The New Wave of Education Reform in Philadelphia: Change We Can Believe In?

Abstract

Introduction

Once considered a hotbed of public education innovation, Philadelphia is currently witnessing yet another wave of efforts to redefine and redirect publicly funded K–12 education, particularly for low-income kids and students of color who together constitute about three-quarters of the District’s current enrollment.

Successive waves of education reform in Philadelphia date from Mark Shedd’s “turning on the system” through Connie Clayton’s “Replicating Success” to David Hornbeck’s “Children Achieving” to Paul Vallas’ “let a thousand flowers bloom” to Arlene Ackerman’s “Imagine 2014” today. While each wave produced notable improvements, none led to systemic or sustained transformation. Some schools improved, while many remained underperforming. And all too often schools that were “turned around” by a charismatic principal “relapsed” after he or she left (often for a job in a central or regional office, removed from daily contact with teachers and students).

Previous efforts have left too many Philadelphians today with children and grandchildren who do not see today’s schools as able to fill the void created by the exit of the factory economy. They do not see the schools as able to connect to a positive future for this generation. Many see only the void, not the connection.