TW: Will is a conservative with certainly views to which I do not agree but he is not a polemicist along the lines of a Bill Kristol. He laments the endless promises and little progress made. Will is fairly supportive of the new Sec. of Education Duncan. Obviously I am a huge Obama fan, it is appointments like Duncan that feed my enthusiasm. Obama is trying to do much, but much needs to be done.
From George Will at Newsweek:;
"In 1994, Goals 2000 anticipated a high-school-graduation rate of "at least" 90 percent (it is 75) and American students being "first in the world in mathematics and science" in six years. In 2002, No Child Left Behind decreed 100 percent math and reading proficiency by 2014. That will not happen.
Now comes Arne Duncan, 44, the new secretary of education, fresh from seven years leading Chicago's public schools. There he showed a flair for innovation, which he acquired at his mother's knee. Now 74, she was, her son says, "the crazy white lady" who in 1961 opened, in the "absolute chaos" of a rough neighborhood on Chicago's South Side, an after-school tutoring program for young African-Americans, for whom she still toils, 48 years later.
Her son is impressively impatient with what George W. Bush called "the soft bigotry of low expectations." But under Bush's NCLB, Duncan says, "we have been lying to children and their parents because states have dumbed down their standards" of proficiency. "Sometimes," he says, "you have to call the baby ugly."
For decades, state legislatures, encouraged by teachers' unions, have embraced the theory that schools' cognitive outputs were a function of financial inputs. The theory was: As with soybeans, so with education—if you want more, increase subsidies.
... One scholar estimated that about 90 percent of the differences among schools in average proficiency can be explained by five factors—number of days absent from school, amount of television watched in the home, number of pages read for homework, quantity and quality of reading matter in the home and, much the most important, the presence of two parents in the home. Government cannot do much to make those variables vary, but Duncan correctly thinks that we actually know how to make schools effective anyway. The keys are time and talent.
...In Chicago, Duncan had many schools open 10 to 12 hours a day, six or seven days a week, for voluntary activities, including instruction. There were waiting lists for placements. Until recently, almost all students attended the nearest school. Now, under a policy whereby money follows the students, 59 percent of high-school students are attending schools they choose away from their neighborhoods. By closing failing schools and opening replacements, Chicago is ensuring that the portfolio of schools is churned and improved.
...Asked which he would choose, hiring 100,000 new teachers or firing 100,000 bad teachers, there is a long pause—another good sign—before he says he would take the new teachers because most of the worst teachers are older and are retiring.
He thinks finding talented teachers is more important than reducing pupil-teacher ratios—a third good sign—and he sees a silver lining on today's dark economic clouds: Bright young people who might have gone into investment banking can be lured into teaching by better pay and forgiveness of student loans. By making teaching more fun, his Chicago innovations helped increase the number of applicants from two for each teaching position to 10. And 43 percent of recent hires had master's degrees. Five years of such replacements can, he says, shape public education for 30 years.
From his office at the foot of Capitol Hill, Duncan hopes to use federal money as a lever to move local school systems toward creative improvisations. But in Chicago he had a hammer—the support of His Honor, Mayor Richard Daley. Duncan may be about to receive an education in the difficulty of defeating local inertia from afar."
http://www.newsweek.com/id/189237
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