Yesterday I discussed Peter Campbell’s criticism of Teach for America as unworkable on a large scale. Because “success” –meaning higher test scores– is predicated on both teachers and students working longer and harder (much, much longer and harder) than can realistically be expected of typical educators and their students, the TFA approach has limited utility in the reform of public schools.
In his second essay, Campbell suggests the “apolitical” zealotry of Teach for America recruits undermines progressive efforts to remedy the plight of poor and minority students who are most likely to struggle in school. The TFA mantra of “no excuses” for poverty or other extenuating conditions that hamper learning is at the heart of the problem.
Campbell puts it this way:
“In adopting this philosophy [poverty is 'no excuse' for failure], TFA aligns itself with every policy shop (e.g., the Fordham Foundation, the Manhattan Institute) that holds a similar view. It also un-aligns itself with policy shops (e.g., the Children’s Defense Fund, the NAACP) that believe that poverty plays a crucial role in shaping educational outcomes.”
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