Election Special: Presidential Prep Schools (Part II: English Department Goals)

I have suggested that what comes naturally to us as teachers may not always be the best practice, and I often think that teachers can learn a lot from looking beyond our own classrooms: from looking at the way our literature portrays reading; from looking at homeschooling; from looking at good educational research; and from looking at medicine and doctors (and the health care field more generally).

Another place we should look is at schools that might be different from our own.  Leafstrewn High is a public school--a relatively privileged one (our community has, I think, the most graduate degrees per person of any in the United States), but still a public school.  Anybody who can get an apartment in the town, we enroll.  In this we are distinctly different from private schools, which can select, filter, exclude, hand-pick, etc.  So I thought I'd see if private school English departments speak about their practices in the same way we do--or the same way public schools that serve less privileged students do.  Because it's election season, and because our two candidates both went, as do their children and most of the other super-elite in this country, to private school, I looked up the English department web pages for the two presidential prep schools, the Punahou Academy and the Cranbrook School. 

Interestingly, what I found was in many ways similar to what Leafstrewn's English Department says and does.  The mission statements at these elite private schools, however, go far beyond the skills and standards-based philosophy that is in effect at many schools serving less privileged student populations (1). Whereas schools for the less privileged often describe a narrow view of reading, describing skill development and little else, schools to which the elite send their children seem to consider reading quite broadly, mentioning skill development but quickly moving on to morals, imagination, ethics, spirituality and passion.

The mission statement of our English Department
Several years ago, the Leafstrewn English department took a month or so and wrote a mission statement.  Here it is:

We teach all students to think critically and creatively, to read carefully, and to write well.  In our classes we foster relationships, engagement, independence and confidence.

That's a pretty good statement.  I like the attention to things that are not English-specific: thinking, relationships, engagement, independent, confidence.  I could wish that the reading and writing were more clearly tied to these aims, but as a short statement, it's good enough for me.  The Presidential prep school English Departments have websites with much longer statements, statements that draw out the connections more clearly.

Cranbrook: Reading as a "lifelong habit" that "transforms the individual"
The Cranbrook School, Mitt Romney's alma mater, seems to be fairly traditional.  Though it has progressed beyond the days in which gay students were baited and bullied and given impromptu tonsures, it still, even in its English Department, "remains committed to gender segregation."  Like Leafstrewn, it has core texts and doesn't offer elective English courses until Senior year.  It also, however, unlike many public schools, is willing to openly state goals that go beyond mere academic skills.

Cranbrook does talk about explicit instruction in vocabulary, grammar, and reading "rigorous training" in written expression, but it also talks about how its faculty will share their "passion" for literature. Cranbrook's English faculty "believe that the study of literature is a life-long habit"; they also believe that "reading transforms individuals beyond the development of academic competency," helping them "gain the capacity to take reasoned positions on complex questions and develop an appreciation of other cultures" and thus become "better citizens."

Punahou: Reading as a spiritual and ethical pursuit
The Punahou Academy as a whole is interested in more than just academics (and does not see that interest as limiting student freedom); the Punahou English department seems to be at the center of this endeavor.  As the course catalog explains: "In order to educate the heart as well as the mind, Punahou students are asked to explore their spirituality, examine their ethical systems, and develop their roles in communities." To fulfill this requirement students must take a course in which these issues are directly addressed; among the regular offerings with a Spiritual, Ethical and Community Responsibility (SECR) credit are only two Social Studies courses, but nine English courses.

The Punahou English Department's statement of its own goals (1) is also remarkable, saying nothing about reading fluently, or with comprehension, or with proficiency.  No, Punahou has something much more ambitious in mind: "The goal of the Academy English Department is to teach students to read compassionately, think exactingly, write clearly and gracefully, and act with the compassion, exactitude, clarity and grace they derive from their engagement with the English language and with literature."  To read compassionately!  And then to act!  Despite a faint tinge of noblesse oblige (remember "compassionate conservatism"?), these are admirable aims. I am troubled by the fact that both candidates, like so many others in the ruling class, went to fancy private schools that are cut off, even more than places like Leafstrewn, from the masses. Nevertheless, if I had to vote for a candidate based solely on his prep school's English department mission statement, I would have to vote for Obama (despite his continuing war-making, extra-judicial executions and willingness to cut Social Security and Medicare).

What do these goals imply?
I'm interested in these goals in and of themselves--good reading may make us more compassionate, though I wonder if other things are more important!--but I'm also curious about whether having a focus that goes beyond skills (what someone a colleague of mine was reading called "authentic" reading and writing) might actually improve skills more than a set of aims that remained focused primarily on skills.  Some research suggests that this is so, and it would make sense.  That also seems to be our thinking at Leafstrewn; I hope we keep it that way.

*******************************************************

Footnotes:

(1)

I looked at the websites of twenty or so high schools across the country that serve less privileged students.  At most of these high schools the websites were terrible, and even at those that did have a substantial web presence, there was often no information about academics at all.  Some promised information and then didn’t give it; the high school my mom and several of my grandparents attended, in Southern Ohio, had a page on its website entitled “Curriculum”, but this “Curriculum” page showed only the Bell Schedule and the grade scale (A: 93-100; B: 86-92; etc.).  At most of the high schools that did describe their curriculum or mission, the English department statements put a great emphasis on skills, saying nothing about passion, imagination, morality, or spirituality.  Here are two representative statements:

KIPP NYC College Prep

The English Department at KIPP NYC College Prep offers a rigorous four-year course of study that fosters critical thinking, reading and analytical skills, technological proficiency and creativity, and sophistication in writing. With the skills gained through this course of study, Students graduating from KIPP NYC College Prep will be prepared for success in the academic and  professional areas  of  their  choice.

Brighton High:

 The Language Arts Department offers a standards-based curriculum which offers a variety of required courses and electives. These courses not only meet the Massachusetts State Frameworks but also prepare students to be successful in English at the college level. The Boston Public Schools curriculum is taught in all grades (9-12). Students in grades 9-12 have over 7 hours of instruction per week in Language Arts.

Students read literature of various genres and are asked to carefully analyze and respond to literature through key questions, as well as developing their fluency through reading independently selected texts. Writing is taught as a process; students are encouraged to revise and rewrite as frequently as necessary, and representative samples of student writing are published on a regular basis. Vocabulary and language skills are integrated throughout the language arts curriculum. 

(2)

From the Punahou course catalog, available here:

The goal of the Academy English Department is to teach students to read compassionately, think exactingly, write clearly and gracefully, and act with the compassion, exactitude, clarity and grace they derive from their engagement with the English language and with literature. We believe that offering students a wide variety of curricular challenges with language and literature will increase their capacity for perception, feeling, reason, and tolerance; nourish their imaginations; and inspire their actions.

Election special: Presidential Prep Schools (Part I)

Our presidential candidates, like most of the US plutocracy, attended private high school.  I'm interested in the differences between the education and literacy of the elite and the education and literacy of the masses, so I spent an hour or so looking at the Presidential prep schools: the Punahou Academy (Obama) and the Cranbrook school (Romney), and another hour or so trying to think about the differences between these schools and public schools.  I find it troubling that our elites are withdrawing more and more from the spheres that the rest of us inhabit, and the private school/public school divide is just one rift among many.  What does this divide look like, and what does it mean?  I'm not really sure, but I've written two posts trying to explore the matter.  This first post is about Punahou and Cranbrook in general, and I'll post something tomorrow about what the schools' English departments say they're doing.

General differences between private high schools and public high schools
These high schools are different from public high schools mainly in their student populations.  The main reason Obama, Romney, Gates and other elites go to private school is that private schools are allowed to exclude kids who are less docile, less privileged, and less able.  Good public schools are mostly "good" because they enroll more docile, privileged and able students, and low-performing public schools are mostly bad because they enroll less docile, less privileged, and less able students. Elite private schools take this difference between "good" public school and "bad" public school to a whole different level, since even at Leafstrewn we don't actively select our students. Punahou and Cranbrook are able to hand-pick their students, and their enrollments are made up almost entirely of extremely privileged and genetically fortunate children (according to an interesting study differences in academic ability among rich kids are at least 50% genetic, whereas among poor kids environment accounts for 90% of academic ability).  At Punahou or Cranbrook, the few scholarship kids, like the young Barack Obama, are rare birds completely unrepresentative of their poorer peers (and Obama was hardly poor).  This hand-picked student body is by far the most important difference between a private and a public school, since students are the most important factor in student achievement at any school, more important than the curriculum, the teachers, or even the budget. .

Non-academic factors also matter
The student population is also important for non-academic reasons, of course. Just as I myself prefer public schools (as a teacher and a parent) for non-academic reasons, many people prefer private schools for non-academic reasons.  Having different populations means that the friends children make are different; the parent population is different; and the culture is different.  But the differences go beyond population.

For one thing, the physical plant is usually dramatically different.  My son goes to public school in a scary, depressing, prison-like structure:
 

Our President and his opponent, on the other hand, went to lushly landscaped academic chateaux.  (Cranbrook's campus, below left, was called, by the New York Times's architecture critic, "one of the greatest campuses ever created anywhere", and Punahou, at right, reminds me somehow of the Hearst castle at San Simeon):

Academic differences beyond the student population
Aside from the populations, and aside from the culture and the architecture and the groundskeeping, these private schools are also dramatically different from public schools in two ways: (1) they have lower student-teacher ratios; (2) they are not bound by governmental curriculum and testing requirements.

The student-teacher ratios at wealthy private schools are dramatically different from those even at public schools in wealthy towns.  The public schools in leafy Bloomfield Hills, where Cranbrook is located, are relatively well-funded, and have extremely low numbers of students receiving free or reduced-price lunch.  While nationwide about 50% of students are eligible for Free or Reduced Price lunch, the number in our own wealthy Leafstrewn is 13%, and in the Bloomfield Hills public schools it's even lower, somewhere between 2 and 8%.  Nevertheless, whereas the public schools in Leafstrewn and Bloomfield Hills have student-teacher ratios of between 11 and 15, Cranbrook has a student-teacher ratio of 8.

Private schools are also not bound by nearly as many government rules.  Punahou and Cranbrook both require standardized tests to get in, and both brag about their SAT results and their National Merit Semifinalists, but neither school subjects its students to the battery of standardized tests that are a yearly disruption of the routine at Leafstrewn and every other public school in the country.  They are also free to run their schools, including their English departments, however they wish--but I'll wait until tomorrow's post to address that.

What do these differences mean?
One thing they mean is that when politicians or billionaires talk about school reform, it is hard for me to take their words at face value.  If standardized testing is so important for improving schools, why don't elite parents push for their own children's schools to give the same tests?  My son went to a private quaker school for a couple of years in between public schools, and he did not take the MCAS.  Malia and Sasha do not have to take standardized tests every year.  Why not? And if class size doesn't matter much, as Bill Gates is so fond of saying, why is it that Punahou and Cranbrook and Lakeside (Gates's alma mater) have dramatically lower teacher-student ratios than public schools do? (In fact the data is pretty clear: as you would expect, class size does matter, and it matters more for poor kids. The chair of Obama's council of economic advisors, Alan Krueger, has done great work on this--see his 2003 article, available here--but Arne Duncan has said that larger classes in high school might be a good idea.)  So in my eyes, neither Presidential candidate has much credibility on education, and both ignore the most important factors in our country's educational health.

Another thing these differences mean is that we public school teachers might look at the curriculum and teaching at private schools, since they probably do things slightly differently.  I've been thinking a lot about how we English teachers can learn from looking at doctors, at literature, at homeschooling, at international differences, and so on; prep schools are another interesting outside comparison. So tomorrow I'll say something about the way the two Presidential Prep schools say they handle reading, and I'll say which candidate I would vote for if all I knew was their high school's English department mission statement.