Larry Cuban on School Reform and Classroom Practice: Flawed Assumptions about School Reform Strengthening the U.S. Economy
“The ideas of economists and political philosophers, both when they are right and when they are wrong are more powerful than is commonly understood. Indeed, the world is ruled by little else. Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually slaves of some defunct economist.”
― John Maynard Keynes
For years I have seen Keynes’s quote and thought little of it. In the past week, however, this economist’s reflection of nearly a century ago pinched me and got me thinking about school reform in the U.S. for the past three decades. Taken for granted is the rationale that U.S. students don’t measure up to international students; low test scores are signs that U.S. students are unable to enter successfully the new information-driven workplace. Moreover, jobs have disappeared. The new economy requires different and far more complex skills than the industrial-based one since the late-19th century. Students need to learn more, faster, and better. And graduates equipped with those skills–schools growing “human capital” is the jargon –will get high-paying jobs benefiting themselves and the economy will be stronger in the global marketplace benefiting society. That has been the rationale for over thirty years of school reform.
And here is where the influential ideas of “defunct economist[s]” enter the picture. Turn back the clock to A Nation at Risk (1983). The idea of the U.S. losing its global technological, scientific, and economic position was due, the report claimed, to the mediocrity of U.S. schools. Data showed that U.S. schools were failing. Evidence cited in the report pointed to low test scores of U.S. students compared to international students, high numbers of high school dropouts, low curriculum standards, and low salaries for teachers. The call for strengthened curriculum standards and tougher graduation requirements would lead, the report said, to a stronger economy.
Harnessed to the then dominant economic concept of “human capital,” the public school’s job is to increase students’ knowledge and skills geared to a fast-changing world where information and services drives the economy. Those students equipped with high-tech and thinking skills will be more productive workers thus contributing to economic growth. Few policymakers challenged economists’ confidence in public school investments building a stronger economy.
Since then, beliefs in the growth of new technologies powering economic growth and productivity have led to state and federal laws–influenced strongly by economic thinking of “human capital,” economists–that called for far more intervention into local schools. No Child Left Behind (2002) crowned that intervention with the U.S. Department of Education monitoring state test results for students grades 3-8 and then naming, shaming, and blaming schools and districts that failed to make Adequate Yearly Progress. A culture of testing, enhanced by students’ increased access to computers, produced an industry of test prep, narrowed the curriculum, and strengthened traditional teaching. All of this increased policy activity turned the assumption that a stronger schooling would lead to a stronger economy into a fact.
These ideas continue to motivate research by current economists who produce studies (see here and w21770) that show state investments in schooling produce not only economic gains for individuals but also strong gains in the Gross Domestic Product. Suppose, however, that these policy assumptions that have driven school reform for over three decades are wrong.
Consider the following. The assumption that economists made about the importance of U.S. students acquiring more knowledge, skills, and expertise in computers has severe holes in it, given the depressed salaries of college graduates since 2000 and growing income inequality in the U.S.
As Paul Krugman put it:
Something else began happening after 2000 …. After decades of stability, the share of national income going to employee compensation began dropping fairly fast. One could try to explain this, too, with technology—maybe robots were displacing all workers, not just the less educated. But this story ran into multiple problems. For one thing, if we were experiencing a robot-driven technological revolution, why did productivity growth seem to be slowing, not accelerating? For another, if it was getting easier to replace workers with machines, we should have seen a rise in business investment as corporations raced to take advantage of the new opportunities; we didn’t, and in fact corporations have increasingly been parking their profits in banks or using them to buy back stocks.
Big corporations (including hedge funds) have failed to invest in commerce but they have used their market power politically to change the rules of the games. Krugman again:
Rising wealth at the top buys growing political influence, via campaign contributions, lobbying, and the rewards of the revolving door. Political influence in turn is used to rewrite the rules of the game—antitrust laws, deregulation, changes in contract law, union-busting—in a way that reinforces income concentration. The result is a sort of spiral, a vicious circle of oligarchy.
Economists Krugman, Robert Reich, and others see the prevailing ideas of new technologies powering economic growth and productivity–the theories that have fueled the “human capital” thrust to school reform for over thirty years–as flawed. The concentration of U.S. economic power into fewer and fewer corporations (e.g., banking, transportation, agriculture, media) generating profits that have been used to increase their political leverage leaves the current agenda of school reform, based on previous ideas of investing in “human capital” stranded on a deserted island. Lost and failed.
If only current school reformers can give serious thought to the questioning of the socioeconomic assumptions that ground current U.S. policies and practices, then, perhaps the reform palette can shift from painting with Common Core standards, extensive state and local testing, and coercive accountability to project-based teaching, socio-emotional learning, arts and the humanities, wraparound community services, and concerns for the whole child.
I end with another John Maynard Keynes quote: “When my information changes, I alter my conclusions. What do you do, sir?”
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