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Bush-Obama School
Reform: Lessons Learned
By Betsy DeVos
U.S. Education Secretary
Prepared Remarks by U.S. Education Secretary Betsy DeVos to the
American Enterprise Institute...
Thank you, Rick, for that kind introduction. Who would’ve thought that
after we were last together on a panel in Grand Rapids a couple of
years ago, I’d be here in this capacity today?
It’s an honor to be with all of you at an organization I have long
appreciated. AEI is now in its 80th year and in that near century, the
Institute’s scholars have influenced and shaped the way Americans think
about so many issues in the public square. AEI has been – and will
continue to be – a treasured constant in this town of transition. And
it should be noted that’s due in no small part to the leadership of
Arthur Brooks, who brings a unique and compelling perspective. I’m
grateful to call him a friend.
I’d like to especially thank Rick and Michael for putting this volume
together and for hosting today’s important discussions. Both of you
have contributed significantly to the policy debates in American
education, and, importantly, you’ve put your distinct perspectives and
experience to work with the goal of improving education for all. You
both left the classroom out of frustration, and there are still far too
many teachers who share that experience today.
My work over thirty years has revolved around time spent on the
outside, looking in. Outside Washington. Outside the LBJ building.
Outside “the system.” Some have questioned the presence of an outsider
in the Department of Education, but, as it’s been said before, maybe
what students need is someone who doesn’t yet know all the things you
“can’t do.”
To a casual observer, a classroom today looks scarcely different than
what one looked like when I entered the public policy debate thirty
years ago. Worse, most classrooms today look remarkably similar to
those of 1938 when AEI was founded. Take a look at this! These two
operating rooms look starkly different, as does this general store and
this website. But these two classrooms look almost identical.
The vast majority of learning environments have remained the same since
the industrial revolution, because they were made in its image. Think
of your own experience: sit down; don’t talk; eyes front. Wait for the
bell. Walk to the next class. Repeat. Students were trained for the
assembly line then, and they still are today.
Our societies and economies have moved beyond the industrial era. But
the data tell us education hasn’t.
The most recent Program for International Student Assessment, or PISA,
report, with which you are all familiar, has the U.S. ranked 23rd in
reading, 25th in science and 40th in math. And, you know this too: it’s
not for a lack of funding. The fact is the United States spends more
per pupil than most other developed countries, many of which perform
better than us in the same surveys.
I know that hard truth touches a nerve for everyone in this room. It
does so for educators who try to help their students realize their
potential. For employers who seek prepared employees. And, most
importantly, for parents who only want the best for their children.
Of course there have been many attempts to change the status quo. We’ve
seen valiant efforts to improve education from Republicans and
Democrats, liberals, conservatives and everyone in between.
That’s because everyone is aiming for the same result.
Everyone wants students to be prepared and to lead successful lives.
We can’t say that sort of public harmony exists in other policy arenas.
Not everyone agrees about the outcome or goal of tax policy or energy
policy or immigration policy.
Our unity of purpose here presents an opportunity.
But while we’ve changed some aspects of education, the results we all
work for and desire haven’t been achieved.
The bottom line is simple: federal education reform efforts have not
worked as hoped.
That’s not a point I make lightly or joyfully. Yes, there have been
some minor improvements in a few areas. But we’re far from where we
need to be. We need to be honest with ourselves. The purpose of today’s
conversation is to look at the past with 20/20 hindsight, examine what
we have done and where it has – or hasn’t – led us.
First, let me be clear that I’m not here to impugn anyone’s motives.
Every one of us wants better for students. We want better for our own
children. We want better for our communities and our country. We won’t
solve any problems through finger-pointing.
I also don’t intend to criticize the goals of previous administrations’
education initiatives. In the end, every administration has tried to
improve education for students and grow the number who are learning
valuable skills.
We should hope – no, we should commit – that we as a country will not
rest until every single child has equal access to the quality education
they deserve. Secretary Spellings was right to ask “whose child do you
want to leave behind?”
But the question remains: why, after all the good intentions, the
worthwhile goals, the wealth of expertise mustered, and the billions
and billions of dollars spent, are students still unprepared?
With No Child Left Behind, the general consensus among federal
policymakers was that greater accountability would lead to better
schools. Highlighting America’s education woes had become an American
pastime, and, they thought, surely if schools were forced to answer for
their failures, students would ultimately be better off.
President Bush, the “compassionate conservative,” and Senator Kennedy,
the “liberal lion,” both worked together on the law. It said that
schools had to meet ambitious goals… or else. Lawmakers mandated that
100 percent of students attain proficiency by 2014. This approach would
keep schools accountable and ultimately graduate more and
better-educated students, they believed.
Turns out, it didn’t. Indeed, as has been detailed today, NCLB did
little to spark higher scores. Universal proficiency, touted at the
law’s passage, was not achieved. As states and districts scrambled to
avoid the law’s sanctions and maintain their federal funding, some
resorted to focusing specifically on math and reading at the expense of
other subjects. Others simply inflated scores or lowered standards.
The trend line remains troubling today. According to the most recent
National Assessment of Educational Progress data, two-thirds of
American fourth graders still can’t read at the level they should. And
since 2013, our 8th grade reading scores have declined.
Where the Bush administration emphasized NCLB’s stick, the Obama
administration focused on carrots. They recognized that states would
not be able to legitimately meet the NCLB’s strict standards. Secretary
Duncan testified that 82 percent of the nation’s schools would likely
fail to meet the law’s requirements -- thus subjecting them to
crippling sanctions.
The Obama administration dangled billions of dollars through the “Race
to the Top” competition, and the grant-making process not so subtly
encouraged states to adopt the Common Core State Standards. With a
price tag of nearly four and a half billion dollars, it was billed as
the “largest-ever federal investment in school reform.” Later, the
Department would give states a waiver from NCLB’s requirements so long
as they adopted the Obama administration’s preferred policies —
essentially making law while Congress negotiated the reauthorization of
ESEA.
Unsurprisingly, nearly every state accepted Common Core standards and
applied for hundreds of millions of dollars in “Race to the Top” funds.
But despite this change, the United States’ PISA performance did not
improve in reading and science, and it dropped in math from 2012 to
2015.
Then, rightly, came the public backlash to federally imposed tests and
the Common Core. I agree – and have always agreed – with President
Trump on this: “Common Core is a disaster.” And at the U.S. Department
of Education, Common Core is dead.
On a parallel track, the Obama administration’s School Improvement
Grants sought to fix targeted schools by injecting them with cash. The
total cost of that effort was seven billion dollars.
One year ago this week, the Department’s Institute of Education
Sciences released a report on what came of all that spending. It said:
“Overall, across all grades, we found that implementing any SIG-funded
model had no significant impacts on math or reading test scores, high
school graduation, or college enrollment.”
There we have it: billions of dollars directed at low-performing
schools had no significant impact on student achievement.
These investments were meant to spark meaningful reforms. Schools were
encouraged to significantly alter their teaching staffs, fire the
principal or change the structure and model of the school. But most
glossed over those recommendations. They simply took the federal money
and ran the school the same old way.
So where does that leave us? We saw two presidents from different
political parties and philosophies take two different approaches.
Federally mandated assessments. Federal money. Federal standards. All
originated in Washington, and none solved the problem. Too many of
America’s students are still unprepared.
Perhaps the lesson lies not in what made the approaches different, but
in what made them the same: the federal government. Both approaches had
the same Washington “experts” telling educators how to behave.
The lesson is in the false premise: that Washington knows what’s best
for educators, parents and students.
Rick, you’ve rightly pointed out that the federal government is good at
making states, districts, and schools do something, but it’s not good
at making them do it well. Getting real results for students hinges on
how that “something” is done.
That’s because when it comes to education – and any other issue in
public life – those closest to the problem are always better able to
solve it. Washington bureaucrats and self-styled education “experts”
are about as far removed from students as you can get.
Yet under both Republican and Democratic administrations, Washington
overextended itself time and time again.
Educators don’t need engineering from Washington. Parents don’t need
prescriptions from Washington. Students don’t need standards from
Washington.
Throughout both initiatives, the result was a further damaged classroom
dynamic between teacher and student, as the focus shifted from
comprehension to test-passing. This sadly has taken root, with the
American Federation of Teachers recently finding that 60 percent of its
teachers reported having moderate to no influence over the content and
skills taught in their own classrooms.
Let that sink in. Most teachers feel they have little – if any -- say
in their own classrooms.
That statistic should shock even the most ardent sycophant of “the
system.” It’s yet another reason why we should shift power over
classrooms from Washington back to teachers who know their students
well.
Federal mandates distort what education ought to be: a trusting
relationship between teacher, parent and student.
Ideally, parent and teacher work together to help a child discover his
or her potential and pursue his or her passions. When we seek to
empower teachers, we must empower parents as well. Parents are too
often powerless in deciding what’s best for their child. The state
mandates where to send their child. It mandates what their child learns
and how he or she learns it. In the same way, educators are constrained
by state mandates. District mandates. Building mandates… all kinds of
other mandates! Educators don’t need Washington mandating their
teaching on top of everything else.
But during the years covered in your volume, the focus was the
opposite: more federal government intrusion into relationships between
teachers, parents and children.
The lessons of history should force us to admit that federal action has
its limits.
The federal-first approach did not start with No Child Left Behind. The
push for higher national standards was present in the Clinton
administration’s “Goals 2000” initiative. Before that, we had President
George H.W. Bush’s “America 2000,” also calling for higher national
standards. These followed the Reagan administration’s “Nation at Risk”
report, released in 1983. That report gave dire warnings about the
country’s track if education was not reformed. “If an unfriendly
foreign power had attempted to impose on America the mediocre
educational performance that exists today,” the report warned, “we
might well have viewed it as an act of war.” That came after President
Carter’s giant nod to union bosses: the establishment of the Department
of Education, with the ironic charge to “prohibit federal control of
education.”
The trend is evident. Politicians from both parties just can’t help
themselves. They have talked about painting education in new colors and
even broader strokes. But each time, reform has not fundamentally
changed “the system.” Each attempt has really just been a new coat of
paint on the same old wall.
When we try the same thing over and over again, yet expect different
results, that’s not reform – that’s insanity.
We will not reach our goal of helping every child achieve his or her
fullest potential until we truly change. Let me offer three ways we can
move forward in that pursuit.
First, we need to recognize that the federal government’s appropriate
role is not to be the nation’s school board. My role is not to be the
national superintendent nor the country’s “choice chief” – regardless
of what the union’s “Chicken Littles” may say! Federal investments in
education, after all, are less than 10 percent of total K-12
expenditures, but the burdens created by federal regulations in
education amount to a much, much larger percentage.
The Every Student Succeeds Act charted a path in a new direction. ESSA
takes important steps to return power where it belongs by recognizing
states – not Washington -- should shape education policy around their
own people. But state lawmakers should also resist the urge to
centrally plan education. “Leave it to the states” may be a compelling
campaign-season slogan, but state capitols aren’t exactly close to
every family either. That’s why states should empower teachers and
parents and provide the same flexibility ESSA allows states.
But let’s recognize that many states are now struggling with what comes
next. State ESSA plans aren’t the finish line. Those words on paper
mean very little if state and local leaders don’t seize the opportunity
to truly transform education. They must move past a mindset of
compliance and embrace individual empowerment.
Under ESSA, school leaders, educators and parents have the latitude and
freedom to try new approaches to serve individual students.
My message to them is simple: do it!
Embrace the imperative to do something truly bold… to challenge the
status quo… to break the mold.
One important way to start this process is to make sure that parents
get the information they want and need about the performance of their
children’s schools and teachers. ESSA encourages states to be
transparent about how money is spent, down to the school-building level.
Some states have developed information that is truly useful for parents
and teachers. Others have worked just as hard to obfuscate what is
really going on at their schools. To empower parents, policymakers and
teachers, we can’t let “the system” hide behind complexity to escape
accountability.
We must always push for better.
ESSA is a good step in the right direction. But it’s just that – a
step. We still find ourselves boxed in a “system,” one where we are in
a constant battle to move the ball between the 40-yard lines of a
football field. Nobody scores, and nobody wins. Students are left bored
in the bleachers, and many leave, never to return.
So why don’t we consider whether we need a new playbook?
That brings me to point number two. And, to finish the analogy… let’s
call a new play: empowering parents.
Parents have the greatest stake in the outcome of their child’s
education. Accordingly, they should also have the power to make sure
their child is getting the right education.
As Deven Carlson points out, there is little constituency in America
for the top-down reforms that have been tried time and again. In order
for any reform to truly work, it must attract and maintain the support
of the people.
I have seen such support for parental empowerment. The more parents
exercise it, the more they like it. This growing support is why states
are responding to that demand one by one. It’s also why sycophants
entrenched in and defending the status quo are terrified. They recoil
from relinquishing power and control to teachers, parents and students.
Well, I’m not one bit afraid of losing power. Because I trust parents
and teachers, and I believe in students.
Equal access to a quality education should be a right for every
American and every parent should have the right to choose how their
child is educated. Government exists to protect those rights, not usurp
them.
So let’s face it: the opponents of parents could repeal every voucher
law, close every charter school, and defund every choice program across
the country.
But school choice still wouldn’t go away. There would still be school
choices… for the affluent and the powerful.
Let’s empower the forgotten parents to decide where their children go
to school. Let’s show some humility and trust all parents to know their
kids’ needs better than we do.
Let’s trust teachers, too. Let’s encourage them to innovate, to create
new options for students. Not just with public charter schools or
magnet schools or private schools, but within the traditional “system”
and with new approaches yet to be explored.
What we’ve been doing isn’t serving all kids well. Let’s unleash
teachers to help solve the problem.
You know, I’ve never heard it claimed that giving parents more options
is bad for mom and dad. Or for the child. What you hear is that it’s
bad for “the system” – for the school building, the school system, the
funding stream.
That argument speaks volumes about where Chicken Little’s priorities
lie.
Our children deserve better than the 19th century assembly-line
approach. They deserve learning environments that are agile, relevant,
exciting. Every student deserves a customized, self-paced, and
challenging life-long learning journey. Schools should be open to all
students – no matter where they’re growing up or how much their parents
make.
That means no more discrimination based upon zip code or socio-economic
status. All means all.
It’s about educational freedom! Freedom from Washington mandates.
Freedom from centralized control. Freedom from a one-size-fits-all
mentality. Freedom from “the system.”
Choice in education is not when a student picks a different classroom
in this building or that building, uses this voucher or that tax-credit
scholarship. Choice in education is bigger than that. Those are just
mechanisms.
It’s about freedom to learn. Freedom to learn differently. Freedom to
explore. Freedom to fail, to learn from falling and to get back up and
try again. It’s freedom to find the best way to learn and grow… to find
the exciting and engaging combination that unlocks individual potential.
Which leads to my final point: if America’s students are to be
prepared, we must rethink school.
What I propose is not another top-down, federal government policy that
promises to be a silver bullet. No. We need a paradigm shift, a
fundamental reorientation… a rethink.
“Rethink” means we question everything to ensure nothing limits a
student from pursuing his or her passion, and achieving his or her
potential. So each student is prepared at every turn for what comes
next.
It’s past time to ask some of the questions that often get labeled as
“non-negotiable” or just don’t get asked at all:
Why do we group students by age?
Why do schools close for the summer?
Why must the school day start with the rise of the sun?
Why are schools assigned by your address?
Why do students have to go to a school building in the first place?
Why is choice only available to those who can buy their way out? Or buy
their way in?
Why can’t a student learn at his or her own pace?
Why isn’t technology more widely embraced in schools?
Why do we limit what a student can learn based upon the faculty and
facilities available?
Why?
We must answer these questions. We must acknowledge what is and what is
not working for students.
Now, I don’t have all the answers or policy prescriptions. No one
person does. But people do know how to help their neighbors. People do
know how they can help a dozen students here or 100 there. Because they
know the students. They know their home lives. They know their
communities. They know their parents. They know each other.
That means learning can, should, and will look different for each
unique child. And we should celebrate that, not fear it!
I’m well aware that change -- the unknown – can be scary. That talk of
fundamentally rethinking our approach to education seems impossible,
insurmountable.
But not changing is scarier. Stagnation creates risks of its own. The
reality is…
we should be horrified of not changing.
Our children don’t fear their futures. Think of a newborn, born into
hope -- not fear. They begin life with a clean slate. With a fresh set
of eyes to see things we don’t currently see. That’s how students begin
their lifelong learning journeys… with unlimited potential… yet with
limited time.
Their dreams, their hopes, their aspirations, their futures can’t wait,
while another wave of lawmakers puts yet another coat of paint on the
broken “system.” One year may not seem like much to an adult, but it’s
much too long for the child who still can’t read “Goodnight Moon.”
We, the public, can’t wait either. Education is good for the public.
Everything else – our health, our economy, our continued security as a
nation -- depends on what we do today for the leaders of tomorrow. It
follows, then, that any educator in any learning environment serves the
public good. If the purpose of public education is to educate the
public, then it should... not… matter what word comes before school.
What matters are the students the school serves. What matters are their
futures. We’ve been entrusted with their futures not because we asked
to be, but because it’s a duty to destiny – theirs… and ours. It all
depends on what we do now.
When our grandchildren tell their children about this moment in
history, let them say we were the ones who finally put students first.
Thank you, and I look forward to this conversation.
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