Congressman Paul Ryan of Wisconsin wrote a feature column in the Wall Street Journal this weekend to discuss the “war on poverty” as it turns 50 years old. Congressman Ryan, who worked extensively with the late Jack Kemp in the early 1990’s before becoming a Congressman, is advocating many of the ideals that Kemp spent a career fighting for, such as parental choice in education, and local leadership taking control and solving problems, rather than bureaucrats in Washington far removed from the situation.
The two excerpts below really highlight some smart, innovative thinking when it comes to education. They say sunlight is the best disinfectant, and I think Congressman Ryan shining a light on these ideas in the WSJ is really important. I’m curious to know your thoughts.
One day at Pulaski High School in Milwaukee, a fight broke out between two students. The staff separated them, but one of the students, a young woman named Marianna, refused to relent. She continued to fight—now with the staff—and to cause a stir. Then a call went out over the school radio for “Lulu” to respond. Soon, Marianna began to calm down. Once she arrived, Lulu quickly defused the situation. Of all the people at Pulaski High—all the teachers and administrators—only one person got through to Marianna that day, and it was Lulu.
“Lulu” is Mrs. Louisa, one of five youth advisers in Pulaski High’s Violence-Free Zone program. Along with program head Andre Robinson and site supervisor Naomi Perez, they work as a band of roving mentors. On a typical day, you’ll find them walking the halls in black polo shirts. They chat with students, break up fights and help with homework. Most of them are recent alumni who grew up in the inner city, and they have the scars to prove it. They’ve been part of gangs. They’ve seen violence firsthand.
But they don’t have education degrees or state certification. They have something more important: credibility. The youth advisers understand what the students are going through because they’ve had the same struggles. That credibility creates trust, and so the students listen to them. In the two years since the program started, suspensions at Pulaski High are down by 60%, and daily attendance is up by nearly 10%. Fourteen gangs used to roam the school grounds; today, they’ve all but disappeared. The school tried all sorts of things to keep students safe—more police presence, more cameras. But only this program worked.
Mrs. Louisa, Mrs. Perez and Mr. Robinson aren’t just keeping kids in school; they’re fighting poverty on the front lines. If you graduate from high school, you’re much less likely to end up poor. According to the Census Bureau, a high-school graduate makes $10,000 a year more, on average, than a high-school dropout, and a college graduate makes $36,000 more. Ever since that day at Pulaski High, Marianna has improved her grades and now she is looking at colleges. Yet for all its professed concern about families in need, Washington is more concerned with protecting the status quo than with pursuing what actually works.
• In education, give teachers more control, and give parents a choice. Some of the most exciting work in education has occurred in Indiana. Three years ago, then-governor Mitch Daniels shepherded through the legislature several bold reforms.
Before the reforms, union-negotiated contracts required teachers to earn compensation based on seniority, not performance, and the contracts dictated all aspects of the classroom experience, from the humidity level in the school to the number of hours a teacher must spend with students. Under the new laws, teachers’ pay is based on performance. In exchange, they have more control over the classroom. Collective bargaining covers only wages and benefits, so teachers can tailor the curriculum to the needs of their students.
Low-income families are also now eligible for tuition vouchers on a sliding scale, and the reforms allow parents unhappy with a low-performing public school to turn it into a charter school with the approval of their local school board.