Let's put aside arguments about who is most responsible for Tucson Unified School District's declining enrollment and poor test scores. By my lights, the district does a far better job with its students than it is given credit for, but I know others see it as a failing district which has brought its problems on itself.
Instead of arguing about the strengths and weaknesses of the district, let's consider a different question: Who benefits when TUSD is trashed incessantly? Who wins when TUSD loses?
The short answer is, the winners are the enemies of public education. They have spent decades building a multi-billion dollar campaign to make terms like "failing schools" and "government schools" part of our vocabulary. They portray our public schools as a national disgrace, then figure out ways to move as many students as they can into charter and private schools. It began as a conservative, Republican-based effort, but an increasing number of progressives, and even people who consider themselves further to the left than garden variety progressives, have joined in.
It's not surprising to hear people on the political right singing in the anti-TUSD chorus. It's built into their anti-"Big Government,” anti-regulation DNA. If you want to shrink government to the size where it can be drowned in a bathtub as Grover Norquist, a man who never saw a tax or a government program he didn't hate, famously said, getting rid of all those nasty "government schools" makes perfect sense.
But when people on the political left join the chorus and sing, "TUSD is awful, let me count the ways," most of them don't realize that they're being played, that they’re singing a tune out of the conservative playbook. I can almost see the players on the right high-fiving each other every time someone on the left lends the anti-public school cause a helping hand.
Unfortunately, this phenomenon isn’t limited to Tucson. The anti-public school movement has been alarmingly successful at working its way into the national consciousness.
Let me go into more detail about the people who win when people trash our systems of public education.
The Demonizers, Privatizers and Profitizers
Demonize. Privatize. Profitize. Those are the three pillars of the “education reform” movement.
It begins with demonizing our system of public education. Before you can persuade parents of public school students to move their children to charter and private schools, you have to convince them their schools are so bad that anything would be better.
There's nothing new about people criticizing the ways we educate our children or suggesting ways we can improve the educational process. It's been going on as long as we have been a country. Way back in 1819, Washington Irving wrote the classic tale,
The Legend of Sleepy Hollow, which featured a pompous, undereducated, incompetent schoolmaster named Ichabod Crane. The story lampoons him and the meager education provided in the one room schoolhouses of the day. Many of our greatest writers have continued Irving's tradition of depicting schools and teachers in less-than-flattering, and sometimes damning, lights. Journalists and educators regularly publish articles and essays describing the problems plaguing our schools and suggesting ways to improve them.
All with good reason. The process of educating young people will always be a flawed enterprise. Criticism and constructive suggestions for change are part of the continuing process of figuring out ways our schools can better serve our children.
But today’s “A pox on all your public schools” style of blanket demonization is a recent phenomenon. Its purpose is not to improve the schools. It is to weaken and eventually dismantle them.
If we’re looking for a moment when the demonization movement began in earnest, it would be the Reagan administration's 1983 publication,
A Nation at Risk, which argues that the way we educate our children is so deficient, it threatens our nation’s survival. The pamphlet’s thesis is summed up in its most famous passage, which compares the failures of our schools to an attack by a foreign power.
“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. . . . We have, in effect, been committing an act of unthinking, unilateral educational disarmament.”
A Nation at Risk took the country by storm. It had people asking, is public education really so bad it poses a risk to our national security?
Yes, replied the demonizers. It really is that bad.