Category Archives: Policy, politics

Obama’s “new culture of accountability in America’s schools”

There is no reason to be surprised that Obama continues with his teacher pay for results mantra, and he now adds the expansion of charter schools. There is much babble about “data driven” decisions, but as always the devil is in the data. Apparently Obama hasn’t bothered to look very closely at the research on charter schools, which in general should not give any policy maker comfort in giving the nod to the expansion of these publicly funded ‘private’ schools. Overall, student test scores are lower in charter schools. And, where are the data that point clearly to a connection between forms of teacher compensation and improvements in student learning?

I’m not sure what the NEW culture of accountability is meant to be, but I am guessing that this new culture has all the potential to be scarier and more destructive than the old culture. The Clinton and Bush administrations have buried American education deep under neoliberal regulatory accountability. The NEW culture seems to be about more not different, with even more regulatory requirements driven by the “yes, you can” experiences Obama identifies as the sources of his own success (those fabulous early morning tutoring sessions with his mother).

There is nothing to give one optimism here, and whatever good Obama might do for the country is not going to manifest itself in improvements to education and schooling under these plans.

Here are links to a couple of Jerry Bracey pieces in the Huffington Post that point to the hypocrisy and sophistry in Obama’s education plan.

Bracey #1

Bracey #2

IRBs ~ A Good Idea Gone Bad?

IRBs were established to prevent the excesses of medical research that mistreated and exploited the innocent and often indigent. Institutional review boards have taken on a life of their own though, exercising far too much influence over what research questions can be asked and what research methodologies are acceptable. It is not surprising that researchers charge the IRB process with violating academic freedom. This has been especially the case for social sciences, but in this account a clinical researcher suggests the very same silliness and intrusiveness is applied in medical research. IRBs have taken an authoritarian, we know better than you do attitude that in the end likely does as much harm as good.

When evaluation makes a difference

The Foundation world is one where evaluation practice has flourished in recent years, indeed some exciting innovations in thinking about and doing evaluation have come from the energy and resources Foundations have put into evaluation of their efforts. While in the past Foundations have focused on the value of merely doing something socially responsible there was less focus on whether or not their largesse was making any difference. The power of evaluation can be seen by the more recent likelihood of Foundations revealing when their injections of funds and enthusiasm do NOT have the anticipated outcomes. Perhaps this is just the new accountability era effect, but evaluation is at the center of these fuller disclosures.

Accountabilism–eaten alive by attempted precision

Read on for an interesting characterization of accountability gone mad–the over-reaching of precision which ultimately destroys…From the February 2007 issue of Harvard Business Review:

The Folly of Accountabalism

Accountability has gone horribly wrong. It has become “accountabalism,” the practice of eating sacrificial victims in an attempt to magically ward off evil. The emphasis on accountability was an understandable response to some god-awful bookkeeping-based scandals. But the notion would never have evolved from a buzzword into the focus of voluminous legislation if we hadn’t also been lured by the myth of precision: Because accountability suggests that there is a right and a wrong answer to every question, it flourishes where we can measure results exactly. It spread to schools—where it is eating our young—as a result of our recent irrational exuberance about testing, which forces education to become something that can be measured precisely. When such disincentives as the threat of having to wear an orange jumpsuit for eight to ten years didn’t stop the Enron nightmare and other bad things from happening, accountabalism whispered two seductive lies to us: Systems go wrong because of individuals; and the right set of controls will enable us to prevent individuals from creating disasters. Accountabalism is a type of superstitious thinking that allows us to live in a state of denial about just how little control we individuals have over our environment.

Accountabalism manifests itself in a set of related beliefs and practices: It looks at complex systems that have gone wrong for complex reasons and decides the problem can be solved at the next level of detail. Another set of work procedures is written, and yet more forms are printed up. But businesses are not mechanical, so we can’t fine-tune them by making every process a well-regulated routine. Accountabalism turns these complex systems into merely complicated systems, sacrificing innovation and adaptability. How can a company be agile if every change or deviation requires a new set of forms?

Accountabalism assumes perfection—if anything goes wrong, it’s a sign that the system is broken. That’s not true even of mechanical systems: Entropy, friction, and manufacturing tolerances ensure that no machine works perfectly. Social systems are incapable of anything close to perfection, so if something goes wrong in one, that need not mean the system is broken. If an employee cheats on expenses by filling in taxi receipts for himself, the organization doesn’t have to “fix” the expense-reporting system by requiring that everyone travel with a notary public.

Accountabalism is blind to human nature. For example, it assumes that if we know we’re being watched, we won’t do wrong—which seriously underestimates the twistiness of human minds and motivations. We are capable of astounding degrees of self-delusion regarding the likelihood of our being caught. Further, by overly formalizing processes, accountabalism refuses to acknowledge that people work and think differently. It eliminates the human variations that move institutions forward and provide a check on the monoculture that accounts for most disastrous decisions. It also makes work no fun.

Accountabalism bureaucratizes and atomizes responsibility. While claiming to increase individual responsibility, it drives out human judgment. When a sign-off is required for every step in the work flow, those closest to a process lack the leeway to optimize or rectify it. Similarly, by assuming that an individual’s laxness caused a given problem—if so-and-so hadn’t been asleep at the switch or hadn’t gotten greedy or hadn’t assumed that somebody else would clean up the mess, none of this would have happened—accountabalism can miss systemic causes of failure, even, ironically, as it responds to the problem by increasing the system’s reach.

Accountabalism tries to squeeze centuries of thought about how to entice people toward good behavior and dissuade them from bad into simple rules by which individuals can be measured and disciplined. It would react to a car crash by putting stop signs at every corner. Bureaucratizing morality or mechanizing a complex organization gives us the sense that we can exert close control. But grown-ups prefer clarity and realism to happy superstition.

David Weinberger (self@evident.com), a marketing consultant and a coauthor of The Cluetrain Manifesto: The End of Business as Usual (Perseus, 2000), is also a research fellow at Harvard Law School’s Berkman Center for Internet & Society in Cambridge, Massachusetts. His book Everything Is Miscellaneous will be published in May by Times Books.

The Burden of Evaluation

We judge programs, curricula, interventions to assist in finding remedies to problems, to contribute positively to learning what is good and right. But is that the way it actually plays out? In Massachusetts, schools are being overwhelmed by evaluation. The demands for accountability are strong and come at schools from local, state and federal angles resulting in a stunning evaluation burden on school personnel and students. John Brucato, high school principal in Milford, Mass talks about this burden as his school underwent a regional accreditation review and a comprehensive state review at the same time. See Assessment Teams Hog School Time.

Another MA principal summed up the scenario:

“The corridors are crowded with assessing authorities, evaluation teams, accreditation people and a host of others, all intent on monitoring a myriad of federal and state programs to improve our education system. While testing, measuring progress and accountability are recognized as necessary to the educational system, we have reached a point where measurement activities are getting in the way of real education.”

How should we judge when the demands for accountability seriously impede the very thing being held accountable? Perhaps the experiences of MA schools is a starting point.