“Your son will have to repeat this grade”

For my mom, as for any parent, those words were scary. My kindergarten teacher explained further that I needed to repeat the grade because I had failed the subject of “chair sitting.”

Trouble with sitting: me in the mid-1970s

Although my mom was a public school teacher herself, she decided I needed something different than the neighborhood elementary school. My parents scraped together the money for three years of tuition at a private Montessori school. Montessori was better suited to my needs at the time: upon my return to public schools, I was a full grade ahead of my chronological peers rather than a full grade behind. In other words, the three years I spent at Montessori made a difference of two full grade levels upon my return to public school.

My school days were not so unusual

My experience would not surprise education scholars. Sir Ken Robinson has shown how bad traditional K-12 schools are for many students, especially young boys. Even within traditional schools, Stanford University’s Eric Hanushek has explained that the difference between top and bottom teachers can be as much as a full year of learning per year of school (because, compared with an average teacher, a top teacher provides 150% of the learning per year, while a bottom teacher provides only 50% of the learning per year).

This scholarship helps explain parental behavior. Parents want children to have amazing opportunities, which is why taxpayers spend roughly $600 billion per year on K-12 public schools. Those who can afford to, however, also spend billions out of their own pockets for tutors, afterschool activities, summer camps, and sometimes even private schools. For parents, sending their child to private school can mean walking away from tens of thousands of dollars they have already paid in taxes — yet it happens frequently. Even in prosperous suburbs with high-performing traditional public schools, parents worry about rote learning, inapt content, unhealthy food, and uneven teacher quality. In less prosperous areas, for families with fewer financial resources, or for parents whose children have special needs, the system can feel like a brutal and hostile bureaucracy.

The new public schools: tailored to the needs of all children

That is why all parents should know about a new kind of public school. At these public schools, the technology, curriculum, and pedagogy differ from what we saw when we were students. Even the cafeteria is different: students eat whole foods instead of mass-produced tater tots stuffed with sugars and trans fats. Tablet computers deliver customized content, such as books and multi-player games, automatically adapted to each child’s level and style of learning. These tablets replace chalkboards and readers, and automatically measure student progress so kids never have to stop to take standardized tests. These regular measurements serve as mere inputs to sophisticated assessment systems that adapt to each classroom and provide actionable feedback for students, parents, and teachers. Computers also handle paperwork for the class, freeing teachers to focus on synthesis, mentoring, and individual engagement. Kids of vastly different backgrounds and abilities work together developing their full potential. The most effective teachers engage across many classrooms, communicating via technology to thousands of children.

Just as fascinating as the classroom innovations are the economics. The school costs the same as any other public school (nationally, the average cost per pupil was $12,401 for the 2011–2012 school year). Their purchasing agents resist the lobbying of textbook, computer, and agribusiness companies. They obtain nearly free content from the public domain. They use bulk purchasing and their public mission to obtain steep discounts for hardware and supplies. The find that they can purchase healthy food, often locally grown, within existing budgets. Additionally, mobile computing allows students to go outside more often. Students spend so much time outdoors that they use real estate only occasionally, for certain kinds of performances and hands-on learning. Overhead costs have plummeted, much as middle management costs were cut in the private sector decades ago. All of these cost savings are re-invested in recruiting, training, and compensating teachers, helping attract and retain amazing talent.

Where you can find these new public schools

The biggest reason parents should know about these new public schools is that they don’t exist yet. In a chapter of the book Educational Entrepreneurship Today, released this month by Harvard Education Press, several other authors and I describe how venture capitalists, venture philanthropists, teacher leaders, and public officials are working toward public schools of the type I just described.

We are already seeing the early stages. My Progressive Policy Institute colleague David Osborne recently described how teacher-led schools have innovated to better meet student needs. In San Jose, California, the teachers’ union worked with the local district leadership to combine rigorous standards with student-specific safety nets; the result raised college attendance rates despite demographic challenges. This is but one example of how the teachers’ unions have started to invest in seed ideas that might lead to big changes. These efforts are not limited to cities and suburbs; for instance, a rural high school in Indiana has started to embrace “blended learning” that combines great teaching and digital empowerment.

The private sector is also playing a key role. Businesses are sprouting up to empower teachers: a former New York City public school teacher built a marketplace for lesson plans called TeachersPayTeachers, which has paid millions of dollars to teachers who have come up with outstanding ideas. More broadly, “teacherpreneurs” are finding ways to lead changes in the profession without leaving the classroom.

As with all public sector services, however, change requires public demand. Parents who want these innovative new schools must be full partners in supporting teachers and political leaders in innovation. They can do this by accepting risks, embracing the nonprofit sector and private sector as well as paying taxes to the public sector, engaging thoughtfully, and setting high expectations. More and more, Americans are realizing that we have the tools, the resources, and the teachers to give our children the best school system in the world.

Dmitri Mehlhorn is a Senior Fellow at the Johns Hopkins University Institute for Education Policy. This was republished from Medium.



Please enter your comment!
Please enter your name here