According to Sol Stern, it's not his (literal) bomb-throwing past but his (figurative) bomb-throwing present:

Instead of planting bombs in public buildings, Ayers now works to indoctrinate America's future teachers in the revolutionary cause, urging them to pass on the lessons to their public school students.... As Ayers puts it in one of his course descriptions, prospective K-12 teachers need to "be aware of the social and moral universe we inhabit and... be a teacher capable of hope and struggle, outrage and action, a teacher teaching for social justice and liberation."

Nor is his thinking outside the "mainstream" of the ed school professoriate; Stern reports that Ayers was recently elected Vice President for Curriculum of the American Educational Research Association. Perfect.

Liam Julian

George Will has a nice column today on A Nation At Risk. He mentions Checker's book, too.

Update: Mike says the column doesn't just mention Checker's book; it "summarizes it!" Let's compromise on "highlights."

This Wired Magazine article sheds some light, however obliquely, on why it's so difficult to replicate successful school models in different places.

Whitney Tilson, who blogs on education here , reflects level-headedly in today's New York Daily News on the struggles facing the UFT's charter school . The last paragraph offers a tidy summary of the lessons the UFT, and especially current-UFT-boss and AFT-president-to-be Randi Weingarten, can take away from the experience:

Through its own hard experience with its charter school, the UFT is learning there's a reason why nearly all organizations, both for profit and nonprofit, have managers and employees that are not equals: because the interests of employees are not the same as the interests of the organization. The job of management is to represent the latter, and it needs a significant amount of flexibility in doing so.

Nearly everyone has applauded the UFT for having the chutzpah to stake a claim in the school choice movement, and rightly so. But they've yet to prove that this bold experiment is intended as a true learning experience and not just an effort to co-opt the choice movement and recast it using their own mold. Let's hope that in the months and years ahead they're willing to engage in the kind of serious reflection present in Tilson's op-ed.

(Also, see Eduwonk's take on the school's troubles.)...

This Saturday A Nation at Risk turns twenty-five.

As with most birthdays after one's twenty-first, the occasion is bittersweet. As Fordham president Checker Finn reflects in today's Education Gadfly, the lessons of A Nation at Risk, despite the report's landmark status for sounding "an overdue and much-needed alarum," still struggle to be heard over the din of misguided deniers. That's a shame, he says, for the "biggest single reason, I believe, that America's education reform efforts of the past quarter century have yielded such meager returns is that we haven't given them our all."

Indeed, the country's general failure to absorb A Nation at Risk has been the source of many a frustration for Checker:

A Nation at Risk

Gadfly Studios

Mike and Christina discuss Secretary of Education Margaret Spellings's latest round of changes to No Child Left Behind.


You have to hand it to U.S. Secretary of Education Margaret Spellings and her team: they are hardly dawdling during these last months of the Administration. On Tuesday, they announced a massive set of regulatory changes to No Child Left Behind that incorporates many of the "pilot programs" and reauthorization proposals that the Bush Team (and others) have floated over the past year.

Still, while Spellings put forth much that's laudable and sensible, upon close inspection there's less than meets the eye. This is particularly true when it comes to the law's interventions for schools found to be "in need of improvement." The problems with the law's current "cascade of sanctions" are multiple and legendary, but Spellings's new regulations don't provide the overhauls necessary to right the ship.

Take the lethargic efforts of many school districts to advertise the law's "free tutoring" opportunities. The proposed regulations would make a number of small and useful changes. For example, districts could spend federal money on marketing and outreach activities and charge that spending to the 20 percent of their Title I funds that they are supposed to allocate toward tutoring and school choice. Districts would also have to notify parents of their choice options at least 14 days before the start of the school year, and publish a description of their efforts to inform parents of these opportunities. Plus, before moving the tutoring dollars to something else (which is allowed under the law if not enough parents...

Liam Julian

Mike tells me (as he runs out the door to catch a flight) that he's already answered my question about standards and tests thusly:

Particularly if all schools work toward common statewide academic standards, and thus have some degree of sameness when it comes to the content of what kids are learning, allowing them to differentiate when it comes to their approaches to discipline, school culture, the celebration of holidays, extra-curricular activities, etc., doesn't seem like such a tragedy. And if my wife and I, as parents, don't like the trendy, eco-friendly, ultra-PC ethos of my local Takoma Park school (we have another 4 ?? years to decide), then we can always, well, move.

Maybe. Wouldn't segmented schools, though, want freedom to innovate in all areas (i.e., standards, curriculum), and not only the tangential stuff? I wonder if the lines Mike draws are possible to maintain.

Liam Julian

The obvious rejoinder to Mike's post is that when people cluster in "communities of sameness, among people with similar ways of life, beliefs and in the end, politics," they also cluster among people of the same race and socioeconomic status.

The impulse to seek out those similar to oneself isn't new, but today's society offers people many more methods by which to act on it. Marketers know this. Chris Anderson writes in his book The Long Tail, "If the twentieth-century entertainment industry was about hits, the twenty-first will be equally about niches." Successful companies are producing less of more, that is, to appeal to the clustered masses.

Some will say the drawbacks of racially or socioeconomically homogenous classrooms, classrooms that Mike rightly calls undesirable, far outweigh the benefits of schools where pupils parents agree on "what good education looks like." Maybe. But as long as adults like to send their kids to close-to-home schools (they do), and as long as they live near others like them (they do), individual schools will be racially and socioeconomically uniform.

The Thernstroms (among others) convincingly document that this isn't as bad as it seems. The alternatives, which all depend on busing, are far worse, in no small part because they shift schools' focuses away from learning. Clustered schools, by contrast, could focus even more attention on learning. Mike writes, "As geographic sorting occurs, neighborhood public schools will have the same ability to customize themselves to fit the values...

Liam Julian

One of Thomas Sowell's points, that college education is being watered down because too many people are obtaining it, is a fine one. He notes that "education is not a Good Thing categorically in unlimited amounts, for people of all levels of ability, interest, and willingness to work." This is one reason why k-12's current "college or nothing" structure is a failure, and why so many 16-, 17-, and 18-year-olds who are not willing to work toward college, and who have no other educational routes open to them, drop out of high school. (It's not popular to say, but common sense helps us realize that if the almost-adult student likes fixing cars and hates poetry, one does him no service??through repeated floggings of Marlowe.) ??????

Sowell writes:

Those who are not serious--which includes a remarkably large number of students, even at good colleges--would have to back off and go face the realities of the adult world in the job market. But not as many jobs would be able to require college degrees if such degrees were no longer so readily available at someone else's expense.

His last sentence is a wounded antelope for the China-and-India crowd, which will instinctively pounce. They reflexively remind us that Americans compete not only with themselves but with (you know) the college-educated Chinese, Indians, Brazilians, Malagasy. Partly true, as always. But that U.S. education credentials are worth less each year is undeniable--and employers know it. As we push unqualified people into college,...