“What insight did Ronald Reagan possess that eludes many present-day conservatives? This concept is succinctly captured in the following quote: “The most chilling words in the English language are, ‘I’m from the government and I’m here to help.’” Reagan comprehended that the government was not the solution but rather the predicament.”
An illustration of a flawed approach to educational reform can be found in the Achievement School District (ASD) in Tennessee. Numerous individuals, myself included, advocate for more personalized intervention strategies over those implemented by the ASD. State financial records reveal that our state has allocated over a billion dollars to the ASD.
Since its inception, the ASD has not enhanced student academic performance in any subject area or group of schools. The majority of ASD schools have lingered in the lowest five percent for more than a decade, performing below the standards of the original local districts. This enduring underperformance raises significant concerns for our state. Lawmakers such as Antonio Parkinson and Scott Cepicky have consistently highlighted the shortcomings of the ASD.
The ASD has grappled with high staff turnover and a revolving door of leadership since the 2012-13 academic year. Despite these challenges, as recently as 2019, the state Department of Education expressed unwavering commitment to the ASD as the most stringent intervention and emphasized the urgency in ensuring its success.
“The state-funded initiative has been in existence for over ten years without achieving any notable successes. If privately funded, it would likely have been discontinued long ago due to the ‘sunk cost fallacy’ of persisting with ineffective investments. It is imperative for the state to critically evaluate the situation and consider terminating the ASD. Simply investing money does not justify its perpetuation. The focus should be on the future well-being of the children in these communities, rather than dwelling on past missteps or endeavors.
Despite attempts to rebrand and promote improvements under the guise of ASD 2.0, the latest iteration has not yielded significant improvements. Instead, the state should collaborate with local school districts to allocate additional resources for tailored solutions in these struggling schools.
What are the key takeaways from this experience? There are no instant solutions for transforming a school or district; it necessitates sustained effort and time. Involving families in the decision-making process is crucial, as is authentic engagement with the community being served. Local educational institutions should spearhead the transformation, not distant bureaucrats in Nashville. Effective collaboration between state and local authorities is essential, with both parties being held accountable for outcomes.
In 2021, the was effectively implemented in Memphis-Shelby County Schools, focusing on Hawkins Mill Elementary and Trezevant High Schools located in economically disadvantaged areas of Memphis, Tennessee. These schools had been designated as Priority schools by the state since the 2011-12 academic year due to their poor academic performance and high rates of absenteeism.
Between 2022 and 2023, Hawkins Mill witnessed a substantial drop in absenteeism from 20% to 5%. By 2022, the school had exited the Priority status list and was recognized as a 2022 Reward School for demonstrating significant growth.
During the 2021-22 academic year, Trezevant High School achieved the state-mandated graduation rate of 67%. Moreover, the percentage of chronically absent students decreased from 38.3% in 2020-21 to 29.4% in 2021-22. In 2023, Trezevant met the exit criteria and was removed from Tennessee’s Priority status list.
The collaborative approach adopted with educators at Hawkins Mill and Trezevant lays a strong foundation for sustained progress in school faculty and leadership. The success of the School Turnaround Pilot Program stands in stark contrast to the failure of the ASD. This program emphasized leadership and teacher development, garnering support from parents and the community prior to implementation.
Why did it take the state so long to acknowledge the shortcomings of the ASD? Policy experts understand that when the government attempts to address every issue, it often exacerbates the problems it seeks to solve, leading to increased expenditure in a futile cycle. Regrettably, this cycle perpetuates itself, resulting in a bloated and inefficient government.
As Reagan aptly stated, “The more the plans fail, the more the planners plan.” Consequently, government expands, and individual freedoms diminish. The erosion of local control over education for parents and educators is a concerning trend. It is imperative that we recognize the ASD is not the panacea. Taxpayers should demand accountability from lawmakers who fail to grasp this reality.
##
JC Bowman serves as the Executive Director of , a non-partisan teacher association based in Nashville, Tennessee.