One of the great fallacies of American thinking is that human worth is constituted by a particular set of aptitudes which lead to economic advancement. This is not true at all. Two thirds of the people who can make money are mediocre; and at least one half of them are morally at a low level. As a whole, they are vastly inferior to other types who are not animated by the economic motives; I mean the artists, and teachers, and professional people who do work which they love for its own sake and earn about enough to get along on. … The mischief of elevating the type that has aptitude for economic advancement is that it denies the superior forms of aptitude which exist in quite humble people.

See also: The Injustices of Merit

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Fast Tube by Casper

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What on earth is wrong with the people who run our TV and radio news programmes? Ideology, I suppose, is what’s ‘wrong’.

Still, it can be quite infuriating to listen to the same discredited perspective being peddled day after day on the networks. We should certainly challenge it: if we do not we cede the space to the right and the centre right without a fight. Hegemony needs to be met by contestation, even if that’s only at the level of writing or calling these programmes. It’s not enough, of course, but better than passively letting them repeat the old tired rigmarole.

Take the discussion on this morning’s  BBC Radio 4 ‘Today’ programme about the role of  banks etc, with  Geoff Mulgan, Richard Lambert and Gillian Tett, ‘chaired’ by John Humphreys.

I was pleased that a discussion of this kind was initiated but disappointed that again we heard the same voices. This is nothing against the contributors per se, and I was impressed in particular by  Gillian Tett’s remarks. But really, can’t they do better than this? The  Today programme seems to think the most radical outlooks on the  current financial crisis are those of (say) Martin Wolf and Will  Hutton, plus Gillian Tett or Blairites like Mulgan. So that’s the FT, the Economist and the right of the Labour Party sorted (and Lambert is ex head of the CBI). Not exactly a broad swathe of opinion, is it? Unsurprisingly, the most radical of the bunch was Gillian Tett, who at least seems capable of critical thought. Hardly radical, though.

In this they fail as a news gatherer, and they tend to reinforce a  supposed consensus that is actually not shared by many of us. And that is  why phenomena such as the Occupy movement are so hard for them to  evaluate. Why not interview David Harvey or Wolfgang Streek, for  instance? both are noted academics who have recently written on the current  events and who don’t share the perspective we keep hearing on ‘Today’.  Vox pop outside St Paul’s won’t do: they need to include a broader  tranche of informed opinion in their daily diet of comment and analysis. This has to include radical voices – and ‘radical’ here ought not to mean just  ‘mildly Keynesian’.

If they did that, maybe John Humphrey’s opening remarks today about  trade unions ‘ruling the roost’ until they were ‘dealt with’ would  have been challenged by someone. If they don’t, they will be seen as  increasingly irrelevant to the concerns of large swathes of the  population. No wonder the blog and the tweet are replacing the old channels of news and information.

This ought to matter to them, so we need to say it to them, as part of the struggle to get different views heard. I don’t write this because I naively suppose that this issue of who gets airtime hasn’t come to the attention of the production team at Today, but rather that we must not let this kind of thing go by without any response. ‘Today’ still has a big audience, and that matters.

So I urge you: write or phone them. Don’t let them claim no one objected.

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Slavoj Žižek on the meaning of the riots

Repetition, according to Hegel, plays a crucial role in history: when something happens just once, it may be dismissed as an accident, something that might have been avoided if the situation had been handled differently; but when the same event repeats itself, it is a sign that a deeper historical process is unfolding. When Napoleon lost at Leipzig in 1813, it looked like bad luck; when he lost again at Waterloo, it was clear that his time was over. The same holds for the continuing financial crisis. In September 2008, it was presented by some as an anomaly that could be corrected through better regulations etc; now that signs of a repeated financial meltdown are gathering it is clear that we are dealing with a structural phenomenon.

We are told again and again that we are living through a debt crisis, and that we all have to share the burden and tighten our belts. All, that is, except the (very) rich. The idea of taxing them more is taboo: if we did, the argument runs, the rich would have no incentive to invest, fewer jobs would be created and we would all suffer. The only way to save ourselves from hard times is for the poor to get poorer and the rich to get richer. What should the poor do? What can they do?

Although the riots in the UK were triggered by the suspicious shooting of Mark Duggan, everyone agrees that they express a deeper unease – but of what kind? As with the car burnings in the Paris banlieues in 2005, the UK rioters had no message to deliver. (There is a clear contrast with the massive student demonstrations in November 2010, which also turned to violence. The students were making clear that they rejected the proposed reforms to higher education.) This is why it is difficult to conceive of the UK rioters in Marxist terms, as an instance of the emergence of the revolutionary subject; they fit much better the Hegelian notion of the ‘rabble’, those outside organised social space, who can express their discontent only through ‘irrational’ outbursts of destructive violence – what Hegel called ‘abstract negativity’.

There is an old story about a worker suspected of stealing: every evening, as he leaves the factory, the wheelbarrow he pushes in front of him is carefully inspected. The guards find nothing; it is always empty. Finally, the penny drops: what the worker is stealing are the wheelbarrows themselves. The guards were missing the obvious truth, just as the commentators on the riots have done. We are told that the disintegration of the Communist regimes in the early 1990s signalled the end of ideology: the time of large-scale ideological projects culminating in totalitarian catastrophe was over; we had entered a new era of rational, pragmatic politics. If the commonplace that we live in a post-ideological era is true in any sense, it can be seen in this recent outburst of violence. This was zero-degree protest, a violent action demanding nothing. In their desperate attempt to find meaning in the riots, the sociologists and editorial-writers obfuscated the enigma the riots presented.

The protesters, though underprivileged and de facto socially excluded, weren’t living on the edge of starvation. People in much worse material straits, let alone conditions of physical and ideological oppression, have been able to organise themselves into political forces with clear agendas. The fact that the rioters have no programme is therefore itself a fact to be interpreted: it tells us a great deal about our ideological-political predicament and about the kind of society we inhabit, a society which celebrates choice but in which the only available alternative to enforced democratic consensus is a blind acting out. Opposition to the system can no longer articulate itself in the form of a realistic alternative, or even as a utopian project, but can only take the shape of a meaningless outburst. What is the point of our celebrated freedom of choice when the only choice is between playing by the rules and (self-)destructive violence?

Alain Badiou has argued that we live in a social space which is increasingly experienced as ‘worldless’**: in such a space, the only form protest can take is meaningless violence. Perhaps this is one of the main dangers of capitalism: although by virtue of being global it encompasses the whole world, it sustains a ‘worldless’ ideological constellation in which people are deprived of their ways of locating meaning. The fundamental lesson of globalisation is that capitalism can accommodate itself to all civilisations, from Christian to Hindu or Buddhist, from West to East: there is no global ‘capitalist worldview’, no ‘capitalist civilisation’ proper. The global dimension of capitalism represents truth without meaning.

The first conclusion to be drawn from the riots, therefore, is that both conservative and liberal reactions to the unrest are inadequate. The conservative reaction was predictable: there is no justification for such vandalism; one should use all necessary means to restore order; to prevent further explosions of this kind we need not more tolerance and social help but more discipline, hard work and a sense of responsibility. What’s wrong with this account is not only that it ignores the desperate social situation pushing young people towards violent outbursts but, perhaps more important, that it ignores the way these outbursts echo the hidden premises of conservative ideology itself. When, in the 1990s, the Conservatives launched their ‘back to basics’ campaign, its obscene complement was revealed by Norman Tebbit: ‘Man is not just a social but also a territorial animal; it must be part of our agenda to satisfy those basic instincts of tribalism and territoriality.’ This is what ‘back to basics’ was really about: the unleashing of the barbarian who lurked beneath our apparently civilised, bourgeois society, through the satisfying of the barbarian’s ‘basic instincts’. In the 1960s, Herbert Marcuse introduced the concept of ‘repressive desublimation’ to explain the ‘sexual revolution’: human drives could be desublimated, allowed free rein, and still be subject to capitalist control – viz, the porn industry. On British streets during the unrest, what we saw was not men reduced to ‘beasts’, but the stripped-down form of the ‘beast’ produced by capitalist ideology.

Meanwhile leftist liberals, no less predictably, stuck to their mantra about social programmes and integration initiatives, the neglect of which has deprived second and third-generation immigrants of their economic and social prospects: violent outbursts are the only means they have to articulate their dissatisfaction. Instead of indulging ourselves in revenge fantasies, we should make the effort to understand the deeper causes of the outbursts. Can we even imagine what it means to be a young man in a poor, racially mixed area, a priori suspected and harassed by the police, not only unemployed but often unemployable, with no hope of a future? The implication is that the conditions these people find themselves in make it inevitable that they will take to the streets. The problem with this account, though, is that it lists only the objective conditions for the riots. To riot is to make a subjective statement, implicitly to declare how one relates to one’s objective conditions.

We live in cynical times, and it’s easy to imagine a protester who, caught looting and burning a store and pressed for his reasons, would answer in the language used by social workers and sociologists, citing diminished social mobility, rising insecurity, the disintegration of paternal authority, the lack of maternal love in his early childhood. He knows what he is doing, then, but is doing it nonetheless.

It is meaningless to ponder which of these two reactions, conservative or liberal, is the worse: as Stalin would have put it, they are both worse, and that includes the warning given by both sides that the real danger of these outbursts resides in the predictable racist reaction of the ‘silent majority’. One of the forms this reaction took was the ‘tribal’ activity of the local (Turkish, Caribbean, Sikh) communities which quickly organised their own vigilante units to protect their property. Are the shopkeepers a small bourgeoisie defending their property against a genuine, if violent, protest against the system; or are they representatives of the working class, fighting the forces of social disintegration? Here too one should reject the demand to take sides. The truth is that the conflict was between two poles of the underprivileged: those who have succeeded in functioning within the system versus those who are too frustrated to go on trying. The rioters’ violence was almost exclusively directed against their own. The cars burned and the shops looted were not in rich neighbourhoods, but in the rioters’ own. The conflict is not between different parts of society; it is, at its most radical, the conflict between society and society, between those with everything, and those with nothing, to lose; between those with no stake in their community and those whose stakes are the highest.

Zygmunt Bauman characterised the riots as acts of ‘defective and disqualified consumers’: more than anything else, they were a manifestation of a consumerist desire violently enacted when unable to realise itself in the ‘proper’ way – by shopping. As such, they also contain a moment of genuine protest, in the form of an ironic response to consumerist ideology: ‘You call on us to consume while simultaneously depriving us of the means to do it properly – so here we are doing it the only way we can!’ The riots are a demonstration of the material force of ideology – so much, perhaps, for the ‘post-ideological society’. From a revolutionary point of view, the problem with the riots is not the violence as such, but the fact that the violence is not truly self-assertive. It is impotent rage and despair masked as a display of force; it is envy masked as triumphant carnival.

The riots should be situated in relation to another type of violence that the liberal majority today perceives as a threat to our way of life: terrorist attacks and suicide bombings. In both instances, violence and counter-violence are caught up in a vicious circle, each generating the forces it tries to combat. In both cases, we are dealing with blind passages à l’acte, in which violence is an implicit admission of impotence. The difference is that, in contrast to the riots in the UK or in Paris, terrorist attacks are carried out in service of the absolute Meaning provided by religion.

But weren’t the Arab uprisings a collective act of resistance that avoided the false alternative of self-destructive violence and religious fundamentalism? Unfortunately, the Egyptian summer of 2011 will be remembered as marking the end of revolution, a time when its emancipatory potential was suffocated. Its gravediggers are the army and the Islamists. The contours of the pact between the army (which is Mubarak’s army) and the Islamists (who were marginalised in the early months of the upheaval but are now gaining ground) are increasingly clear: the Islamists will tolerate the army’s material privileges and in exchange will secure ideological hegemony. The losers will be the pro-Western liberals, too weak – in spite of the CIA funding they are getting – to ‘promote democracy’, as well as the true agents of the spring events, the emerging secular left that has been trying to set up a network of civil society organisations, from trade unions to feminists. The rapidly worsening economic situation will sooner or later bring the poor, who were largely absent from the spring protests, onto the streets. There is likely to be a new explosion, and the difficult question for Egypt’s political subjects is who will succeed in directing the rage of the poor? Who will translate it into a political programme: the new secular left or the Islamists?

The predominant reaction of Western public opinion to the pact between Islamists and the army will no doubt be a triumphant display of cynical wisdom: we will be told that, as the case of (non-Arab) Iran made clear, popular upheavals in Arab countries always end in militant Islamism. Mubarak will appear as having been a much lesser evil – better to stick with the devil you know than to play around with emancipation. Against such cynicism, one should remain unconditionally faithful to the radical-emancipatory core of the Egypt uprising.

But one should also avoid the temptation of the narcissism of the lost cause: it’s too easy to admire the sublime beauty of uprisings doomed to fail. Today’s left faces the problem of ‘determinate negation’: what new order should replace the old one after the uprising, when the sublime enthusiasm of the first moment is over? In this context, the manifesto of the Spanish indignados, issued after their demonstrations in May, is revealing. The first thing that meets the eye is the pointedly apolitical tone: ‘Some of us consider ourselves progressive, others conservative. Some of us are believers, some not. Some of us have clearly defined ideologies, others are apolitical, but we are all concerned and angry about the political, economic and social outlook that we see around us: corruption among politicians, businessmen, bankers, leaving us helpless, without a voice.’ They make their protest on behalf of the ‘inalienable truths that we should abide by in our society: the right to housing, employment, culture, health, education, political participation, free personal development and consumer rights for a healthy and happy life.’ Rejecting violence, they call for an ‘ethical revolution. Instead of placing money above human beings, we shall put it back to our service. We are people, not products. I am not a product of what I buy, why I buy and who I buy from.’ Who will be the agents of this revolution? The indignados dismiss the entire political class, right and left, as corrupt and controlled by a lust for power, yet the manifesto nevertheless consists of a series of demands addressed at – whom? Not the people themselves: the indignados do not (yet) claim that no one else will do it for them, that they themselves have to be the change they want to see. And this is the fatal weakness of recent protests: they express an authentic rage which is not able to transform itself into a positive programme of sociopolitical change. They express a spirit of revolt without revolution.

The situation in Greece looks more promising, probably owing to the recent tradition of progressive self-organisation (which disappeared in Spain after the fall of the Franco regime). But even in Greece, the protest movement displays the limits of self-organisation: protesters sustain a space of egalitarian freedom with no central authority to regulate it, a public space where all are allotted the same amount of time to speak and so on. When the protesters started to debate what to do next, how to move beyond mere protest, the majority consensus was that what was needed was not a new party or a direct attempt to take state power, but a movement whose aim is to exert pressure on political parties. This is clearly not enough to impose a reorganisation of social life. To do that, one needs a strong body able to reach quick decisions and to implement them with all necessary harshness.

** Actually, this idea was first articulated by Hannah Arendt. As usual, she goes uncredited for an idea that has a high relevance to our present discontents.

via Slavoj Žižek · Shoplifters of the World Unite · LRB 19 August 2011.

More on the riots here.

Something on class and education in the UK here.

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You would have had to have had your head buried in the sand to have missed the buzz that has been growing concerning The People’s Supermarket recently. This supermarket takes aim at the ruthlessness and soullessness of the big supermarkets in attempting to create a local supermarket that sources its produce ethically.

Chris Horner, a colleague and friend of mine, is responsible for bringing The People’s Supermarket to my attention. He is a member and thus a worker at the supermarket in Lamb’s Conduit Street, Holborn, London. He agreed to take part in a Friday Five Questions interview for Ayohcee about his involvement in the project.

It must be stressed that his views are his own and don’t necessarily reflect the views of The People’s Supermarket.

Ayohcee: The People’s Supermarket (TPS) has risen to prominence over the last month or so, thanks in part to the Channel 4 documentary about it. What’s all the fuss about?

1. We live in a global context, and the questions of sourcing and paying for our produce fairly must be addressed –TPS tries to work with suppliers here and abroad in a way which keeps them fairly and sustainably in a partnership with the retailer/consumer.
2. Food waste is appalling. TPS acts to avoid that; part of what it does here educates and shows others what can be done. It’s an ethical, political and environmental scandal to chuck the amount of perfectly good food away that the typical retailer and consumer does every day.
3. Being active in making things better is good. Co-ops are good! Taking responsibility for ones own locality and the way one’s quality of life develops is a positive thing. TPS tends to have a subtle ‘educative’ effect on all those who work there – we decide together what we’ll do and then we do it – ourselves. That changes people.

From: (via) ayohcee: Friday Five Questions: Chris Horner, member of The People’s Supermarket.

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The most equal countries also have the highest social mobility

Once more following in David Cameron’s footsteps, Nick Clegg is delivering tonight’s Hugo Young memorial lecture. A preview of his speech appears in today’s Guardian, in which the Lib Dem leader suggests that increasing social mobility, not achieving income equality, should be the ultimate goal of progressives.

He writes:

Social mobility is what characterises a fair society, rather than a particular level of income equality. Inequalities become injustices when they are fixed; passed on, generation to generation. That’s when societies become closed, stratified and divided.

The problem with Clegg’s argument is that the countries with the highest levels of social mobility are those with the lowest levels of inequality. As the graph below (from the excellent book The Spirit Level) shows, countries such as Sweden, Norway, Denmark and Canada, where income inequality is low, have far higher levels of social mobility than the United States and the UK, where income inequality is high. This is hardly surprising: greater inequalities of outcome make it easier for rich parents to pass on their advantages to their children. Clegg’s suggestion that progressives must prioritise either social mobility or income inequality is empirically unsound.

Social mobility

The data on equality and social mobility also undermines his argument against the 50p tax rate. He attempts to characterise Ed Miliband as an “old progressive” due to his support for a permanent 50p rate. But it is no coincidence that the most equal countries in the world are also those with the highest rates of income tax. Japan, the most equal country in the world, has had a top rate of 50 per cent for many years, Sweden, the second most equal country in the world, has a top rate of 56.6 per cent. The correlation continues: Denmark has a top rate of 55.4 per cent, Norway a top rate of 47.8 per cent and Finland a top rate of 49.6 per cent.

Clegg’s refusal to acknowledge all of the above reveals either his ignorance or his disingenuity. Until he accepts that the most socially mobile societies are also the most equal, no one should take his “progressive” claims seriously.

Posted by George Eaton

See also my Injustices of Merit -Chris Horner

via New Statesman – What Nick Clegg doesn’t know about equality.

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a film directed by Davis Guggenheim

 

Paramount Pictures

Anthony, a fifth-grade student hoping to win a spot at the SEED charter boarding school in Washington, D.C.; from Davis Guggenheim’s documentary Waiting for ‘Superman’

Ordinarily, documentaries about education attract little attention, and seldom, if ever, reach neighborhood movie theaters. Davis Guggenheim’s Waiting for “Superman” is different. It arrived in late September with the biggest publicity splash I have ever seen for a documentary. Not only was it the subject of major stories in Time and New York, but it was featured twice on The Oprah Winfrey Show and was the centerpiece of several days of programming by NBC, including an interview with President Obama.

Two other films expounding the same arguments—The Lottery and The Cartel—were released in the late spring, but they received far less attention than Guggenheim’s film. His reputation as the director of the Academy Award–winning An Inconvenient Truth, about global warming, contributed to the anticipation surrounding Waiting for “Superman,” but the media frenzy suggested something more. 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.

The message of these films 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. They would get higher test scores if schools could fire more bad teachers and pay more to good ones. 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.

The Cartel maintains that we must not only create more charter schools, but provide vouchers so that children can flee incompetent public schools and attend private schools. There, we are led to believe, teachers will be caring and highly skilled (unlike the lazy dullards in public schools); the schools will have high expectations and test scores will soar; and all children will succeed academically, regardless of their circumstances. The Lottery echoes the main story line of Waiting for “Superman”: it is about children who are desperate to avoid the New York City public schools and eager to win a spot in a shiny new charter school in Harlem.

For many people, these arguments require a willing suspension of disbelief. Most Americans graduated from public schools, and most went from school to college or the workplace without thinking that their school had limited their life chances. There was a time—which now seems distant—when most people assumed that students’ performance in school was largely determined by their own efforts and by the circumstances and support of their family, not by their teachers. There were good teachers and mediocre teachers, even bad teachers, but in the end, most public schools offered ample opportunity for education to those willing to pursue it. The annual Gallup poll about education shows that Americans are overwhelmingly dissatisfied with the quality of the nation’s schools, but 77 percent of public school parents award their own child’s public school a grade of A or B, the highest level of approval since the question was first asked in 1985.

Waiting for “Superman” and the other films appeal to a broad apprehension that the nation is falling behind in global competition. If the economy is a shambles, if poverty persists for significant segments of the population, if American kids are not as serious about their studies as their peers in other nations, the schools must be to blame. At last we have the culprit on which we can pin our anger, our palpable sense that something is very wrong with our society, that we are on the wrong track, and that America is losing the race for global dominance. It is not globalization or deindustrialization or poverty or our coarse popular culture or predatory financial practices that bear responsibility: it’s the public schools, their teachers, and their unions.

The inspiration for Waiting for “Superman” began, Guggenheim explains, as he drove his own children to a private school, past the neighborhood schools with low test scores. He wondered about the fate of the children whose families did not have the choice of schools available to his own children. What was the quality of their education? He was sure it must be terrible. The press release for the film says that he wondered, “How heartsick and worried did their parents feel as they dropped their kids off this morning?” Guggenheim is a graduate of Sidwell Friends, the elite private school in Washington, D.C., where President Obama’s daughters are enrolled. The public schools that he passed by each morning must have seemed as hopeless and dreadful to him as the public schools in Washington that his own parents had shunned.

Waiting for “Superman” tells the story of five children who enter a lottery to win a coveted place in a charter school. Four of them seek to escape the public schools; one was asked to leave a Catholic school because her mother couldn’t afford the tuition. Four of the children are black or Hispanic and live in gritty neighborhoods, while the one white child lives in a leafy suburb. We come to know each of these children and their families; we learn about their dreams for the future; we see that they are lovable; and we identify with them. By the end of the film, we are rooting for them as the day of the lottery approaches.

In each of the schools to which they have applied, the odds against them are large. Anthony, a fifth-grader in Washington, D.C., applies to the SEED charter boarding school, where there are sixty-one applicants for twenty-four places. Francisco is a first-grade student in the Bronx whose mother (a social worker with a graduate degree) is desperate to get him out of the New York City public schools and into a charter school; she applies to Harlem Success Academy where he is one of 792 applicants for forty places. Bianca is the kindergarten student in Harlem whose mother cannot afford Catholic school tuition; she enters the lottery at another Harlem Success Academy, as one of 767 students competing for thirty-five openings. Daisy is a fifth-grade student in East Los Angeles whose parents hope she can win a spot at KIPP LA PREP, where 135 students have applied for ten places. Emily is an eighth-grade student in Silicon Valley, where the local high school has gorgeous facilities, high graduation rates, and impressive test scores, but her family worries that she will be assigned to a slow track because of her low test scores; so they enter the lottery for Summit Preparatory Charter High School, where she is one of 455 students competing for 110 places.

The stars of the film are Geoffrey Canada, the CEO of the Harlem Children’s Zone, which provides a broad variety of social services to families and children and runs two charter schools; Michelle Rhee, chancellor of the Washington, D.C., public school system, who closed schools, fired teachers and principals, and gained a national reputation for her tough policies; David Levin and Michael Feinberg, who have built a network of nearly one hundred high-performing KIPP charter schools over the past sixteen years; and Randi Weingarten, president of the American Federation of Teachers, who is cast in the role of chief villain. Other charter school leaders, like Steve Barr of the Green Dot chain in Los Angeles, do star turns, as does Bill Gates of Microsoft, whose foundation has invested many millions of dollars in expanding the number of charter schools. 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.

The situation is dire, the film warns us. We must act. But what must we do? The message of the film is clear. Public schools are bad, privately managed charter schools are good. Parents clamor to get their children out of the public schools in New York City (despite the claims by Mayor Michael Bloomberg that the city’s schools are better than ever) and into the charters (the mayor also plans to double the number of charters, to help more families escape from the public schools that he controls). If we could fire the bottom 5 to 10 percent of the lowest-performing teachers every year, says Hoover Institution economist Eric Hanushek in the film, our national test scores would soon approach the top of international rankings in mathematics and science.

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. Nothing more is said about this astonishing statistic. It is drawn from a national study of charter schools by Stanford economist Margaret Raymond (the wife of Hanushek). Known as the CREDO study, it evaluated student progress on math tests in half the nation’s five thousand charter schools and concluded that 17 percent were superior to a matched traditional public school; 37 percent were worse than the public school; and the remaining 46 percent had academic gains no different from that of a similar public school. The proportion of charters that get amazing results is far smaller than 17 percent.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?

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?

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.

 

Paramount Pictures

Francisco, a first-grade student in the Bronx whose mother wants him to attend a charter school

The movie asserts a central thesis in today’s school reform discussion: the idea that teachers are the most important factor determining student achievement. But this proposition is false. 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.

But the same body of research shows that nonschool factors matter even more than teachers. 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. Teachers can have a profound effect on students, but it would be foolish to believe that teachers alone can undo the damage caused by poverty and its associated burdens.

Guggenheim skirts the issue of poverty by showing only families that are intact and dedicated to helping their children succeed. One of the children he follows is raised by a doting grandmother; two have single mothers who are relentless in seeking better education for them; two of them live with a mother and father. 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. Nor is there any reference to the many charter schools that enroll disproportionately small numbers of children who are English-language learners or have disabilities.

The film never acknowledges that charter schools were created mainly at the instigation of Albert Shanker, the president of the American Federation of Teachers from 1974 to 1997. Shanker had the idea in 1988 that a group of public school teachers would ask their colleagues for permission to create a small school that would focus on the neediest students, those who had dropped out and those who were disengaged from school and likely to drop out. He sold the idea as a way to open schools that would collaborate with public schools and help motivate disengaged students. In 1993, Shanker turned against the charter school idea when he realized that for-profit organizations saw it as a business opportunity and were advancing an agenda of school privatization. Michelle Rhee gained her teaching experience in Baltimore as an employee of Education Alternatives, Inc., one of the first of the for-profit operations.

Today, charter schools are promoted not as ways to collaborate with public schools but as competitors that will force them to get better or go out of business. In fact, they have become the force for privatization that Shanker feared. Because of the high-stakes testing regime created by President George W. Bush’s No Child Left Behind (NCLB) legislation, charter schools compete to get higher test scores than regular public schools and thus have an incentive to avoid students who might pull down their scores. Under NCLB, low-performing schools may be closed, while high-performing ones may get bonuses. Some charter schools “counsel out” or expel students just before state testing day. Some have high attrition rates, especially among lower-performing students.

Perhaps the greatest distortion in this film is its misrepresentation of data about student academic performance. The film claims that 70 percent of eighth-grade students cannot read at grade level. This is flatly wrong. Guggenheim here relies on numbers drawn from the federally sponsored National Assessment of Educational Progress (NAEP). I served as a member of the governing board for the national tests for seven years, and I know how misleading Guggenheim’s figures are. NAEP doesn’t measure performance in terms of grade-level achievement. The highest level of performance, “advanced,” is equivalent to an A+, representing the highest possible academic performance. The next level, “proficient,” is equivalent to an A or a very strong B. The next level is “basic,” which probably translates into a C grade. The film assumes that any student below proficient is “below grade level.” But it would be far more fitting to worry about students who are “below basic,” who are 25 percent of the national sample, not 70 percent.

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. This sad event was documented by Paul Tough in his laudatory account of Canada’s Harlem Children’s Zone, Whatever It Takes (2009). Contrary to Guggenheim’s mythology, even the best-funded charters, with the finest services, can’t completely negate the effects of poverty.

Guggenheim ignored other clues that might have gotten in the way of a good story. While blasting the teachers’ unions, he points to Finland as a nation whose educational system the US should emulate, not bothering to explain that it has a completely unionized teaching force. His documentary showers praise on testing and accountability, yet he does not acknowledge that Finland seldom tests its students. Any Finnish educator will say that Finland improved its public education system not by privatizing its schools or constantly testing its students, but by investing in the preparation, support, and retention of excellent teachers. It achieved its present eminence not by systematically firing 5–10 percent of its teachers, but by patiently building for the future. Finland has a national curriculum, which is not restricted to the basic skills of reading and math, but includes the arts, sciences, history, foreign languages, and other subjects that are essential to a good, rounded education. Finland also strengthened its social welfare programs for children and families. Guggenheim simply ignores the realities of the Finnish system.

In any school reform proposal, the question of “scalability” always arises. Can reforms be reproduced on a broad scale? The fact that one school produces amazing results is not in itself a demonstration that every other school can do the same. For example, Guggenheim holds up Locke High School in Los Angeles, part of the Green Dot charter chain, as a success story but does not tell the whole story. With an infusion of $15 million of mostly private funding, Green Dot produced a safer, cleaner campus, but no more than tiny improvements in its students’ abysmal test scores. According to the Los Angeles Times, the percentage of its students proficient in English rose from 13.7 percent in 2009 to 14.9 percent in 2010, while in math the proportion of proficient students grew from 4 percent to 6.7 percent. What can be learned from this small progress? Becoming a charter is no guarantee that a school serving a tough neighborhood will produce educational miracles.

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.

Guggenheim seems to demand that public schools start firing “bad” teachers so they can get the great results that one of every five charter schools gets. But he never explains how difficult it is to identify “bad” teachers. If one looks only at test scores, teachers in affluent suburbs get higher ones. If one uses student gains or losses as a general measure, then those who teach the neediest children—English-language learners, troubled students, autistic students—will see the smallest gains, and teachers will have an incentive to avoid districts and classes with large numbers of the neediest students.

Ultimately the job of hiring teachers, evaluating them, and deciding who should stay and who should go falls to administrators. We should be taking a close look at those who award due process rights (the accurate term for “tenure”) to too many incompetent teachers. The best way to ensure that there are no bad or ineffective teachers in our public schools is to insist that we have principals and supervisors who are knowledgeable and experienced educators. Yet there is currently a vogue to recruit and train principals who have little or no education experience. (The George W. Bush Institute just announced its intention to train 50,000 new principals in the next decade and to recruit noneducators for this sensitive post.)

Waiting for “Superman” is the most important public-relations coup that the critics of public education have made so far. Their power is not to be underestimated. For years, right-wing critics demanded vouchers and got nowhere. Now, many of them are watching in amazement as their ineffectual attacks on “government schools” and their advocacy of privately managed schools with public funding have become the received wisdom among liberal elites. Despite their uneven record, charter schools have the enthusiastic endorsement of the Obama administration, the Gates Foundation, the Broad Foundation, and the Dell Foundation. In recent months, The New York Times has published three stories about how charter schools have become the favorite cause of hedge fund executives. According to the Times, when Andrew Cuomo wanted to tap into Wall Street money for his gubernatorial campaign, he had to meet with the executive director of Democrats for Educational Reform (DFER), a pro-charter group.

Dominated by hedge fund managers who control billions of dollars, DFER has contributed heavily to political candidates for local and state offices who pledge to promote charter schools. (Its efforts to unseat incumbents in three predominantly black State Senate districts in New York City came to nothing; none of its hand-picked candidates received as much as 30 percent of the vote in the primary elections, even with the full-throated endorsement of the city’s tabloids.) Despite the loss of local elections and the defeat of Washington, D.C. Mayor Adrian Fenty (who had appointed the controversial schools chancellor Michelle Rhee), the combined clout of these groups, plus the enormous power of the federal government and the uncritical support of the major media, presents a serious challenge to the viability and future of public education.

It bears mentioning that nations with high-performing school systems—whether Korea, Singapore, Finland, or Japan—have succeeded not by privatizing their schools or closing those with low scores, but by strengthening the education profession. They also have less poverty than we do. Fewer than 5 percent of children in Finland live in poverty, as compared to 20 percent in the United States. Those who insist that poverty doesn’t matter, that only teachers matter, prefer to ignore such contrasts.

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. Guggenheim complains that only one in 2,500 teachers loses his or her teaching certificate, but fails to mention that 50 percent of those who enter teaching leave within five years, mostly because of poor working conditions, lack of adequate resources, and the stress of dealing with difficult children and disrespectful parents. Some who leave “fire themselves”; others were fired before they got tenure. 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.

There is a clash of ideas occurring in education right now between those who believe that public education is not only a fundamental right but a vital public service, akin to the public provision of police, fire protection, parks, and public libraries, and those who believe that the private sector is always superior to the public sector. Waiting for “Superman” is a powerful weapon on behalf of those championing the “free market” and privatization. It raises important questions, but all of the answers it offers require a transfer of public funds to the private sector. The stock market crash of 2008 should suffice to remind us that the managers of the private sector do not have a monopoly on success.

Public education is one of the cornerstones of American democracy. The public schools must accept everyone who appears at their doors, no matter their race, language, economic status, or disability. Like the huddled masses who arrived from Europe in years gone by, immigrants from across the world today turn to the public schools to learn what they need to know to become part of this society. The schools should be far better than they are now, but privatizing them is no solution.

In the final moments of Waiting for “Superman,” the children and their parents assemble in auditoriums in New York City, Washington, D.C., Los Angeles, and Silicon Valley, waiting nervously to see if they will win the lottery. As the camera pans the room, you see tears rolling down the cheeks of children and adults alike, all their hopes focused on a listing of numbers or names. Many people react to the scene with their own tears, sad for the children who lose. I had a different reaction. First, I thought to myself that the charter operators were cynically using children as political pawns in their own campaign to promote their cause. (Gail Collins in The New York Times had a similar reaction and wondered why they couldn’t just send the families a letter in the mail instead of subjecting them to public rejection.) Second, I felt an immense sense of gratitude to the much-maligned American public education system, where no one has to win a lottery to gain admission.

The Myth of Charter Schools by Diane Ravitch | The New York Review of Books.

See also this article on the film from the Huffington Post. Here’s an extract:

The poster advertising the film shows a nightmarish battlefield in stark grey, then a little white girl sitting at a desk is dropped in the midst of it. The text: “The fate of our country won’t be decided on a battlefield. It will be determined in a classroom.” This is a common theme of the so-called reformers: we are at war with India and China and we have to out-math them and crush them so that we can remain rich and they can stay in the sweatshops. But really, who declared this war? When did I as a teacher sign up as an officer in this war? And when did that 4th grade girl become a soldier in it? I have nothing against the Chinese, the Indians, or anyone else in the world — I wish them well. Instead of this Global Social Darwinist fantasy, perhaps we should be helping kids imagine a world of global cooperation, sustainable economies, and equity.

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Many politicians and pundits warned us that the health care reform (HCR) legislation that just became law will destroy America. Government bureaucrats will take over health care decisions, we were told. The old and infirm would be hauled away by death panels. Everything about the way we receive our medical care will change, and change drastically, they said.

Medicare recipients have been frightened by stories that their benefits will be cut. Middle-age people are worried they will lose their jobs when the law’s dreaded regulations, or taxes, or maybe regulations with taxes, would destroy their employers’ businesses.

The truth is, very little will change for most people. If you were insured by employee benefits before HCR, you will be insured by exactly the same policy in exactly the same way after HCR. You will have access to the same doctors on the same terms. “Government bureaucrats” will no more be involved in your health care than they were before.

And the same is true of Medicare, which of course is a government program, although many of the people who opposed the HCR bill don’t seem to know that.

Here are the “cataclysmic” changes to health care that are now in effect, or which will go into effect within the next six months for people who are already in group insurance plans:

• The law says you can’t lose your insurance coverage because you get sick. Before, in many states, if you were stricken with a severe illness such as mesothelioma cancer that would be expensive to treat, your insurer could use just about any excuse to cancel your coverage. That is over.

• HCR has ended lifetime limits on coverage. As long as you are receiving medical care, your insurer pays the bills.

• Your children can be covered on your existing policy until they are 26 years old.

• In six months, insurers cannot refuse to insure people under the age of 19 because of “pre-existing conditions.” This provision will go into effect for everyone in 2014.

And if you are on Medicare, you will be asked to struggle with the following:

• You get a free annual checkup.

• The co-pays and deductibles on many preventive care services are eliminated.

• If you are in the Medicare D “doughnut hole,” doughnut hole,” doughnut hole,” you will get a $250 rebate check in a few weeks. The hole itself will be closed gradually and will be gone by 2020.

But what about all those terrible regulations and taxes that are about to drive businesses out of business? Um, there really isn’t much to report. Oh, wait, here’s one — a 10 percent tax on indoor tanning services that use ultraviolet lamps will go into effect July 1. That’s about it.

However, beginning this year a tax credit will be available for some small businesses to help provide insurance coverage for employees.

Soon the politicians and pundits will start trying to frighten you about the provisions that will go into effect after this year. I assure you they are about as scary as the provisions that go into effect this year, but I will discuss them in a follow-up post.

— Barbara O’Brien

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Things haven't changed as much as you might think..

…. the basic configuration of power relations in Britain has changed remarkably little across the last half-century. The route to power lies much where it always lay, while access to that softly carpeted and gently inclined path is scarcely more open today than it was in the 1950s. According to the report of the Panel on Fair Access to the Professions, published last year, ‘the typical doctor or lawyer of the future will today be growing up in a family that is better off than five in six of all families in the UK.’[†] Only 7 per cent of children are educated at private schools, but half of all professionals in Britain have been to one, a proportion that rises to 56 per cent for solicitors, 70 per cent for finance directors and 75 per cent for judges. The cost of sending a boy to Eton or Winchester is currently around £30,000 a year – that’s £50,000 of pre-tax income. Average annual pre-tax income in the UK stands at just over £25,000. The Institute for Fiscal Studies reports that 80 per cent of the population earns less than £35,000. Meanwhile, according to a study by the New Policy Institute and the Joseph Rowntree Foundation, there are now 13.4 million people in Britain living in low-income households earning less than 60 per cent of the national average. For a couple with two children this translates into a net disposable income of £15,000 a year, once all benefits and allowances have been taken into account – half, then, the income needed to send a boy to Eton or Winchester for a year. Only 1 per cent of the population have annual gross incomes above £100,000. And this, of course, says nothing of inherited wealth.The Institute for Fiscal Studies concludes that education and skills – or rather their absence – are the ‘main drivers’ behind the rise in inequality in contemporary Britain. And what the figures indisputably make clear is that elite formation in our society is still powered by a small but formidable educational engine, fuelled by wealth that only a few possess, and since access to the elite means access to wealth, the cycle of elite formation is essentially self-sustaining and closed to outsiders.

[...]

Seven years after the end of the period covered by Family Britain, Granada Television screened the first of that extraordinary series called Seven Up, the original and most remarkable experiment in reality TV, in which 14 children from across all social classes were brought together for a day and interviewed about this experience and about their lives, for the cameras. The idea was that these 14 representative citizens of the future Britain would be revisited every seven years and interviewed again – which is what, more or less, has happened (there have so far been seven such programmes). The first programme is little short of astonishing for the insight it gives into the class structure of Britain in 1964. Although they are only seven years old, the degree of social differentiation in the children is extreme. The sense of radical disjunction between lives and fates is shocking, precisely because each of the children seems unique, while all have evidently already been moulded by the system. Being children, none of them has yet thought that they might be ‘ordinary’ and all are startlingly authentic, not least the three little posh boys. ‘I read the Financial Times,’ lisps one of these delicate angels, while another talks of his destined journey via Charterhouse to the City of London. They seem like little aliens, at the very least mere curiosities from an age long superseded. Yet, while watching them, I had to remind myself that they were actually slightly younger than I was in 1964, and that I too went to a school such as theirs, and that David Kynaston did too, and David Cameron and George Osborne. All of us will, of course, protest that, as Cameron likes to say, where we came from doesn’t matter, it’s where we are going that counts. And, in one sense, this is true. But in another it isn’t, which is why Gordon Brown’s quip about Eton struck such a nerve. Whatever we have become, our most impressionable and formative years were spent in the company of the elect, in a milieu that was continuous with the milieu in which the three little boys in Seven Up sit cosseted. Some of us grew up to write history books, some to review them. Others, to travel first class by train every morning from the Home Counties to the City to collect their bonuses. Yet others became politicians. They are about to form our next government.

via LRB · Nicholas Spice · Don’t Look Down.

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