Back to School

I just read an article by a well-known superintendent on the importance of improving teacher quality, and how one might go about it. I agreed with some of what was said, though not all of it, but by the time I finished reading it I was smoking.

It was missing two key words: school-based.

The piece claimed that “the single most important factor” in student achievement is the teacher. But that is not exactly what the research shows. Rather, time and time again, the research shows that family background—aka socioeconomic status—is by far the most influential factor in a student’s academic achievement.

Research does show that teachers are the most important school-based factor in a child’s achievement. Effective teachers can work with students to overcome some of the challenges that they bring to school, helping them achieve at high levels. So clearly in designing school improvement efforts, a number of policies around teachers—their quality, development, compensation and more—should be considered.

But too many debates on education reform leave out those two little words. And that can create some unrealistic expectations.

One could hear that teachers are the most important factor in determining student achievement and get the idea that if you put high-quality teachers into all classrooms, low-income students will achieve. Performance gaps will disappear. And when these kids graduate from high school college and career ready, our economy will be saved.

It’s not that simple. You can have amazing teachers in the classroom, but if you do not address the factors underlying the low performance of disadvantaged students, you’ll never close the gap.

Here’s an oldie but goodie: The best teacher in the world cannot teach a child who is not there. Add to that common-sense statement a recent report on NYC high schools that found that 8th grade attendance is the strongest predictor of high school graduation. That tells me that in addition to improving teacher quality, we have to make sure that kids are in-class. We must address the issues that keep them out, including their physical and emotional health and their safety on their way to and from school.

We need to address the summer learning slide. We need to ensure access to quality early childhood educational experiences that get them ready to come to school. We need to make sure they have food to eat and a safe and stable living situation. And more.

Of course, not all of this is the responsibility of the school. And it is certainly not all the responsibility of an individual teacher. But until these issues are addressed, low-income students will never truly reach their potential—even if they have the best teacher in the world. We as a society need to honor that reality in our debates over education reform and teacher quality. We have to stop ignoring the elephant in the room on this matter. It’s not fair to teachers, or ultimately kids.

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