The following is a summary of a review of the documentary Waiting for Superman published last year in the Answer Sheet blog of the Washington Post. Waiting for Superman is due for public release in Australia next week.
While the education film Waiting for Superman has moving profiles of students struggling to succeed under difficult circumstances, it puts forward a sometimes misleading and other times dishonest account of the roots of the problem and possible solutions.
Waiting for Superman says that lack of money is not the problem in education
Yet the exclusive charter schools featured in the film receive large private subsidies. Two-thirds of Geoffrey Canada’s Harlem Children’s Zone funding comes from private sources, effectively making the charter school he runs in the zone a highly resourced private school. Promise Academy is in many ways an excellent school, but it is dishonest for the filmmakers to say nothing about the funds it took to create it and the extensive social supports including free medical care and counselling provided by the zone.
In New Jersey, where court decisions mandated similar programs, such as high quality pre-kindergarten classes and extended school days and social services in the poorest urban districts, achievement and graduation rates increased while gaps started to close. But public funding for those programs is now being cut and progress is being eroded. Money matters! Of course, money will not solve all problems (because the problems are more systemic than the resources of any given school) – but the off-handed rejection of a discussion of resources is misleading.
Waiting for Superman implies that standardized testing is a reasonable way to assess student progress
The debate of “how to raise test scores” strangles and distorts strong education. Most test score differences stubbornly continue to reflect parental income and neighbourhood/zip codes, not what schools do. As opportunity, health and family wealth increase, so do test scores.
This is not the fault of schools but the inaccuracy, and the internal bias, in the tests themselves.
Moreover, the tests are too narrow (on only certain subjects with only certain measurement tools). When schools focus exclusively on boosting scores on standardized tests, they reduce teachers to test-prep clerks, ignore important subject areas and critical thinking skills, dumb down the curriculum and leave children less prepared for the future. We need much more authentic assessment to know if schools are doing well and to help them improve.
Waiting for Superman ignores overall problems of poverty
Schools must be made into sites of opportunity, not places for the rejection and failure of millions of African American, Chicano Latino, Native American, and immigrant students. But schools and teachers take the blame for huge social inequities in housing, health care, and income.
Income disparities between the richest and poorest in U.S. society have reached record levels between 1970 and today. Poor communities suffer extensive traumas and dislocations. Homelessness, the exploitation of immigrants, and the closing of community health and counselling clinics, are all factors that penetrate our school communities. Solutions that punish schools without addressing these conditions only increase the marginalization of poor children.
Waiting for Superman says teachers’ unions are the problem
Of course unions need to be improved – more transparent, more accountable, more democratic and participatory – but before teachers unionized, the disparity in pay between men and women was disgraceful and the arbitrary power of school boards to dismiss teachers or raise class size without any resistance was endemic.
Unions have historically played leading roles in improving public education, and most nations with strong public educational systems have strong teacher unions.
Waiting for Superman decries tenure as a drag on teacher improvement
Tenured teachers cannot be fired without due process and a good reason: they can’t be fired because the boss wants to hire his cousin, or because the teacher is gay (or black or…), or because they take an unpopular position on a public issue outside of school.
A recent survey found that most principals agreed that they had the authority to fire a teacher if they needed to take such action. It is interesting to note that when teachers are evaluated through a union-sanctioned peer process, more teachers are put into retraining programs and dismissed than through administration-only review programs. Overwhelmingly teachers want students to have outstanding and positive experiences in schools.
Waiting for Superman says charter schools allow choice and better educational innovation
Charters were first proposed by the teachers’ unions to allow committed parents and teachers to create schools that were free of administrative bureaucracy and open to experimentation and innovation, and some excellent charters have set examples. But thousands of hustlers and snake oil salesmen have also jumped in.
While teacher unions are vilified in the film, there is no mention of charter corruption or profiteering. A recent national study by the Centre for Research on Education Outcomes at Stanford University, concludes that only 17% of charter schools have better test scores than traditional public schools, 46% had gains that were no different than their public counterparts, and 37% were significantly worse.
While a better measure of school success is needed, even by their own measure, the project has not succeeded. A recent Mathematica Policy Research study came to similar conclusions. And the Education Report, The Evaluation of Charter School Impacts, concludes, “On average, charter middle schools that hold lotteries are neither more nor less successful than traditional public schools in improving student achievement, behavior, and school progress.”
Waiting for Superman says competition is the best way to improve learning
Too many people involved in education policy are dazzled by the idea of “market forces” improving schools. By setting up systems of competition, Social Darwinist struggles between students, between teachers, and between schools, these education policy wonks are distorting the educational process.
Teachers will be motivated to gather the most promising students, to hide curriculum strategies from peers, and to cheat; principals have already been caught cheating in a desperate attempt to boost test scores. And children are worn out in a sink-or-swim atmosphere that threatens them with dire life outcomes if they are not climbing to the top of the heap.
In spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores (sometimes mislabeled as ‘merit pay’), a new study by Vanderbilt University’s National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for students.
Waiting for Superman promotes a nutty theory of learning which claims that teaching is a matter of pouring information into children’s heads
In one of its many little cartoon segments, the film purports to show how kids learn. The top of a child’s head is cut open and a jumble of factoids is poured in. Ouch! Oh, and then the evil teacher union and regulations stop this productive pouring project.
The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.
The movie would have done a service by showing us what excellent teaching looks like, and addressing the valuable role that teacher education plays in preparing educators to practice the kind of targeted teaching that reaches all students. It should have let teachers’ voices be heard.
Waiting for Superman could and should have been an inspiring call for improvement in education, a call we desperately need to mobilize behind.
That’s why it is so shocking that the message was hijacked by a narrow agenda that undermines strong education. It is stuck in a framework that says that reform and leadership means doing things, like firing a bunch of people or “turning around” schools despite the fact that there’s no research to suggest that these would have worked, and there’s now evidence to show that they haven’t.
Reform must be guided by community empowerment and strong evidence, not by ideological warriors or romanticized images of leaders acting like they’re doing something, anything. Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and the list goes on and on.
People seeing Waiting for Superman should be mobilized to improve education. They just need to be willing to think outside of the narrow box that the film-makers have constructed to define what needs to be done.
Rick Ayers is a former high school teacher, founder of Communication Arts and Sciences small school at Berkeley High School, and currently adjunct professor in teacher education at the University of San Francisco.
For more on Waiting for Superman see Not Waiting for Superman