Accountability Discipline Education Industry Harlem Success Academy Privatization

Jan Resseger: Can a No-Excuses Charter School Be a Progressive School?

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Jan Resseger read Rebecca Mead’s article about Success Academy charter schools and wondered: Can a no-excuses tightly-disciplined school be considered progressive?

“Mead’s subtitle names a contradiction at the center of Moskowitz’s educational theory: “Inside Eva Moskowitz’s Quest to Combine Rigid Discipline with a Progressive Curriculum.” Even as Moskowitz defends the rigid and punitive discipline for which her schools are famous (In Mead’s piece, Moskowitz is quoted as defending the suspension of young children out of school as an important way of impressing a lesson on children and their parents.), Moskowitz claims John Dewey, the father of progressive education, as a guide to what happens in her schools. Moskowitz describes her curriculum as an example of progressivism—“circle time on the classroom rug; interdisciplinary projects that encompass math, science, social studies, and literacy.” The question that underlies Mead’s analysis is whether it is possible to run a progressive school with no-excuses discipline.

“While on one level Mead entertains Moskowitz’s rhetoric about progressivism, Mead seems puzzled by the circle time on the classroom rug: “In the second-grade classroom in Queens, the gridded rug seemed less like a magic carpet than like a chessboard at the start of a game. Within each square there was a large colored spot the size of a chair cushion. The children sat in rows, facing forward, each within his or her assigned square, with their legs crossed and their hands clasped or folded in their laps. Success students can expect to be called to answer a teacher’s question at any moment, not just when they raise their hand, and must keep their eyes trained on the speaker at all times, a practice known as ‘tracking.’ Staring off into space, or avoiding eye contact is not acceptable.”

“Like students at progressive schools (and all kinds of public schools, actually), students in Success Academies go on field trips. And Mead visits a room where Kindergardeners are taken to play with blocks: “The school has dedicated a special classroom to the activity, and shelves were filled with an enviable supply of blocks. The walls of the room were decorated with pictures of architectural structures that the students might seek to emulate, from the Empire State Building to the Taj Mahal. There was also a list of rules: always walk; carry two small blocks or hug one large block; speak in a whisper.” Unlike free-play at progressive early childhood centers—with dolls, and blocks, and easels and paint, and clay or PlayDoh—block time at the school Mead visits is a specific activity provided by the school in a “block” room to which the entire class of children is led for an assigned period.”

What makes a school “progressive?”

Why is Eva Moskowitz eager to be called “progressive”?

Can “progressive” pedagogy flourish in an atmosphere of authoritarian discipline?

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