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How can we fix America's floundering public schools? Conventional wisdom says that schools and teachers need a lot more money, that poor and immigrant children can't do as well as most American kids, that high-stakes tests just produce teaching to the test, and that vouchers do little to help students while undermining our democracy. But what if the conventional wisdom is wrong? Jay Greene provocatively shows that much of what people believe about education policy is little more than a series of myths advanced by the special interest groups dominating public education.
- Sales Rank: #1060507 in Books
- Published on: 2006-01-09
- Released on: 2006-08-09
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .63" w x 8.36" l, .84 pounds
- Binding: Paperback
- 280 pages
From Booklist
Researcher Greene debunks several purported myths at the heart of assumptions about efforts to reform troubled public schools. He begins with the conventional wisdom that increased spending on schools leads to improved education. Citing national statistics on school spending, Greene asserts that most arguments about inadequate spending are based on anecdotes not facts. He concludes that even if schools in poor urban areas were provided with more funds, there is no guarantee they would use the funds effectively. Other myths that he debunks: social problems such as poverty contribute to low academic performance, smaller class sizes produce improvements, certified teachers are more effective, teachers are underpaid, public schools’ performance has declined, private schools are more racially segregated than public schools. These myths are perpetuated by powerful interest groups, including teachers’ unions, asserts Greene. Whatever readers may think of Greene’s research, he provides an interesting perspective to the ongoing debates about what ails public schools and how to improve them. Vanessa Bush
Copyright © American Library Association. All rights reserved
Review
In Education Myths, Jay Greene pulls off an impressive feat: an examination of complicated education research that is both engaging and useful to the general reader. In doing so, he convincingly disproves 18 common beliefs about public education. It is a serious piece of applied policy research. Perhaps Greene's greatest achievement is to explain why we should be deeply disturbed at the performance of our public schools, but not despair over the prospect of improving them. (R Shep Melnick Claremont Review of Books)
In recent years, few researchers [like Jay Greene] have consistently produced as much influential, and some would say heretical, research on topics roiling education. (Education Week)
With this clearly and powerfully written book, reformers everywhere will have the evidence and arguments they need to push aside the myths standing in front of the school house door. (Former Florida Governor Jeb Bush)
This timely, plain-spoken, myth-demolishing book unmasks the self-interest, naiveté and well-intended gullibility that lead Americans to embrace eighteen seductive assumptions about education that turn out to be false-and that block the promising reforms that our schools and children urgently need. (Chester E. Finn Jr., president, Thomas B. Fordham Foundation)
A must read for the many people who, frequently with good intentions, enter the policy arena without the relevant facts. (Eric A. Hanushek, Stanford University, author of "Endangering Prosperity: A Global View of the American School.")
Cleanly, deftly, succinctly, Jay Greene rips off the masks obscuring the realities of public education today. (Paul Peterson, Director, Program on Education Policy and Governance, John F. Kennedy School of Government, Harvard University)
Clears away the fog. Well-supported, powerful, and ultimately persuasive. A major contribution. (Rod Paige, former U.S. Secretary of Education)
Greene, a senior fellow at the Manhattan Institute, a conservative think tank, challenges 18 popular assumptions in this accessible, data-driven polemic. His arguments stick close to the numbers compiled from numerous education studies, and, generally, Greene makes strong cases that would keep even education-policy gurus on their toes. (The Washington Post)
. . . the rigor, clarity, and energy with which the authors press their case make this book one the teachers unions do not want you to read. (Education Next: Journal of Opinion And Research)
Education Myths is a kind of 'freakonomics' for the education set. (Maggie Gallagher)
. . . provocative. . . (Richard Lee Colvin Los Angeles Times)
The prolific Greene, who heads a new education research center at the University of Arkansas, is a key player on many of these issues. (Andrew J. Rotherham New York Post)
Whatever readers may think of Greene's research, he provides an interesting perspective to the ongoing debates about what ails public schools and how to improve them. (Vanessa Bush Booklist)
In Education Myths, Jay P. Greene decisively refutes 18 myths that are routinely taken as facts by pundits and reporters. Mr. Greene's important book ensures that these potent education myths have been decisively refuted. (Martin Morse Wooster The Washington Times)
[Greene] makes a strong case for challenging assumptions in an era of limited resources. (Mark Toner Teacher Magazine)
Greene has a history of casting a skeptical eye on special-interest groups' assertions, thoroughly conducting his own research, and drawing conclusions based in economic theory. (Lori Drummer, American Legislative Exchange Council School Reform News)
...an important education reform book (Jim Wooten The Atlanta Journal-Constitution)
[Jay P. Greene's] book provides data-driven research and analysis to refute each myth, as well as a substantial bibliography to encourage further fact finding. We are reminded to let the facts inform us, even though powerful special interest groups seek to maintain the mythology and defy logic and scientific basis. (Education Reporter)
About the Author
Jay P. Greene is Endowed Chair and Head of the Department of Education Reform at the University of Arkansas and a Senior Fellow at the Manhattan Institute. His research was cited four times in the U.S. Supreme Court's opinions in the landmark Zelman v. Simmons-Harris case on school vouchers. His articles have appeared in The Public Interest, City Journal, Education Next, the Wall Street Journal and the Washington Post, as well as many other scholarly and popular publications.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Too Many Lies.
By Mr. Math Expert
I knew this guy was lying the more pages I read of Education Myths. Eventually, I gave up during Part IV which basically says vouchers work. That's not true at all. It depends on the quality of the students. Because I was born profoundly deaf, I can tell you in a heartbeat that I was turned down by private schools because of my disability. Private schools are extraordinarily selective in two ways: taking in higher quality students (the Whites) whose parents can afford it and not being bothered with lower quality students (the African Americans and Hispanics unless they have a talent in sports) whose parents can't afford it. They don't even want students with disabilities if they are cost prohibitive, and they absolutely hate students with behavior problems.
The reason why some students, especially the African Americans and Hispanics, will benefit from attending private schools is they are intermingled with higher quality (read that as White) students. Sure, they will respond well to competition and produce slightly more gains in academic achievement. Sure, they have the most to gain compared to their White peers; that's because they are starting at the bottom.
But the more you have these students coming over, the less gain they will make because the student body will become heterogeneous just like the public school system. In other words, switch the student population over between private and public schools; the results will be exactly the same. Hence, the teachers play virtually no role in improving the outcomes of the student achievement. It's the quality of the student body that makes the biggest difference. Some of the necessary ingredients are: parental involvement, literacy and numeracy rates, IQ, behavior, attitude, motivation, and language-rich home environment. A recommended book to read on this issue is: The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.
The trouble with the author's credibility is that he has never ever taught in a school for K-12. His curriculum vitae clearly shows that he has lived in the Ivory Tower all his life with not a single second spent in working any school, public or private. That's why I was really upset with the chapter about teacher pay. I understand where he is going, but how he treated the teachers as if they are just like fast food servers with worthless degrees is 100% offensive.
What he fails to realize that being a teacher is one of the hardest, most stressful, and most demanding jobs in the country. I would know because I used to teach for 3 years. Teachers jam-pack everything they can do in an hour, and they continually do it for hours, 60 to 80 hours at least, week in, week out all year long. The toll on their physical, emotional, and mental well-being is staggering. Those who know what they go through have a great respect for them. That's why there is a high degree of burnout among them within the first 5 years on the job. Hence, because the teacher do so much, they are grossly underpaid and deserve to be paid more than $75,000 to begin with.
The other offensive part about the book is that the author has absolutely no idea what's it like to work with African American students or even ELLs in Title 1 schools. They are impossible to work with. I worked with them for a year, and their resistance to learning was unbelievable so that I left, considering it a total waste of my time. I offer this challenge to the author: try to work in such a school like Camden, Newark, Trenton, Paterson, etc., for five years with no special provisions. I bet that he quits within the first year.
Ha about the class size. I am not going to bother commenting about that. This part makes me sick.
The ironical thing about the book is the subtitle "What Special-Interest Groups Want You to Believe about Our Schools--And Why It Isn't So." Yeah, and yet this book is sponsored by Manhattan Institute, funded by many Fortune 500 companies including tobacco and oil, which is a right-wing conservative think tank that believes heavily in vouchers. This means they are not really working for the public but for corporations. I guess the whole idea is to present findings that favor them, so they stand to profit from privatization of education. Hm, calling the kettle black huh, Jay?
He works for the University of Arkansas which is 30 miles south of Walmart Headquarters. Walmart pours in millions of dollars into that school with one aim: to prove that charter schools, vouchers, and anything that has the possibility of undermining public schools work.
If you google "Diane Ravitch Milwaukee vouchers", she says that "75% of the students who started in a voucher school left before graduation. So of the 25% who persisted, the graduation rate was higher than the Milwaukee public schools. But what about the 75% who dropped out and/or returned to MPS? No one knows. The Milwaukee voucher schools have never outperformed the public schools on state tests. And anyone who looks at the NAEP reports on urban districts will see that after 22 years of vouchers, charters, and competition, Milwaukee is a poster child for the failure of vouchers, charters, and competition. The students in those schools all perform about the same level. No sector is better. The Milwaukee schools are ranked among the lowest performing of the urban districts tested by NAEP, ranking just above sad Detroit. If choice was the answer, Milwaukee should be at the top of the nation’s urban districts. But it is near the bottom. Why? Because choice is not the answer. Addressing the causes of low test scores is the answer, and choice does not address the causes of low test scores: poverty and segregation."
All in all, the author tries to convince me using bland explanations, never saying anything exactly or straightforward, yet ultimately fails because I've worked as a teacher in different schools for different groups (public, charter, Title 1, special education, African American, Hispanics, and special school for the severely disabled) and know what goes on.
78 of 108 people found the following review helpful.
Bring on the Solutions
By Lawrence J. Bernstein
Education Myths by Jay Greene is an excellent discussion of the most important topics in education policy today. The work is much more than a survey of current research. Greene has participated in several major studies while at the Manhattan Institute on such topics as vouchers, true graduation rates, and teaching democratic participation in our society. Greene's intimacy with the policy details comes through in each topic.
The book is fast and punchy, and it is a true joy to read. Greene is definitely willing to take on the status quo and promote change.
I enjoyed Education Myths so much that I have already bought a half dozen copies for friends, and I expect you will probably do the same.
I cannot wait for the sequel. What's next? Education Solutions!
5 of 7 people found the following review helpful.
There's just one key myth that this book doesn't shatter
By Katharine Beals
And that one key myth is that the critics of the Powers that Be in education are, to quote one of the reviewers below, "right-wing" propagandists. Indeed, given the unfortunate political polarization of education policy in America, perhaps this book's greatest liability is the endorsement from Jeb Bush that appears on its cover.
For the most part, Jay Greene backs his claims up with references to specific studies, and one indication that he isn't distorting the data is that his critics haven't found fault with his data. The one exception I found was in his discussion of the Special Education Myth, in which he simply asserts that "any growth in neurological disorders caused by increased numbers of low-birth-weight babies has been more than offset by improvements in the prevention of such disorders in other areas, such as improved prenatal medicine, safe child car seats, and reductions in exposure to lead paint."
Greene does argue, convincingly, that the growth in special ed numbers is largely due to financially-motivated re-classifications. And, if students are generally less teachable than they used to be, it may be more because of teaching failures in the lower grades. But can we be sure that incoming kindergartners aren't less (or more) teachable than they used to be? It would be interesting to survey veteran kindergarten teachers--ones who've remained in the same schools for 20-30 years.
It would also be nice if Greene had included some of the myths that inform current teaching practices and curriculum choices--though these could fill a whole nother book.
These concerns aside, this is a hugely important book that convincingly debunks most of our most debilitating myths--and the left-wing and (yes!) right-wing assumptions that sustain them.
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