Clayton_Morris's Blog

"Rarely is the question asked, is our children learning?"  That's a great quote from George W. Bush back a few years ago.  Despite the terrible grammar for which it's been abused, that quote belies a bigger more poignant problem in Philadelphia's school system.  Is, I mean, are our children learning?  No, at least not remotely close to the level other students in similarly large cities operate.  So what's the problem?  Enjoy this fantastic editorial by Debra Kahn:

For the Philadelphia public schools, it's déjà vu all over again: massive budget deficits, the exit of a leader under fire, parent protests and political infighting. It may be familiar - but that doesn't mean it has to be this way.

Let's remember that when the state-city governing partnership was launched in December 2001, people of different experiences, philosophies and political stripes came together to secure a better future for our children.

The initial goals set for the partnership have largely been achieved. The Commonwealth of Pennsylvania assumed more accountability for the performance of Philadelphia's public schools, and, with the city and federal governments, hundreds of millions of dollars have been pumped into the school district. Most important, test scores of elementary school students have increased significantly.

For a time, the governance, and the financial deal, including $300 million in deficit financing, did what they were supposed to do: buy time and stability to show that money does matter. If spent well, schools really can get better.

But no one should have thought this would be the end of the story. We always wanted a long-term solution to the school district's funding and academic woes. Still, today, the essential goal of achieving statewide school funding reform has not been realized.

For Philadelphia, we knew that, if there were not adequate preparation and planning, the jig would be up when the deficit bond proceeds ran out. That day of reckoning was predictable and predicted.

So what are the lessons and what should be the guidelines for the adults in charge to demonstrate that they, too, have reached proficiency in their own performance?

First, there is more than enough blame to go around, and everyone should take his lumps. The chief executive officer overspent; the School Reform Commission didn't exercise its oversight responsibility; the state and city didn't communicate and plan adequately with each other or the school district; and the media and business and community leaders bought into the "balanced budget" rhetoric year after year, failing to ask critical questions about what would happen when the deficit financing ran its course.

Second, for all its accomplishments, the SRC has, from Day One, preferred secrecy over dialogue. Going all the way back to the pairing of schools with private providers, the commission rarely explains its rationale for major decisions.

Genuine public discussion and input usually result in better decisions and, at the very least, foster a healthy respect for the decision-making process. Is it any wonder that blindsiding the public with its choice of an interim CEO or budget cuts results in the kind of outcry that took place at this week's SRC meeting?

Third, there should be no sacred cows: not educational management organizations, charters, or district schools. A failing school is bad in any package - and a good one should be celebrated in any form. The most controversial aspect of the school reform plan easily became the use of private companies to operate some schools. Unfortunately, we are still arguing today, when we had plenty of time to review evidence to resolve some of these debates. Our kids deserve strong analytical thinking, not politicking.

It's time to stop safeguarding sacred cows, whether they be this or that type of school, outdated work rules, or pet programs. It is downright intellectually dishonest and makes it nearly impossible to marshal scarce resources to keep improving the school system.

Fourth, change must continue, though we may be wary of it, because our job is hardly done. Especially at the high school level, we clearly need bolder, more radical action to reach students and enable them to experience academic success. We are fortunate to have some schools that are great examples of doing things differently and better. We should listen to and learn from their students, teachers and principals.

Remember what's at stake. Anyone who thinks Philadelphia will prosper without top-quality public schools is deluding herself or himself. If the schools don't improve, and if city parents have no range of choice, the young professionals we court to enjoy the city's nightlife won't (and don't) stick around when their children reach school age. Families who try to stick it out often get fed up and move out. And job growth won't happen if we don't have enough well-educated workers across the city to fill positions, or act as entrepreneurs to create jobs.

With another school crisis in our midst, let's take a deep breath and remember what happened almost six years ago, when people of different interests did work together for the sake of our children. If there is an enterprise that better merits our coming together amicably to invest time, good will and money, I don't know what it is.