NO BAD SCHOOLS, JUST BAD STUDENTS
A few weeks ago, I was reading an article by Joel Kotkin and he repeated a common claim: that if cities would only “fix their schools”, they would be more appealing. Kotkin’s implicit assumption is that cities suffer from bad (but fixable) schools: that is, that urban schools would be just as prestigious as their suburban counterparts if their bureaucrats were a little more competent.
If the “bad schools” theory was true, urban schools would be unable to educate high-achieving children ile prestigous suburban schools would be able to educate disadvantaged students who urban school districts cannot adequately educate. But in fact, neither of these propositions is completely correct.
When urban schools in otherwise “bad” school districts can limit their student body to high achievers, they perform just as well as suburban schools for example, Buffalo’s City Honors high school (which uses entrance examinations to screen out weak students) is as prestigious as any suburban school.
Similarly, the “bad schools” theory requires one to believe that suburban schools, due
to their superior teachers and administrators, could turn children from disadvantaged urban households into well-scrubbed geniuses if they were only given the chance. But even suburbanites do not believe this myth. Instead of admitting urban children in order to turn them into productive citizens, suburban school districts have done their best to lock out those children. For example, Cleveland’s suburban public schools have excluded urban children by refusing to participate in Cleveland’s small school voucher program, and some states have even created the crime of enrollment fraud in order to imprison and fine urban parents who seek to sneak their children into suburban schools.
Why? In the words of Cynthia Tucker, the liberal editorial page editor of the
Atlanta Constitution, “Very few upscale parents - black, white or Hispanic warm to the idea of
sending their children to school with poor underachievers.” She was writing about an Atlanta exurb’s attempt to merge a predominantly middle-class school with a school dominated by low-income students- an attempt which met with the following response from a school board member: “Do we want to spread all the low-income children around the schools so we can achieve mediocrity?”
Thus, it appears that most suburbanites know that a school’s mediocrity arises from the presence of low-achieving children from disadvantaged households, not from the school’s inherent “badness”.
Indeed, low-income children achieve less than their more affluent peers even
within the same school or school system. For example, P.S. 24 in Riverdale (an affluent outer
borough New York City neighborhood) has a regular program for relatively gifted students and a
special program for slower students. The special programs are dominated by children who are
poor enough to qualify for government free-lunch programs, while the regular program is
dominated by students from middle-class households.
The disproportionate presence of poor children among low achievers does not mean poor children are completely uneducable - but does mean that, in the absence of truly exceptional measures, the educational gap between rich and poor will not be completely eliminated. Thus, schools dominated by low-income children with low test scores will generally be low-achieving schools, and schools that can screen out such children will generally be high-achieving schools- whether they are in an urban school district or a suburban school district.
In other words, if a typical urban school district and a typical suburban school district retained their current school boards, teachers, and administrators, but switched students, parents would be fleeing the suburban district for the urban school district, because the suburban school’s low-income clientele would mean low levels of achievement- just as urban schools are handicapped today by their students’ problems.
This proposition also is supported by the strong correlation between schools’ reputation and their student bodies: socially diverse communities nearly always have schools with poor reputations, while homogenously upper-class communities nearly always have schools with good reputations.
So why do politicians and pundits continue to believe that urban areas’ schools, rather than their poverty and diversity, is what ails them?
Pro-sprawl commentators like the “bad schools” theory because it enables them to blame the victim: that is, to argue that regional solutions to sprawl are unnecessary because cities can fix the problem on their own by fixing the schools. This claim is simply rubbish, because as long as regions do nothing about sprawl, cities will have more students from disadvantaged backgrounds, which means they will have poorer schools.
Liberals like the “bad schools” theory because it leads to a simple, easy-to-understand solution that comes naturally to liberals: spending more money to fix the allegedly “bad” urban schools. The liberal version of the “bad schools” theory is based on the assumption that urban schools do in fact spend less than suburban schools - an assumption that is false as often as not. For example, in the early 1990s, a federal courts desegregation degree mandated that the Kansas City, Mo. school district be given state subsidies in order to compete with the suburbs for white students. As a result, the Kansas City school district spent at least 30% more than the most well funded suburban districts, and over twice as much as less well funded suburban districts. Yet the city/suburb gap (as measured by performance on statewide tests) did not narrow very much, and the Kansas City school district remained unable to attract white suburbanites. (I am not arguing that the extra spending was completely useless- just that it made far less difference than the socio-economic background of the students).
Even New Urbanists like the “bad schools” theory because they tend to believe that social diversity is a good thing. But if a school’s reputation depends on its students’ test scores and discipline problems (or lack of same), and if students’ test scores and discipline problems depend on their socio-economic background, a diverse school will nearly always have worse test scores and a worse reputation than a homogenously upper-class school.
So lots of commentators want to believe that “bad schools” are the cause rather than the result of cities’ social problems. But it’s just not true.
Given that a school’s academic reputation is nearly always dependent on its student’s background, what are the policy consequences of this fact? Two points come to mind:
1. To attract middle-class families back to cities, urban school districts will probably have
to cater to suburbanites’ desire for schools which, like City Honors, are dominated by high
achievers. This means some sort of school choice system that groups the high achievers together- probably through schools which, like City Honors, require an exam for admission. Urban school systems that lack exam schools should create a few, and school systems that have exam schools should create a lot more of them. A voucher system can lead to similar results (as long as it includes middle-class pupils as well as low-income students).
2. Suburban politicians should stop blaming cities’ decline on their bad schools, because the
major reason cities have schools with bad reputations is that they have a disproportionate share
of the region’s poor - a fact which, in turn, is caused by the sprawl-producing policies that suburban politicians usually support.
In other words, there are no truly good or bad public schools: only good and bad
students. And sprawl is more the cause of “bad” schools than the result of “bad” schools.
Posted by lewyn
at 12:37 PM EST