Over the past several weeks, three particularly interesting articles have been written about Barack Obama and education policy.
The Huffington Post ran the
first on March 14, the
New Republic ran the
second on March 26, and
Slate ran the
third on April 4.
In the
Huffington Post, Michelle McNeil opined, "Would Obama approach education reform with a centrist frame-of-mind if he had the full power of the Presidency behind him, and wasn't fighting it out for the nomination?" I don't know about a 'centrist frame-of-mind', but I honestly believe he would approach it with a problem-solving mentality and not just kow-tow to the status quo much as I believe Senator Clinton would.
In the
New Republic,
Josh Patashnik writes: "There's at least one issue ... on which Obama's record puts him sharply at odds with the party's liberal establishment: education. Obama has long advocated a reformist agenda that looks favorably upon things like competition between schools, test-based accountability, and performance pay for teachers. But the Obama campaign has hesitated to trumpet its candidate's maverick credentials. As an increasingly influential chorus of donors and policy wonks pushes an agenda within the Democratic Party that frightens teachers' unions and their traditional liberal allies, Obama seems unsure how far he can go in reassuring the former group that he's one of them without alienating the latter. And this is a shame, because Obama may represent the best hope for real reform in decades."
Undoubtedly, I believe Obama is playing it safe by not emphasizing his education reform ideas within the context of a Democratic primary. That's smart politics, but it's made easier by many others issues--from the economy to Iraq--that are trumping education as priorities among the mass of Democratic primary voters and caucus goers.
In
Slate, journalist and
blogger Alexander Russo offers a more critical take on Obama and his "lackluster record" on education. Russo writes that as an Illinois state senator from Chicago, Obama failed to evidence leadership and choose sides in a debate between Chicago Public Schools (the school district) and local school councils over local control versus centralized accountability. The same dynamic is playing out around No Child Left Behind (NCLB), says Russo, but "it's hard to imagine [Obama] taking charge of the continuing debate over whether and how [NCLB] should be renewed."
Indeed, sometimes the past is prologue, but I'm not sure it would be true in an Obama administration. As US Senator, Obama has offered some very substantive proposals on teaching quality within the context of NCLB. He has supported policies such as educator induction and urban teacher residencies that would get to the root of building stronger capacity within troubled schools and districts. He has shown a personal commitment to these issues. I can see him staking out a "mend it, not end it" position on NCLB reauthorization and working with Senator Ted Kennedy and Congressman George Miller to work these proposals into a legislative package. Only time will tell.
What say you, Pennsylvania?
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The generational divide in the teaching profession that I discussed back in August ('A Generational Divide Over Teacher Pay') is expounded upon by Paul Tough on his Schoolhouse Rock blog on slate.com.
