report and still surfaces in discussions of the lawsuit.

Update: A version of this post appeared on The Huffington Post on October 2.

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Filed under Education, Labor, Philosophy

The 34justice Political Tool: Ethics, Truth, and a Case Study of Michael Brown and Ferguson

Seating arrangements during the French Revolution gave us the Left-Right political spectrum.  During the first National Assembly in 1789, the king’s supporters sat on the right and proponents of revolution on the left.  In contemporary American politics, we often consider liberals, who  “believe in government action to achieve equal opportunity and equality for all,” to be on the Left. Conservatives, who “generally emphasize empowerment of the individual to solve problems,” form the Right.

The Left-Right political spectrum (via

The Left-Right political spectrum (via

David Nolan, one of the founders of the Libertarian Party, found this one-dimensional political spectrum problematic.  Theorizing “that virtually all human political action can be divided into two broad categories: economic and personal,” Nolan believed that “political positions can be defined by how much government control a person or political party favors in these two areas.”  Nolan’s views laid the foundation for The World’s Smallest Political Quiz, a ten-question survey which categorizes an individual’s political views on a two-dimensional chart.

If you take The World's Smallest Political Quiz, your views will be plotted on this chart.

If you take The World’s Smallest Political Quiz, your views will be plotted on this chart.

Nolan’s categorization scheme, though more descriptive than the Left-Right spectrum, unfortunately suffers from the same major flaw: it presents opposing points of view as ethically and intellectually equivalent.  A better system would articulate how different degrees of attention to social justice and the truth drive competing political perspectives.

Published in 1971, the same year that Nolan released the current version of his chart, A Theory of Justice laid out an approach to determining ethics that is widely considered to be the most “fair and impartial point of view…about fundamental principles of justice.”  American philosopher John Rawls argues that we must consider a thought experiment in which each of us is behind a “veil of ignorance” in “original position:”

The idea of the original position is to set up a fair procedure so that any principles agreed to will be just…Somehow we must nullify the effects of specific contingencies which put men at odds and tempt them to exploit social and natural circumstances to their own advantage…[A]ssume that [all people] are situated behind a veil of ignorance. They do not know how the various alternatives will affect their own particular case and they are obliged to evaluate principles solely on the basis of general considerations.

It is assumed, then, that the parties do not know certain kinds of particular facts. First of all, no one knows his place in society, his class position or social status; nor does he know his fortune in the distribution of natural assets and abilities, his intelligence and strength, and the like…They must choose principles the consequences of which they are prepared to live with whatever generation[, race, class, gender, disability status, sexual orientation, etc.] they turn out to belong to.

The veil of ignorance, by forcing us to consider the possibility that we will be anyone in society, focuses us on fairness and equality of opportunity.  Especially given human beings’ risk aversion, rational people behind the veil of ignorance would seek to minimize imbalances of power.  The ethics of a given policy proposal or viewpoint can be defined by the degree to which Rawls’s thought experiment informs our thinking, which generally means the degree to which we contemplate the circumstances of populations with low levels of power and privilege.

A better political categorization tool can capture this thought experiment with a horizontal “ethics axis.”  “Privilege-defending” viewpoints and policies that ignore the veil of ignorance – those that mainly consider the ideas, desires, and needs of people already in power – fall on the left side of this axis.  “Power-balancing” viewpoints and policies developed after reflection about the veil of ignorance – those that more ethically think through the concerns and needs of less-privileged people – fall on the right.  The vertical or “accuracy axis” of the tool orients us to the facts; it plots views according to the degree to which a combination of sound theory and empirical evidence informs them.

Political Tool.003

The ideal policy, developed with consideration of the veil of ignorance and using the most accurate interpretation of the facts, sits in the upper right hand corner.  This tool thus provides several advantages over the Nolan Chart and the traditional Left-Right spectrum.  First, it forces us to think about what matters; we cannot plot opinions on this tool without ethical and intellectual analysis.  Second, the tool captures that objectively good policy (policy in the upper right hand corner) is more desirable than the “center” of opposing viewpoints.  Third, it gives us a common framework to discuss policy ideas with people with different perspectives, orienting our conversation to two pillars – truth and justice – instead of normalizing disagreement as inevitable.

Applying the 34justice Political Tool

A case study of the Michael Brown shooting and related events in Ferguson, Missouri can illustrate how to use the 34justice political tool.

The Veil of Ignorance in Ferguson

Ethical considerations require us to imagine ourselves behind the veil of ignorance in original position.  We don’t know if we’re white or black, police officer or regular citizen.  We must ask ourselves what sort of policies rational people would adopt in that situation.  Given the power differential between police officers and citizens, rational people who knew they might end up as citizens would want a system that set high standards for police behavior.  They’d want to ensure that the police force acted with transparency, restraint, and the best interests of the community in mind.  Rational people behind the veil of ignorance would also want to make sure police officers could enforce reasonable laws and use force to protect themselves if necessary – they might end up as police officers, after all – but they’d set a very high bar for the use of that force.

Knowledge of institutional racism would also factor heavily into the calculation of the rational person in original position.  We are much more likely to harbor subconscious biases against and jump to negative conclusions about black people than white people, and black people routinely face both overt and covert forms of discrimination.  A rational person behind the veil of ignorance, knowing that he might become a black citizen, would be especially wary of mistreatment by police.  Nobody in original position would agree to a system that placed more responsibility on black citizens than white officers; a viewpoint that did so would consequently be privilege-defending and unethical.

An ethical and power-balancing viewpoint, therefore, approaches the actions of the Ferguson police force with more skepticism than the actions of the black community.  It begins with an attempt to understand the concerns and perspectives of black citizens.

We can thus categorize knee-jerk reactions about the Michael Brown shooting and Ferguson, all unsupported by evidence, as follows (as originally noted by Billy Griffin post-publication, the viewpoints described in the following sections are meant as an illustrative sample, not as a complete set of all possible viewpoints):

Viewpoint A (privilege-defending): The police behave responsibly, so the conflicts are really the fault of an unruly black population.  The police officer who shot Michael Brown wouldn’t have done so unless he was in danger.  Similarly, the police wouldn’t use force against protesters unless it was necessary to maintain law and order.  Race is not an issue.

– Viewpoint B (partially privilege-defending): The police may have acted inappropriately during the shooting of Michael Brown and its aftermath in Ferguson, but Brown and the black community likely shoulder an equal amount of responsibility for what has happened.

– Viewpoint C (power-balancing): The police are in power and responsible for protecting citizens; police actions deserve intense scrutiny when they harm civilians.  We must avoid blaming the victim.  This situation is the likely product of systemic racism and institutional injustice.

Political Tool.004

The Accuracy Axis in Ferguson

Here are the facts from the Michael Brown shooting itself:

[NOTE: the information below, updated on 11/14/15, contains both what we knew at the time this post was published and updated information (from the DOJ report) to match the ensuing investigation (big thanks to a commenter on Twitter for pointing out the discrepancies).  Strikethroughs and bold italics indicate changes.]

– Brown was shot at least six times.  He was unarmed.

Eyewitness accounts following the shooting say that Brown had his hands up in the air and was trying to demonstrate that he was unarmed when he was killed.  Recent video has seems to have corroborated that Brown’s hands were, in fact, raised.

– The police did not release their version of events until the day after the crime.  The report, when released, said that Brown reached for the officer’s gun in the car and was shot as a result of the struggle for the weapon.  Forensic evidence confirms that Brown was first shot in the hand while involved in a struggle in the car, though it’s not clear how the struggle began. The department also did not release the name of the officer who shot Brown (Darren Wilson) for 6 days, despite repeated requests by the media and public (the police claimed that the delay was due to threats on social media).

Anonymous police sources have originally claimed that Wilson was injured and taken to the hospital after the shooting, but initial reports about the injuries turned out to be false (as did a photo circulated by a Chicago firefighter). The police did not originally provide have not provided independent verification of the injuries.  It was confirmed later, however, that there was “bruising on Wilson’s jaw and scratches on his neck, the presence of Brown’s DNA on Wilson’s collar, shirt, and pants, and Wilson’s DNA on Brown’s palm.”

Commentators have also debated whether several additional facts are related to the shooting:

– Brown took cigars from a convenience store without paying about 10 minutes prior to the shooting.  He shoved the store clerk on his way out the door.  We know this fact because the police department released a video of these events (which, despite the police chief’s claims, the press and public did not ask for) the same day they released Wilson’s name (which the press and public did request).  Wilson almost certainly did not know about the robbery when he stopped Brown on the street.  Wilson’s radio transmissions confirm that he received a dispatch call about the robbery and had a description of Brown when he first encountered him.

– Brown had marijuana in his system when he was shot (this information was released by an anonymous source and not in response to a specific request).  Marijuana can remain in a person’s system for over a month and there is no legitimate evidence linking marijuana use to violent behavior.

– The Ferguson police force has a (probably very long) history of unprovoked attacks on black people in the community.

Finally, the following facts relate to the protests in Ferguson immediately following the shooting:

– Across the country, numerous black citizens have been shot and killed by white police officers under suspicious circumstances.

– Unarmed black teens Trayvon Martin and Jordan Davis have also been killed by white citizens in recent years.  Mostlywhite juries failed to convict the offending citizens of murder (Mike Dunn, Davis’s killer, was found guilty of multiple counts of attempted murder, while George Zimmerman, who killed Martin, was acquitted).

Most protests were entirely peaceful, but a small percentage of people threw molotov cocktails and looted local stores.

– The Ferguson police, wearing military attire and sporting intense assault weapons, pointed guns at and used tear gas and other violent crowd control tactics on peaceful protesters.

– There is a clear pattern of racial profiling in Ferguson.  About 67% of Ferguson citizens are black, but black people comprise less than 6% of the Ferguson police force.  Over 85% of police stops and arrests are for black people.  Some police lieutenants in Missouri have been caught ordering indiscriminate harassment of black citizens.

– The city of Ferguson makes considerable revenue by routinely fining poor black people for minor offenses (like driving with a suspended license).  When they can’t pay, these citizens often spend time in prison.

These facts can help us categorize more evidence-based viewpoints:

Viewpoint D (privilege-defending): We’ll never know exactly what happened when Michael Brown got shot, and we must remember that police work is difficult and dangerous.  Our police officers need to be able to use their judgment when they feel threatened.  Michael Brown was clearly violent, as can be demonstrated in the video of him robbing a convenience store and the forensic evidence indicating a struggle with Wilson, and he was also probably high.  There isn’t anywhere near enough evidence to convict Darren Wilson, and it is a concern that black people on the jury might show racial solidarity instead of looking at the evidence.

The black community’s rioting and looting also necessitated police action.  Citizens who don’t want to experience police violence should avoid doing anything that appears unlawful and/or dangerous.  Nothing is wrong with our police system.

Viewpoint E (partially privilege-defending): The circumstances of Brown’s death look suspicious.  The police department certainly should have released its report sooner, so it’s hard to trust them over eyewitness accounts.  At the same time, the main eyewitness was a friend of Brown’s and the community is more likely to side with Brown than with the police.  Additionally, the fact that Brown and Wilson were engaged in a physical struggle before the fatal shot robbed a convenience store beforehand, shoving and intimidating the store clerk, suggests that Wilson had good reason to fear Brown.

The racial disparities in Ferguson are definitely something to look into, but police also probably don’t pull people over for no reason at all.  And while the police used excessive violence in some cases, the rioting and looting of black citizens was a large part of the escalation of the situation.  The citizens in Ferguson and the police must both reflect on their behavior.

Viewpoint F (power-balancing): The Michael Brown shooting and Ferguson’s response to it are a direct result of the effects of institutional racism.  Black people in this country clearly face challenges that those of us with white privilege never encounter.  We must listen to the black community and work immediately to correct the policies that lead to a justice system that unequally treats blacks and whites.

It’s pretty clear that Michael Brown’s death was an unjustifiable murder – not only was he unarmed and shot at least six times, but Wilson had clear alternatives.  Even though there was a struggle and it’s unclear how it began, multiple eyewitnesses consistently report that he had his hands in the air and was no immediate threat to Wilson.  Tthe police department’s behavior raises considerable doubt about their claims.  There was no legitimate reason to delay the release of Darren Wilson’s name and the police report for so long, or to ignore eyewitness testimony.  The release of the convenience store video was also in bad faith because Wilson almost certainly did not know about this event when he stopped Brown executed very poorly and without explanation, which led many people to fairly believe that the police department wasseems more intent on blaming the victim than on assessing evidence relevant to the shooting.  Wilson should certainly get a fair trial, and both the robbery and the physical harm he sustained are definitely relevant information to consider during the trial, but police behavior has made it harder to trust even the final account of events.that less likely to happen.  The trials in related cases raise doubts about whether the mostly-white jurors will deliver an evidence-based verdict in this case.

Like Martin Luther King, Jr., we must remember that “it is as necessary…to be as vigorous in condemning the conditions which cause persons to feel that they must engage in riotous activities as it is…to condemn riots. [A] riot is the language of the unheard.”  These riots are caused by frequent police harassment, unfair treatment by the criminal justice system, and a feeling of powerlessness.  Addressing those root causes is where our focus must lie.  That the vast majority of protests were peaceful and the police were the aggressors in nearly every conflict underscores the need for rapid reform in the way law enforcement operates.

The ethics and accuracy axes aren’t completely independent.  It’s relatively difficult to find somebody espousing an unethical viewpoint that accounts for all the facts, for example, and Viewpoints D and E require selective interpretation of available information.  A privilege-defending but evidence-based viewpoint (Viewpoint G) would have to acknowledge unequal treatment of blacks and police misconduct but, harboring open racial animus, excuse it anyway.

Political Tool.005

Another category of interest might be viewpoints based on deliberate lies, rather than on a lack of information; they would fall below Viewpoints A, B, and C.

Assuming we agree that ethical considerations and the truth matter, Viewpoint F is objectively superior to the others.  Calling Viewpoints A, D, and G “conservative” and Viewpoints C and F “liberal,” as we might today, fails to identify fundamentally racist positions as unacceptable.  The traditional spectrum also ignores the importance of conducting thorough and accurate analyses.  Our traditional political categorization tools falsely suggest that truth and morality are relative.  In most cases, like the case of Michael Brown, they very clearly aren’t.

If we instead evaluate viewpoints using the veil of ignorance and a thorough analysis of the facts, we will more easily identify the root causes of disagreements.  We will also be forced to focus our conversations around ethical considerations and honest dialogue.  Over time, we could potentially revolutionize the way we discuss politics.

Note: The Huffington Post published a version of this post on Tuesday, September 23.


Filed under Philosophy, Poverty and the Justice System, Race and Religion

On Education and Poverty, and How We Talk About Them (Part 3b)

StudentsFirst Vice President Eric Lerum and I recently began a debate about approaches to teacher evaluation.  During Part 2 of that debate, the conversation touched on the relationship between anti-poverty work and education reform.  We resume that conversation below.

Here were the relevant parts of our original exchange, in case you missed it:

Lerum: The larger point that is made repeatedly is that because outside factors play a larger overall role in impacting student achievement, we should not focus on teacher effectiveness and instead solve for these other factors. This is a key disconnect in the education reform debate. Reformers believe that focusing on things like teacher quality and focusing on improving circumstances for children outside of school need not be mutually exclusive. Teacher quality is still very important, as Shankerblog notes. Improving teacher quality and then doing everything we can to ensure students have access to great teachers does not conflict at all with efforts to eliminate poverty. In fact, I would view them as complementary. But critics of these reforms use this argument to say that one should come before the other – that because these other things play larger roles, we should focus our efforts there. That is misguided, I think – we can do both simultaneously. And as importantly in terms of the debate, no reformer that I know suggests that we should only focus on teacher quality or choice or whatever at the expense or exclusion of something else, like poverty reduction or improving health care.

Spielberg: I believe you discuss [a] very important question…Given that student outcomes are primarily determined by factors unrelated to teaching quality, can and should people still work on improving teacher effectiveness?

Yes!  While teaching quality accounts for, at most, a small percentage of the opportunity gap, teacher effectiveness is still very important.  Your characterization of reform critics is a common misconception; everyone I’ve ever spoken with believes we can work on addressing poverty and improving schools simultaneously.  Especially since we decided to have this conversation to talk about how to measure teacher performance, I’m not sure why you think I’d argue that “we should not focus on teacher effectiveness.”  I am critiquing the quality of some of StudentsFirst’s recommendations – they are unlikely to improve teacher effectiveness and have serious negative consequences – not the topic of reform itself.  I recommend we pursue policy solutions more likely to improve our schools.

Critics of reform do have a legitimate issue with the way education reformers discuss poverty, however.  Education research’s clearest conclusion is that poverty explains inequality significantly better than school-related factors.  Reformers often pay lip-service to the importance of poverty and then erroneously imply an equivalence between the impact of anti-poverty initiatives and education reforms.  They suggest that there’s far more class mobility in the United States than actually exists.  This suggestion harms low-income students.

As an example, consider the controversy that surrounded New York mayor Bill de Blasio several months ago.  De Blasio was a huge proponent of measures to reduce income inequality, helped reform stop-and-frisk laws that unfairly targeted minorities, had fought to institute universal pre-K, and had shown himself in nearly every other arena to fight for underprivileged populations.  While it would have been perfectly reasonable for StudentsFirst to disagree with him about the three charter co-locations (out of seventeen) that he rejected, StudentsFirst’s insinuation that de Blasio’s position was “down with good schools” was dishonest, especially since a comprehensive assessment of de Blasio’s policies would have indisputably given him high marks on helping low-income students.  At the same time, StudentsFirst aligns itself with corporate philanthropists and politicians, like the Waltons and Chris Christie, who actively exploit the poor and undermine anti-poverty efforts.  This alignment allows wealthy interests to masquerade as advocates for low-income students while they work behind the scenes to deprive poor students of basic services.  Critics argue that organizations like StudentsFirst have chosen the wrong allies and enemies.

I wholeheartedly agree that anti-poverty initiatives and smart education reforms are complementary.  I’d just like to see StudentsFirst speak honestly about the relative impact of both.  I’d also love to see you hold donors and politicians accountable for their overall impact on students in low-income communities.  Then reformers and critics of reform alike could stop accusing each other of pursuing “adult interests” and focus instead on the important work of improving our schools.

Lerum: So I’m beginning to understand where some of the miscommunication is coming from. You speak a lot about how you view StudentsFirst’s (and other reformers’) discussion of poverty from the perspective of what you expect us to talk about, rather than from the perspective of our stated objectives. That is, what you deem as “lip service” is merely an acknowledgement of something that is not our primary focus. There are many folks in education reform – I have a few on my team – who could spend hours talking about poverty reduction and could very easily work in another field that more traditionally aligns with what you think of as efforts geared toward reducing poverty. But the route we’re taking is one where reducing poverty, achieving social justice, lifting the long-term opportunities for our country – they all intersect. And therefore what we focus on at StudentsFirst are the policy levers – what we think of as levers for reform or change. For example, creating the conditions for other reforms to flourish or for educators and school leaders to use their resources more wisely (fiscal transparency, structuring smarter compensation systems, creating more school-level autonomy) are levers, whereas something like instituting a STEM program or increasing funding for social and mental health services would be specific programs or initiatives. Both are great for kids. Both are needed in order to ultimately reduce poverty. But we’re squarely focused on the former, while critics seem to be expecting we would focus on the latter. This disconnect is made worse though because critics seem to believe that an approach that involves initiatives is the only way to combat poverty. There’s a lack of appreciation and understanding of what’s intended by reform efforts that target levers.

Spielberg: I actually wasn’t talking about the distinction between levers and initiatives; I was talking about accurate messaging and political activity.

My two critiques from above (rephrased and with my questions for you added) were:

1) StudentsFirst leaders and board members frequently suggest that education can improve the lives of low-income kids as much or more than alleviating poverty.  That suggestion is demonstrably false.  You could say the following, but don’t: “Research is clear that school-related factors cannot fix the achievement gap, but it’s also clear that schools make a difference.  They seem to account for about 20% of student achievement, and our organization believes we can maximize the impact of this 20% with an intense focus on certain policy levers.  We fully support other organizations that work on the anti-poverty efforts that are most important for low-income kids.”  Why won’t you speak honestly about the limitations and relative importance of the reforms you push when compared with other efforts?

2) Relatedly, StudentsFirst supports politicians (besides just Chris Christie, who I discussed above) who substantially harm some of the neediest kids: your preferred candidates have rejected the Medicaid expansion, slashed education spending, tried to prevent immigrants from enrolling in school, and actively discriminated against LGBT youth (though you finally withdrew support for your 2013 “education reformer of the year” after intense public pressure).  StudentsFirst says on your website that the candidates you support “have demonstrated a commitment to policies that prioritize student interests;” I find this assertion at best myopic, and at worst deliberately misleading.  How can you reconcile StudentsFirst’s candidate support with the fact that, on the whole, many of these candidates cause significant harm to low-income and minority students?

I appreciate, as you mentioned in a comment on Part 2 of this conversation, that you “created a school-based mental health program and piloted a half-dozen evidence-based mental/social/emotional health programs” in DC, and I’d love to talk more about the other issues you raised in your response, but I think your thoughts on the above points and questions are most relevant to typical reformer critiques.

Lerum: On the policy discussion, I would just end with this then. Saying that education can’t solve the achievement gap is demonstrably false only works if you base it on the education system we have now. To say that today’s education system cannot and has not solved the problem of poverty or the problem of the achievement gap thus far is correct. It’s also correct that in 60 years we haven’t solved the problem of segregation. But I got into this work because, like every reformer I know, I believe completely that we can do better than this. We don’t even know what’s possible because we haven’t actually tried. We’ve never run a public school system at scale completely differently. We’re not very good at breaking the mold of a model that hasn’t worked. But there are reasons – an increasing body of research – to believe that if we do, we just might get somewhere. That’s a theory of change. You can disagree with it. But you do not have the evidence that it won’t work because everything that’s been tried or done thus far has been done within some confines or under some of the restraints of the existing system. There are many limitations, that’s true. I think we’ve done a pretty good job of talking about those limitations through our advocacy work.

I would also add that there’s little evidence that other approaches that are championed as counters to reform will have a tremendous impact on kids either. I would love to see this “comprehensive assessment of de Blasio’s policies” that you spoke of earlier – but it doesn’t exist. Rather, there is simply a different theory of change – that certain other levers, be they class size or overall funding or whatever will have a greater impact than reforms we’re advocating for. What we need is a way to model, using rigorous research, what the potential impact of various reforms would be. That doesn’t exist right now either. But what I’m trying to get you to agree to here is that by attacking one side as only having a theory that’s not proven while not acknowledging that the anti-reform side isn’t exactly operating with a track record of success seems to me to be disingenuous, but more importantly, allows opponents to occupy this space wherein they own the debate on what’s good for solving poverty, what the right approach is to combat social ills, etc. And I just believe that way of thinking hasn’t gotten us very far and doesn’t advance social change.

As to the political issues you raise – we consistently say that we will support public officials who support the policies we believe are right for kids. I understand you have issues with our agenda – but there’s nothing inconsistent about a single-issue organization supporting candidates that support and will advocate for their issues. That almost always means as an organization we will support candidates with whom I may not agree with on a personal level when it comes to any number of other issues. But that is not unique to StudentsFirst and I do not think it is reasonable to expect us to answer for their stances on other issues or to ask them to change their stance on other issues. The issues we prioritize are those on our policy agenda and we work to stick with that approach, as do countless other organizations in other fields.

Spielberg: While I would agree with you (and said in Part 1 of our conversation) that the research on many in-school reforms is mixed, the suggestion that you seem to be making – that school-based reforms alone could potentially solve the opportunity gap – is contradicted by existing research and logic.  Research has never attributed more than one-third of the variation in student outcomes to school-based factors, we know that “children from rich and poor families score very differently on school readiness tests when they enter kindergarten,” and there is even “some evidence that achievement gaps between high- and low-income students actually narrow during the nine-month school year, but they widen again in the summer months.”  Though I suppose it’s theoretically possible that these studies are wrong, that could be said about almost anything, and the findings you link about teacher attrition and charters in no way support that conclusion.  Our knowledge about the disadvantages of growing up in poverty and the past several decades of research suggest that this theoretical possibility is negligible, which is why I called that statement demonstrably false.

I certainly understand the sentiment behind what you’re saying – we are in agreement that we haven’t yet maximized education’s contribution to anti-poverty efforts, and I think it’s important to remember and highlight that fact – but all the evidence points to a relatively low upper bound on what education reforms alone can accomplish.  Recognizing that anti-poverty work matters more than schools does not preclude us from arguing that what happens in schools is very important for low-income kids.

I really appreciate having had this conversation and want to thank you again for going back-and-forth with me, but I believe we’re at a bit of an impasse.  My questions deal with the out-of-school factors, like having access to health care, that very clearly matter for low-income students, and I don’t think your response addresses the issues I raised.  You’re absolutely right that StudentsFirst isn’t alone in narrowing its policy focus, but the fact that other organizations also do so doesn’t qualify as a defense of that approach.  Talking about what’s “right for kids” means considering more than just education policy.

As I’ve pointed out to critics of typical reform efforts before, I think it would be reasonable for reform organizations to focus their professional advocacy on school-based approaches to the opportunity gap if you did two things:

1) Acknowledge that the best school-based reforms imaginable, while important, would likely only be able to solve 20% to, at most, 33% of the problem.

2) Avoid undermining the anti-poverty work that can address a larger percentage of the opportunity gap.

I don’t believe that StudentsFirst currently does those two things, but I will leave it up to our readers to decide which arguments they find more compelling.

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