James Cersonsky recently sparked a debate with his piece on the increasing influence of Teach for America alumni in education policy. He discusses the TFA spin-off organization Leadership for Educational Equity, which was created as a resource for TFA alums who are interested in education policy and advocacy. (As someone who absolutely fits that profile, I am proud to call myself an LEE member.) Unfortunately, Cersonsky’s piece ignores the obvious and universally positive consequence of TFA’s growing alumni base–a new generation of leaders dedicated to improving education in this country–in favor of perpetuating conspiracy theories about education reform.
Cersonsky details the various initiatives of LEE, including supporting candidates for public office, providing online trainings for advocacy, and hosting an extensive job bank. He also explicitly acknowledges that the organization doesn’t push any particular ideology or policy. Not too nefarious, right? But that doesn’t stop Cersonsky from diving into paranoia:
And while LEE may be policy-neutral, it isn’t hard to imagine the massive proliferation of Michelle Rhees and, in turn, the entrenchment of education reform geared toward money-soaked charter expansion, “new unionism,” and test-based student achievement. In other words, what began—and is still viewed by many—as an apolitical service corps could be the Trojan horse of the privatization of public education.
Besides the comical contention that something not being “hard to imagine” somehow constitutes an argument, this quote shows that Cersonsky is one of a growing group of people who absurdly view TFA corps members and education reformers as part of a conspiracy dedicated to destroying public education.
Don’t get me wrong: Policies generally associated with modern education reform–charter expansion, tenure reform, merit pay, etc.–certainly should be debated and critiqued, as all policies should be. But opponents of those policies prefer fear-mongering to actual discussion. Worst is the implication that “reformers” are trying to do anything but improve outcomes for kids. Everyone in the education debate needs to understand that we all ultimately have the same goals; what differs is the means towards those goals. And for that reason, anyone who is truly dedicated to improving education in this country should be excited by a generation of young politicians eager to raise the issue on the public agenda, regardless of what that may mean for their preferred policy solution. Resorting to baseless accusations and personal attacks is childish and unproductive.
When reading Cersonsky’s piece, I couldn’t help but draw comparisons to absurd anti-Communist rhetoric during the Red Scare. In education today, I suppose we have a “Rhee Scare,” with modern McCarthys like Cersonsky abound. We should approach them with skepticism.