Sherlock Holmes and the Case of the Undermined Public Schools
A recent article from the neo-liberal corporate media outlet, K-12 Dive, sparked an idea for an exercise I’ve been using with my students. We’ve been framing current news stories in the style of classic English literature, and today, I decided to turn our efforts towards the K-12 Dive article. Here is the story reimagined in the style of a Sherlock Holmes mystery.
—begin—
In the grand tradition of a Sherlock Holmes mystery, let us unravel the intricate case of the so-called “failure” of public education. Imagine Holmes himself, seated in his armchair, scrutinising the evidence with a magnifying glass. He begins to piece together a narrative that reveals a deliberate and systematic undermining of public schools, orchestrated by the machinations of neo-liberal politicians.
Holmes first examines the funding, or rather the lack thereof. He notes that public schools have long suffered from chronic underfunding. Neo-liberal politicians, who often prioritise tax cuts and reduced government spending, have not allocated sufficient resources to these institutions. This, Holmes deduces, leads to larger class sizes, outdated textbooks, insufficient support staff, and deteriorating school facilities. The American Federation of Teachers provides a report indicating significant funding shortfalls impacting the quality of education students receive.
Turning to the regulations imposed on schools, Holmes observes that many of these mandates are implemented without the necessary financial support. Schools are expected to comply with requirements such as those outlined in the Individuals with Disabilities Education Act (IDEA), yet they lack the funds to do so effectively. Holmes considers how this creates a scenario where schools are criticised for not meeting obligations, even though the root cause is a lack of financial support / adequate staffing. This clue is corroborated by evidence from the U.S. Department of Education.
Holmes continues his investigation into the neo-liberal perspective of treating education as a commodity rather than a public good. This viewpoint, he reasons, has led to the privatisation of education through charter schools and voucher programs, which siphon resources away from public schools. The Economic Policy Institute's research shows that such policies exacerbate inequalities and divert much-needed funding from traditional public schools, creating an uneven playing field.
As Holmes delves deeper, he uncovers further evidence of systematic undermining. He examines the achievement gaps and resource allocation disparities between schools in wealthier areas and those in low-income regions. These disparities, Holmes realises, are often due to funding mechanisms that rely heavily on local property taxes, leading to an inequitable distribution of resources. The Learning Policy Institute’s findings support Holmes’ deduction that equitable funding is crucial for addressing these achievement gaps and improving educational outcomes.
Holmes then turns his attention to the plight of teachers. He finds that educators in underfunded schools often receive lower salaries and have less access to professional development opportunities, leading to higher turnover rates and a less experienced teaching workforce. The National Center for Education Statistics highlights that teacher salaries have stagnated or declined in real terms, contributing to the difficulties in attracting and retaining qualified educators.
With all the evidence laid out before him, Holmes concludes that it is misleading to claim that public schools have failed without acknowledging the systemic undermining they have endured. It is more accurate to view the struggles of public education as the result of deliberate political and economic decisions that have deprived these institutions of the resources and support they need to succeed.
Holmes, ever the logical detective, insists that addressing these issues requires a commitment to treating education as a public good, ensuring adequate funding, and implementing regulations that are supported by necessary financial resources. By understanding and addressing the root causes of the challenges faced by public schools, Holmes believes we can work towards creating an equitable and effective public education system that serves all students well.
In the end, Holmes unravels the mystery, revealing the true culprits behind the supposed failure of public schools. The case is closed with the understanding that public education has not failed on its own but has been systematically undermined, and the path to its revitalization lies in reversing these damaging policies.
—end—
Argumentum ad passiones
Looking deeper - at the author of the article, whilst her personal experience might add a layer of authenticity to her perspective, it doesn’t necessarily address the systemic issues within the school choice debate. Her argument centers around the idea that public schools have historically failed students with disabilities, which she uses to counter criticisms of school choice initiatives. However, this framing can overlook the broader context of how both public and private sectors can be held accountable for educational outcomes and equitable access.
Neo-liberal and neo-colonial corporate media outlets often resort to the tactic of appealing to emotions to drive their corporatist narratives. By highlighting personal stories, such as a parent’s experience with a disabled child, they can evoke empathy and shift the focus away from broader systemic issues. This method, known as argumentum ad passiones or appeal to emotion, can be powerful in swaying public opinion but risks oversimplifying complex issues. In the context of education reform, this can divert attention from the need for comprehensive policy solutions that address funding inequities, resource allocation, and accountability measures across both public and private educational institutions.
By framing the debate around individual experiences, these media outlets can create a narrative that suggests the failures of public schools justify the expansion of privatised options like charter schools and vouchers. This narrative often glosses over the fact that private schools are not always held to the same standards of accountability and may not be equipped to serve all students, particularly those with disabilities. Studies from the Economic Policy Institute have shown that school choice policies can exacerbate inequalities by diverting resources from public schools, leading to an uneven playing field.
Furthermore, this emotional appeal can obscure the underlying economic and political motivations driving education reform. Neo-liberal policies often prioritise market-based solutions and reduced government spending, which can lead to chronic underfunding of public schools. Reports from organisations like the Learning Policy Institute and the American Federation of Teachers highlight how these policies result in larger class sizes, outdated materials, and insufficient support staff, all of which negatively impact educational outcomes.
The use of personal narratives in media also plays into the broader neo-colonial agenda by reinforcing a corporatist approach to public services. By promoting privatisation, these narratives support a shift away from treating education as a public good toward viewing it as a commodity. This shift can undermine public education systems, as resources are diverted to private entities that may not be accountable to the public or committed to equitable access for all students. The U.S. Department of Education’s reports on funding and compliance challenges underscore the importance of addressing these systemic issues to ensure that all students receive a high-quality education.
Thus, whilst personal stories like Jochim’s can resonate on an emotional level, it is crucial to critically examine the broader implications of these narratives. Understanding the systemic issues and motivations behind education reform is essential for developing policies that ensure equitable access and accountability across both public and private sectors. By doing so, we can work towards a more just and effective educational system that serves the needs of all students.