This, they explain, is the sad truth. The educational system simply stopped working. It aged, declined, and broke. And now the nation has a mess on its hands. But there’s good news, too. As Michelle Rhee’s group, StudentsFirst, declares: Americans can “work together to fix this broken system.” All it takes is the courage to rip it apart.
This is how the argument goes, again and again. The system used to work, but now it doesn’t. And though nobody inside schools seems to care, innovators outside the establishment have developed some simple solutions. The system can be rebuilt, reformers argue. But first it must be torn down.
American education has some obvious shortcomings. Even defenders of the schools can make long lists of things they’d like to change. But the root of the problem is not incompetent design, as is so frequently alleged. Nor is it stasis. Rather, it is the twofold challenge of complexity and scale. American schools are charged with the task of creating better human beings. And they are expected to do so in a relatively consistent way for all of young people. It is perhaps the nation’s most ambitious collective project; as such, it advances slowly.
For evidence of this, one need look only to the past. If the educational system had broken at some point, a look backward would reveal an end to progress—a point at which the system stopped working. Yet that isn’t at all the picture that emerges. Instead, one can see that across many generations, the schools have slowly and steadily improved.
dramatic truth—that most aspects of public education have gotten better, generation by generation.
The evolution of America’s school system has been slow. But providing a first-rate public education to every child in the country is a monumental task. Today, 50 million U.S. students attend roughly 100,000 schools, and are educated by over 3 million teachers. The scale alone is overwhelming. And the aim of schooling is equally ambitious. Educators are not just designing gadgets or building websites. At this phenomenal scale, they are trying to make people—a fantastically difficult task for which there is no quick fix, no simple solution, no “hack.”
Can policy leaders and stakeholders accelerate the pace of development? Probably. Can the schools do more to realize national ideals around equity and inclusion? Without question. But none of these aims will be achieved by ripping the system apart. That’s a ruinous fiction. The struggle to create great schools for all young people demands swift justice and steady effort, not melodrama and magical thinking.