Thursday, October 28, 2010

5,755 and Counting

I thought the number would be 1,000.

That would be the number of America’s sons and daughters dead in the Iraq and Afghanistan wars that would catch our attention and end our involvement.

I was wrong. This morning I read the names of two more children, both 21 years old, who were the 4, 417th (Iraq) and 1,338th (Afghanistan) war deaths. 5,755 and counting.

I appreciate the New York Times’ willingness to publish, daily, the names of our fallen soldiers. Their families deserve our thoughts and thanks, and I wish every paper in the country would follow the Times’ lead.

Perhaps the papers should add a daily tally of the financial cost of these wars as well. It would be hard to do, the costs are spread all over the federal budget and we spend so quickly the tracking services numbers race across the page. Additionally, we have no way of knowing what future obligations these wars will invoke. But as of this morning at 7 a.m. it looks we have spent about $1,099, 250,200,000 on the wars. (Or nearly $9,500 per household.)

(By the way, I worry about what we are doing to the people of Iraq and Afghanistan as well—the numbers dead, the cities and infrastructure ruined.)

Why am I cluttering up an education blog with talk of the wars? I’m a high school principal, what do I know?

Not much, really, but during the recent election cycle I have heard next to nothing about the wars and their costs in terms of lives destroyed and dollars wasted. Why not?

Perhaps it is because the leader of the loyal opposition in the Senate, Mitch McConnell, thinks his party’s most important job is to end the Obama Presidency. Or maybe debating who is most likely to follow the Constitution is easier than taking a stand on extracting us from our foreign wars.

But as an educator, I want to know why our leaders are behaving so foolishly. They talk about reducing deficits, but the war adds to it by the minute and it never comes up. They bemoan the cost of health care legislation or the stimulus or TARP but not a word is said about the cost of war.

How, I ask myself, can we ever teach our children about the use of facts versus opinion, evidence versus hearsay, or reason versus bluster when our leaders do not seem to know the difference?

More importantly, we educators know some things about change that could help the country out if we were listened to. We do not say it often enough, but what we do holds the key to the changes we thought these wars would bring about.

That’s right, if we had decided, back in 2001, to spend a decade building a public education system in Afghanistan and supporting liberal (read, not fundamentalist) education efforts in Iraq and other nations, we would have spent less and accomplished more.

I apologize for not pointing this out earlier and leaving it to Nick Kristof of the Times to recently state the obvious—more schools, not troops is the way to stop extremism. To add injury to insult, it took a soldier who responded to Kristof to illustrate how $359,000 spent on teacher preparation in Afghanistan would provide 200 new teachers for Afghani schools and set up the program to run without additional support. Oh, and that $359,000 is about the cost of one 2,000 pound bomb.

Of course, Kristof will always say it better than I, so I want to let him sum up the point I am trying to make here:

It always strikes me that in decisions about the military, financial constraints are rarely even discussed. Rather people say: If the commander wants troops, he should have them. But of course nobody would say: If the Secretary of State wants diplomats, she should have them. Perhaps that’s why there are more members of American military bands than there are diplomats in the American foreign service. Likewise, there is a furious debate about the cost of health care reform, but much less about the cost of troops in Afghanistan — which is already mounting at a clip of $60 billion a year, two-thirds the cost of health reform. (Full blog here.)

How long will we keep counting the dead and dollars while our politicians remain silent?

(In the meantime, maybe every educator in this nation could donate to the effort to build schools in Afghanistan—how about we all pledge as much as we paid for the political nonsense we have heard over the past few months. I would recommend the Central Asia Institute which is busy building schools in remote parts of Pakistan and Afghanistan.)

Wednesday, October 27, 2010

Waiting for Sanity

This fall brought not only the start of another school year but plenty of noise about schools as well. A movie, a manifesto, and a mayoral election in DC all amplified the ongoing debate about who the real education reformers are. Noise and more noise.

Thank goodness for the sane voices that arose in the midst of all this. There is Diane Ravitch with her continued campaign that brings us back to what is really at stake when filmmakers try to bend public opinion. And Mike Rose, always close to the ground, reminding us of what school reform really involves.

Now comes the news that, in light of whatever is going to happen on November 2nd, the Obama Administration is looking for ways to work with the next Congress and has targeted, among other things, NCLB.


With the level of animosity and acrimony currently filling the airways it is hard to imagine that Congress and the President will do anything together, let alone the long overdue overhaul of NCLB. I worry about the common ground they might actually reach: grading teachers by student tests scores, breaking unions, putting every kid in a charter school. None of these strategies has been proven as a recipe for the schools our children need and our communities deserve, but lack of evidence has never stopped us before.

With all of this in mind I have decided to trek off to Washington this weekend and join Jon Stewart’s Rally to Restore Sanity. Why? Because I want to talk to some folks and see if they might accept a few basic principles around what it would take to shore up our public school system. I want to see if they are willing to take seriously the Jeffersonian ideal that public education is vital to a healthy democracy, and the notion that now, as much as any time in our history, we need such a system of public schools.

I haven’t been invited to speak at the rally, but if Stewart calls, here is what I might say:

“America’s public schools are a national treasure and it is past time that we started treating them as such. Every one of you here today probably has a schoolteacher to thank for the fact that you can read, add, and think rationally. A teacher who opened your mind to new ideas, who helped you speak that mind and listen when others spoke theirs. It’s a great system, and it opens its doors to every kid no matter their race or nationality, no matter what language they speak or if they can speak at all, no matter rich or poor, motivated or not, whole or impaired.

“We have spent too much time the blaming our schools for all that ails us. Sure schools could do better—but so could the banks, big business, and Congress. Schools, our teachers, and our kids, are not responsible for the economic strains our nation feels; or for the loosening bonds that threaten the civil discourse our republic requires. They are, however, part of the solution to these threats to our social security. But only if we come together on a few things in the name of a saner approach to making sure every kid has a good public school to attend.

“First, we have to admit that as much as schools can do, they can’t do it alone. It is hard for a child who is homeless, hungry, or in pain to heed the lessons of her teacher. America should, as part of education policy, work to see that every child is safe and secure, has good medical care, a roof over her head, and food in her stomach.

“Second, we must all admit that there is no doing a good school system on the cheap. America is 14th among the 16 industrialized nations in how much we spend on our kids’ education. But it is not just how much we spend, it is where we spend it. In the Harlem Children’s Zone, a project that considers all of what it takes to raise a child, the charter schools are spending one-third more than the public schools in the city, and they still are struggling. This is not a condemnation of that important work—it just means we should admit that we are going to have to invest heavily and in a targeted way if we want our schools to work for all our kids.

“Third, over 90% of our schools are good old regular public schools—not a charter or a choice, just where kids go to school. If we are serious about every child having a good school, it won’t be by creating a few fancy alternative schools. It will be by improving all of our schools.

“Fourth, we already know what works. All our schools--charters, magnets, public--have had successes, but we don’t seem to learn from them. Successful schools are places filled with good teachers who are well supported, where strong connections are built with students and families, where kids do real work not just read textbooks or listen to lectures, and where kids are evaluated by what they can do not by what test question they can answer. They also are places not segregated by social class.

“So what would a sane person, perchance a sane Congress, do to help and support our kids and schools? Hate to be simplistic, but here you go—We have to shore up our safety net for all kids to have access to health care, food, and shelter; use federal resources to get dollars to kid in the most need; and focus on all schools using the lessons learned from our most innovative and successful schools and getting the regulations and rules that prevent this change out of the way.

“This is what I wish for my school, your school, all schools. We don’t need Superman. We just need some sanity.”