Small schools have great variety. We learned that we don’t need standardized schools — that kills the soul! We saw fabulous small schools that were Afro-centric, schools that focused on phonics, fabulous small schools about whole language, small schools that are using the city as a place to investigate. Why? Because they were small, they were focused and they beat the odds on academic outcomes. Small schools are the single most powerful intervention that we can imagine for young people. And the evidence at high schools was even more powerful, as you’ll see in our report.
There are now data from 25 years on big mistakes we make when we’re reforming high schools. The data reveal these myths:
• Myth One: You can reform schools incrementally. Forget it. You never get to where you thought you were going. Despite your anxiety, work the hard issues up front; you cannot work your way into them. You cut too many deals if you ease off and make everybody happy in the beginning. And I see a lot of people doing that. I’ve seen too many schools start out saying we’re going to break big schools into small schools. They keep almost everything the same. And within three years, they end up with a couple of interdisciplinary classes. The bottom of the school — where failure is more evident — is never touched.
• Myth Two: You can keep the same infrastructure. We’re still going to have the principal, the 16 vice principals, all those deans for discipline, the boys’ deans and the girls’ deans. And department heads and counselors that are organized by an alphabet, and then classroom teachers, who are doing the real work. And what we’re going to do now, maybe, is take the department heads and make them the heads of the small schools. Forget it. This is a time for serious conversation. Where I’ve seen it done well, labor unions have been fabulously supportive. Yet, I keep hearing from management how labor won’t go for it, so they’re not willing to push the limits. You can’t keep the same infrastructure.
• Myth Three: You need a separate ninth grade. One lesson is don’t do a ninth grade school – a kind of vertical, horizontal thing. You just create another threshold, and then the students drop out after ninth grade. If you’re going to build a community, it’s nine-12. And you know what, the seniors do not molest the ninth graders. They help them!
• Myth Four: Veteran teachers are cynical. “Old” teachers can’t and won’t do what’s necessary, and their experience equals burnout. We have seen the limit of treating experienced teachers like they are dead wood. A bunch of schools in New York decided to hire young, excited, amazing young people from Brown and Wesleyan. And they’re all really, really smart. But it would have been nice to have some teachers who know something.
• Myth Five: Standards and standardization are the same. Standards are not the same as standardization. Small schools, by their nature, are very interested in being held accountable — which is one of the remarkable things about small schools. The parking lots aren’t empty at 2:00 p.m. Teachers hold each other accountable; they hold the students accountable; parents hold the teachers accountable; and everybody holds the parents accountable. Kids hold themselves accountable. Standards are not the same as being the same.
• Myth Six: Professional development has to happen from the outside. Teachers have an incredible amount of knowledge, if given the space to say what 20 years inside dysfunctional institutions has done to them. A relation between inside and outside expertise is fragile — and powerful.
• Myth Seven: Tokenism will solve the problem. Two more black faces in an AP class just doesn’t do it for me. You can’t just play with the top and color-coat. You’ve got to take on the whole thing. Whole-school reform is the point.
• Myth Eight: One of my worst nightmares is when people turn small schools into tracks. There was a school, where administrators decided that they’d have five small schools inside one previous big-school building. So one school was going to be the Special Ed school; one was going to be the Chapter One school; one was going to be the pregnant and parenting school; and one was going to be the language school, for the Latino kids. And then, one school was going to be the humanities school, to attract the middle-class white kids back to the school. That’s not what anybody ever meant by small schools. That is a fundamental distortion. Small schools are heterogeneous, and commit to figuring out how to bring the genius out in everyone.
• Myth Nine: The illusion that accountability means rules and surveillance of teachers and students. That is not accountability, that is oppression. Accountability comes from relationships and responsibility. That’s what small schools produce. You can’t hide. It’s a group of committed folks.
Accountability requires autonomy. A big mistake is not giving small schools the autonomy that they need to do the work that they need to do. Small school teachers, and parents, and community members are willing to be held accountable. But the only way they can be held accountable is if you give them the autonomy to develop the curriculum, to organize their time, to figure out their assessment system and the ways that they would measure student progress. We could always close down small schools if they don’t work. However, we don’t close down big high schools when they don’t work. Close small schools down if they don’t work, but first, give them time. Let them grow. Don’t make autonomy a gift that some schools can earn. That’s a setup. Make autonomy a beginning condition. Then put people under the light of surveillance if they screw it up. What we do now is put everybody under the light of surveillance, and it chokes them.
What’s Needed Now?
First, I’m very taken by this “metropolitanization” analysis. It’s a good idea, and very useful to document the space of injustice between what’s happening in urban areas and what’s happening just on the other side of the border. In education, we could easily do that. We could track who’s in Special Ed; who’s getting college-eligible courses; who’s in AP classes; what are the post-graduate outcomes; how much teachers get paid; what are the drop-out rates across our cities; and where are the certified teachers. And we could document pretty easily the redlining of public education.
Second, we need a theory of change. I don’t think it’s hard to imagine where we need to go. That’s not the mystery. How to get there is not so clear; and how to get there systemically is less clear. I’m tired of hearing small schools is not a systemic strategy. It could be a systemic strategy if districts figured out how to learn from small schools rather than crush them. So we need a joint strategy of internal-to-districts work, and external advocacy. There are teachers who are quitting because they won’t teach English only. There are teachers who are refusing to place kids in a bottom track. There are parents who are creating freedom schools in the South, and some of that is getting called home schooling. And not all of those people are our enemies. They are asking for inside help and external push. We need the combination of pilots and protests. We need the melding of internal reform and sit-ins. We need to be working both sides. This is what I mean by the politics of urgency.
Third, we need to offer support for teachers and parents and places not yet engaged in reform. Too many of our friends are teaching and working and committed to schools that haven’t yet done the work. What we can’t do is only go to the places where there’s sufficient energy for change or we will lose some of our most dedicated buddies and friends. I know many of us have committed to staying in places that are not “there” yet, and you’re doing.God’s work. Thank you all.