14 year teacher here on my second career (retired military). I've worked both in the schools and at a large metro school district central office. I truly enjoy teaching, especially at a Title I school where I currently work. I am well versed in this topic and lobbied for Perkins funding for 3 years in Washington D.C.. All that said, I offer the following:
- Teachers are very passionate people who genuinely care about making sure every child has the ability to learn. There are good and bad, but my experience has been mostly good. Most of them do not inflate grades for any agenda or external pressure. They genuinely want the kid to succeed and also get worn down (mainly by parents). Teachers are empathetic to a fault. There's no republican or democratic master plan.
- As for grades improving over the years, it's a myriad of factors. Standards based teaching is a huge cornerstone in children mastering tasks. What they do not touch on, however, is the rigor of the class being taught. Teachers can go much faster and more in-depth at affluent school classes because the average kid in a 20 student classroom can grasp the content. In Title I schools, the average student doesn't have the knowledge/mastery to allow the teacher to progress. This is every class in every grade K-12. The small differences in pacing add up throughout the years. I was teaching a class on variable vs fixed expenses and asked my class "who knows variable means?". Nobody raised their hand. At this point, the class is no longer about finance, it's a vocabulary lesson. Rigor is the key limiting factor, not mastery.
- ACT and SAT scores measure affluence as much as knowledge. I worked closely with our research department in our metro central office. Our statistics nerds did several presentations at Harvard showing the nearly direct linkage between income and testing of our students. You can lay the charts over one another and they match almost directly. This isn't a political statement, just a fact I do not have an answer for. College admittance relying predominately on test scores isn't the way.
- Attendance plays a huge factor in educating in poverty. The average urban inner city child starts kindergarten at a 500 vocabulary word deficit and graduates at roughly a 1,500 word vocabulary deficit. These words aren't taught at school, they're learned in conversations in their surroundings, peers and family. The average inner city student misses 21 days of school every year. Given 20 school days average per month, a child misses ONE YEAR of school over their K-12 tenure. They start 500 words behind and miss an entire year of school before they graduate.
- "Politically speaking" I work with a bunch of different teachers who have very wide ranging views of the world. Our school is 2,900 students with 84% free and reduced lunch (the politically correct way to say poor and minority). Our teacher population ranges widely, best put by one of us saying we look like Hartsfield Atlanta Airport. I offer one of the biggest positives a child can have is learning in this environment. Private schools offer giving students and education where everything and everyone has the same thinking is a limitation in my mind, not an advantage. Expose your kids to different viewpoints. I promise they'll impress you with what they learn and are able to discern from teachers with whom they don't agree.
- Values and culture are a huge obstacle in Title I schools. Kids don't have family structure and don't learn discipline and respect at home don't do well in school. I battle this every day. Throwing money at these schools does not and never will solve the problem. We have tons of Title I funding at my school, yet none of it helps a kid who just wants to wander the halls and get out of class and argue with authority. They learn this at home. Stop blaming schools.
- Schools systems cannot answer for everything to everybody. If I was education czar for a day, I would do away with 95% of the electives, extra curriculars, and fluff and just concentrate on core classes like math, science, reading, and social studies. Get them in and get them out by noon. You feed them lunch. If they want to play football or other sports go to the YMCA. Why should schools, who's job it is to educate, be held responsible for football? (I love football and all sports, btw).
Sorry for the rant. I hope some of you found this at least a little bit interesting.