Diane Ravitch says David Guggenheim’s new movie, “Waiting for Superman,” is effective — and unfair — propaganda: “a powerful weapon on behalf of those championing the ‘free market’ and privatization.”
Ravitch writes in the New York Review of Books: “Guggenheim presents the popularized version of an account of American public education that is promoted by some of the nation’s most powerful figures and institutions. – Public schools are bad, privately managed charter schools are good.”
According to Ravitch, the move is fatally flawed because it ignores the huge impact of poverty; it grossly overstates the success of charter schools. And, she says, the movie’s view that bad teaching is is the primary reason for bad education is patently untrue.
Ravitch says, “The message of this film has become alarmingly familiar:
- American public education is a failed enterprise.
- The problem is not money. Public schools already spend too much.
- Test scores are low because there are so many bad teachers, whose jobs are protected by powerful unions.
- Students drop out because the schools fail them, but they could accomplish practically anything if they were saved from bad teachers.
- The only hope for the future of our society, especially for poor black and Hispanic children, is escape from public schools, especially to charter schools, which are mostly funded by the government but controlled by private organizations, many of them operating to make a profit.”
Ravitich points out, “No successful public school teacher or principal or superintendent appears in the film; indeed there is no mention of any successful public school, only the incessant drumbeat on the theme of public school failure.”
She asks, “Why did Davis Guggenheim pay no attention to the charter schools that are run by incompetent leaders or corporations mainly concerned to make money? Why propound to an unknowing public the myth that charter schools are the answer to our educational woes, when the filmmaker knows that there are twice as many failing charters as there are successful ones? Why not give an honest accounting?”
Ravitch writes, “The propagandistic nature of Waiting for “Superman” is revealed by Guggenheim’s complete indifference to the wide variation among charter schools. There are excellent charter schools, just as there are excellent public schools. Why did he not also inquire into the charter chains that are mired in unsavory real estate deals, or take his camera to the charters where most students are getting lower scores than those in the neighborhood public schools? Why did he not report on the charter principals who have been indicted for embezzlement, or the charters that blur the line between church and state? Why did he not look into the charter schools whose leaders are paid $300,000–$400,000 a year to oversee small numbers of schools and students?”
Other excerpts from the review:
- Some fact-checking is in order, and the place to start is with the film’s quiet acknowledgment that only one in five charter schools is able to get the “amazing results” that it celebrates. … The proportion of charters that get amazing results is far smaller than 17 percent
- Guggenheim seems to believe that teachers alone can overcome the effects of student poverty, even though there are countless studies that demonstrate the link between income and test scores. He shows us footage of the pilot Chuck Yeager breaking the sound barrier, to the amazement of people who said it couldn’t be done. Since Yeager broke the sound barrier, we should be prepared to believe that able teachers are all it takes to overcome the disadvantages of poverty, homelessness, joblessness, poor nutrition, absent parents, etc.
- Hanushek has released studies showing that teacher quality accounts for about 7.5–10 percent of student test score gains. Several other high-quality analyses echo this finding, and while estimates vary a bit, there is a relative consensus: teachers statistically account for around 10–20 percent of achievement outcomes. Teachers are the most important factor within schools.
- According to University of Washington economist Dan Goldhaber, about 60 percent of achievement is explained by nonschool factors, such as family income. So while teachers are the most important factor within schools, their effects pale in comparison with those of students’ backgrounds, families, and other factors beyond the control of schools and teachers.
- Guggenheim skirts the issue of poverty by showing only families that are intact and dedicated to helping their children succeed. … Nothing is said about children whose families are not available, for whatever reason, to support them, or about children who are homeless, or children with special needs.
- Guggenheim didn’t bother to take a close look at the heroes of his documentary. Geoffrey Canada is justly celebrated for the creation of the Harlem Children’s Zone, which not only runs two charter schools but surrounds children and their families with a broad array of social and medical services. Canada has a board of wealthy philanthropists and a very successful fund-raising apparatus. With assets of more than $200 million, his organization has no shortage of funds. Canada himself is currently paid $400,000 annually. For Guggenheim to praise Canada while also claiming that public schools don’t need any more money is bizarre. Canada’s charter schools get better results than nearby public schools serving impoverished students. If all inner-city schools had the same resources as his, they might get the same good results.
- But contrary to the myth that Guggenheim propounds about “amazing results,” even Geoffrey Canada’s schools have many students who are not proficient. On the 2010 state tests, 60 percent of the fourth-grade students in one of his charter schools were not proficient in reading, nor were 50 percent in the other. It should be noted—and Guggenheim didn’t note it—that Canada kicked out his entire first class of middle school students when they didn’t get good enough test scores to satisfy his board of trustees.
- Contrary to Guggenheim’s mythology, even the best-funded charters, with the finest services, can’t completely negate the effects of poverty.
- Another highly praised school that is featured in the film is the SEED charter boarding school in Washington, D.C. SEED seems to deserve all the praise that it receives from Guggenheim, CBS’s 60 Minutes, and elsewhere. It has remarkable rates of graduation and college acceptance. But SEED spends $35,000 per student, as compared to average current spending for public schools of about one third that amount. Is our society prepared to open boarding schools for tens of thousands of inner-city students and pay what it costs to copy the SEED model? Those who claim that better education for the neediest students won’t require more money cannot use SEED to support their argument.
- If we are serious about improving our schools, we will take steps to improve our teacher force, as Finland and other nations have done. That would mean better screening to select the best candidates, higher salaries, better support and mentoring systems, and better working conditions.
- We should also insist that only highly experienced teachers become principals (the “head teacher” in the school), not retired businessmen and military personnel.
- Every school should have a curriculum that includes a full range of studies, not just basic skills. And if we really are intent on school improvement, we must reduce the appalling rates of child poverty that impede success in school and in life.