Of equal importance are the topics that corporate reformers don’t talk about. Seldom do they protest budget cuts, no matter how massive they may be. They do not complain when governors and legislatures cut billions from the public schools while claiming to be reformers. They do not protest rising rates of child poverty. They do not complain about racial segregation. They see no harm in devoting more time and resources to standardized testing. They are not heard from when districts cut the arts, libraries, and physical education while spending more on testing. They do not complain when federal or state or city officials announce plans to test children in kindergarten or even pre-kindergarten.
They do not complain about increased class size. They do not object to scripted curricula or teachers’ loss of professional autonomy.
They do not object when experienced teachers are replaced by recruits who have only a few weeks of training. They close their eyes to evidence that charters enroll disproportionately small numbers of children with disabilities, or those from troubled homes, or English-language learners (in fact, they typically deny any such disparities, even when documented by state and federal data). They do not complain when for-profit corporations run charter schools or when educational services are outsourced to for-profit businesses. Indeed, they welcome entrepreneurs into the reform community as investors and partners.
If the American public understood that reformers want to privatize their public schools and divert their taxes to pay profits to investors, it would be hard to sell the corporate idea of reform. If parents understood that the reformers want to close down their community schools and require them to go shopping for schools, some far from home, that may or may not accept their children, it would be hard to sell the corporate idea of reform. If the American public understood that the very concept of education was being disfigured into a mechanism to apply standardized testing and sort their children into data points on a normal curve, it would be hard to sell the corporate idea of reform.
If the American public understood that their children’s teachers will be judged by the same test scores that label their children as worthy or unworthy, it would be hard to sell the corporate idea of reform. If the American public knew how inaccurate and unreliable these methods are, both for children and for teachers, it would be hard to sell the corporate idea of reform. And that is why the reform message must be rebranded to make it palatable to the public