The Thomas B. Fordham Institute

education reformThe Obama administration’s education reform applications provide up an alphabet soup of acronyms-CCS, RTTT, i3, TIF amongst them-and they are impacting teachers and students alike all across the nation. The school reform entity was practically quickly plagued by higher employees and student turnover, financial problems and leadership problems below former Chancellor John Covington, who was picked by Snyder’s workplace and spent a lot of time attending out-of-state education conferences.

When it became clear that the EAA’s days were numbered, Snyder employed his executive authority to move the School Reform Office from the education agency — which he has no constitutional handle over — to the Division of Technology, Management and Spending budget.

Snyder couldn’t convince lawmakers that Detroit necessary a citywide commission to place DPS and charter schools on the identical playing field and much better manage exactly where schools operate in a city with an abundance of schools in some pockets and “education deserts” in other people.

“The fate of the reforms in the end depends on those who are the object of distrust.” In other words, educational reforms need teachers’ purchase-in, trust, and cooperation to succeed “reforms” that kick teachers in the teeth are by no means going to succeed.

And 1 of the group’s leaders, Lansing lawyer Richard McLellan, gave the mission a name that just smelled funny to the state’s public education establishment: “skunk performs.” The group was devising a voucher-like college funding model without any input from educators.

The Republican governor’s struggle to find his footing with this concern began with the ambitious Education Achievement Authority, an entity created in 2011 by way of an interlocal government agreement between Snyder’s emergency manager in Detroit Public Schools and Eastern Michigan University.

The message is not that educators are venal or mendacious, but that rewarding or punishing teachers primarily based on students’ test scores is a fundamentally flawed procedure that fails to take into account Campbell’s Law , 1 of the very best-identified maxims in the literature on organizational behavior: if you impose external quantitative measurements to judge work performance that can not be very easily and clearly measured, all you will accomplish is a displacement of objectives – in this case, some teachers and administrators will be far more concerned with maximizing scores (even through cheating) than with helping little ones understand.

The present crop of reformers also roundly ignored yet another basic principle laid down years ago by Elmore and McLaughlin on the basis of their exhaustive research: policies and practices that are based on distrust of teachers and disrespect for them will fail.