Charles Payne, a University of Chicago professor and author of “So Much Reform, So Little Change: The Persistence of Failure in Urban Schools,” recently participated in a panel discussion at a national seminar sponsored by the Education Writers Association where he said some very important things.
One observer wrote:“Payne said in schools with low academic achievement, building high levels of trust makes academic improvement three times as likely than in schools with low levels of trust among educators and students. He cited a ten percent improvement in graduation rate in schools where students say they know and trust their teachers.”
In a chapter of his book, Payne wisely observes:h/t The Perimeter Primate… So we continue forcing underdeveloped reforms on already over-burdened teachers and then blaming those teachers when reforms fail to produce the promised miracles. Just as teachers are too quick to conclude that nothing’s going to work with these children, reformers come to think that the reforms they advocate are right, they will work, just not here, not in this school, not with this particular group of hard-headed teachers and untalented administrators. Just as teachers are always saying they could teach if someone gave them better students, reformers are always thinking they could implement their programs if someone would just give them better people to work with. The reform community, partly because of its sheer arrogance, its ideological rigidity, its inability to enter into genuine partnerships with school people has squandered much of the moral capital, much of the strategic positioning, that it held at the beginning of the 1990s.