More hope than fear in our data”

The Atlantic; December 30, 2015

Joshua Angrist, pro­fes­sor of eco­nom­ics at MIT

 

Reason for despair: “No Excuses” ped­a­gogy is char­ac­ter­ized by a long school day and year, an empha­sis on tra­di­tion­al read­ing and math, exten­sive use of Teach for America interns, data-dri­ven instruc­tion (just as pro sports teams use data and review video), and an empha­sis on dis­ci­pline and com­port­ment. Our research team and oth­er col­leagues have repeat­ed­ly and rig­or­ous­ly shown the pow­er of this approach to pro­duce life-chang­ing gains for stu­dents who would oth­er­wise do poor­ly (the “No Excuses” moniker refers to schools and not stu­dents: No excus­es allowed for a fail­ure to edu­cate). I’m wor­ried because the foun­da­tions of this suc­cess are under attack: The fed­er­al gov­ern­ment and many dis­tricts now pro­pose to lim­it the test­ing that pro­vides essen­tial feed­back and account­abil­i­ty. And it has been reg­u­lar, reli­able test­ing that’s laid the empir­i­cal foun­da­tion for dis­cus­sions of school qual­i­ty and edu­ca­tion­al inequal­i­ty. Also wor­ry­ing: In Massachusetts and else­where, con­cerns about racial imbal­ance in school dis­ci­pline are mak­ing it hard­er to use sus­pen­sion to estab­lish a struc­tured and safe school envi­ron­ment (the pri­ma­ry ben­e­fi­cia­ries of which are poor African American chil­dren).
Reason for hope: In the 21st-cen­tu­ry, admin­is­tra­tions from both par­ties expand­ed the fed­er­al role in edu­ca­tion, encour­ag­ing reform and exper­i­men­ta­tion to an unprece­dent­ed degree. These pol­i­cy explo­rations have been extra­or­di­nar­i­ly fruit­ful, yield­ing find­ings that are as clear and con­vinc­ing as any in the his­to­ry of social sci­ence. The most impor­tant of these find­ings is my rea­son for hope: Although char­ter schools vary in qual­i­ty, schools adher­ing to “No Excuses” ped­a­gogy (like KIPP, and many of the char­ters in Boston, Denver, New Orleans, and New York) con­sis­tent­ly pro­duce spec­tac­u­lar achieve­ment gains for low-income minor­i­ty students—enough to close the black-white achieve­ment gap in a few years of enroll­ment. We see this in data from ran­dom­ized admis­sions lot­ter­ies and from dis­tricts (like the New Orleans Recovery School District) that assign respon­si­bil­i­ty for fail­ing schools to “No Excuses” net­works. Research designs exploit­ing lot­ter­ies and takeovers take the guess­work and pol­i­tics out of the analy­sis of edu­ca­tion pol­i­cy.