It is also a major reason why teachers are fleeing public schools. The public school accountability system, by relying solely on quantitative metrics like graduation rates to gauge educational quality and to evaluate administrators, frustrates teachers’ ability to truly teach and care for their students and look out for their long-term well-being.
The first shock to me was the “make-up work” policy. My school let students skip assignments and miss deadlines until the end of the semester, then let them do the work at the last minute to avoid a failing grade. When I objected, stressing the importance of personal responsibility, the assistant principal replied, “Is it your job to teach chemistry or to teach responsibility?” She didn’t care to hear my answer: “Both.”
Next came the “curving” practice, which dictated that I convert a raw score on a test by multiplying the square root of it by ten. Hence, a score of forty-nine, an F, would be “curved” to seventy, a C minus. When I refused to curve grades, the principal had my department chair make the changes covertly. When I found out, I objected once again, and the principal rebuked me for “denying these children the opportunities all of us had.”
These were both cases of what Michael Polanyi calls “moral inversion”: a presumed moral duty to do immoral actions. This tacit duty to the immoral means that teachers who exercise integrity by refusing to go along with these policies are perceived as the bad guys. Never would an administrator acknowledge the bureaucratic purpose of these policies, which was to keep the wheels turning and money flowing. A failing student is a wrench in the system. He lowers the graduation rate, and the school looks bad. The bureaucracy rationalizes that the students will be better off with a diploma. But if they aren’t learning, their futures are being compromised.
My next moral conflict with administrators put me in a position to blow the whistle on a practice called “online credit recovery” (OCR). I was teaching the two-year Theory of Knowledge course in the International Baccalaureate program, a kind of honors school-within-a-school. Top students in the school could enroll, and so could students from nearby schools who wanted vigorous college prep.
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Literacy momentum stalls in Wisconsin (DPI): Why would Wisconsin’s state leaders promote the use of curriculum that meets “minimal level” criteria, instead of elevating the highest-quality
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The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
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