As Good As It Gets: What School Reform Brought to Austin

by Larry Cuban

Take an economically and racially diverse urban school district emerging from a long history of segregation. Add an energetic, capable, bridge-building superintendent with ambitious district-wide goals to improve graduation rates, school attendance, and academic performance. Consider that he was well funded and strongly supported by city leaders, teachers, and parents, and ask how much changed in a decade of his tenure―and what remained unchanged?

Larry Cuban takes this richly detailed history of the Austin, Texas, school district, under Superintendent Pat Forgione, to ask the question that few politicians and school reformers want to touch. Given effective use of widely welcomed reforms, can school policies and practices put all children at the same academic level? Are class and ethnic differences in academic performance within the power of schools to change?

Cuban argues that the overall district has shown much improvement―better test scores, more high school graduates, and more qualified teachers. But the improvements are unevenly distributed. The elementary schools improved, as did the high schools located in affluent, well-educated, largely white neighborhoods. But the least improvement came where it was needed the predominantly poor, black, and Latino high schools. Before Forgione arrived, over 10 percent of district schools were failing, and after he left office, roughly the same percentage continued to fail. Austin’s signal successes amid failure hold answers to tough questions facing urban district leaders across the nation.

Genres: Education

304 pages, Hardcover

First published February 20, 2010

Reviews

[Mike]

Education, especially in urban areas, has become a lightning rod. The wide range of stakeholders all have ideas on how to turn around struggling schools, with high-profile reformers (e.g. Bill Gates) and private companies claiming to have a better blueprint.
First problem - no one has actually conducted studies to determine which reforms or programs actually improved outcomes. Superintendents and other officials are happy to claim success when it occurs, without any proof of correlation to their efforts. Reform efforts are often piled on top of each other as a result of superintendent or principal turnover, or because urgent responses are needed to stave off penalties from the state or NCLB (no child left behind).
Second problem - scarce resources and conflicting goals. State and federal testing benchmarks must be reached or the consequences are dire, eventually resulting in school closures. However, education should also be engaging to the students, getting them to ask questions and enjoy learning. How are these priorities balanced, and at what cost to students and teachers?
Third problem - underperforming schools in poor neighborhoods are blamed for the bad results as if they operated in a vacuum. Responsibility rests with community and district, school and family, teachers and students. Paul Tough's "How Children Succeed" is an excellent source for understanding the impossible circumstances of many children from poor, broken homes. Demanding that a school get them to test proficient without massive intervention on and off campus is naïve and unrealistic at best. Schools and social workers need resources and need to communicate to help those in great need.
High schools are the most difficult to turn around. This book discusses Austin, TX reform efforts under a well-regarded Superintendent, Pat Forgione. His tenure is regarded as a success, but little to no headway was made with chronically underperforming secondary schools. Districts that have been seen as models a decade ago have backslid under new leadership.
Accountability and structure alone will not guarantee performance gains, especially given the problems poverty creates. Closing the gap between the worst performers can be at odds with wanting to improve the best schools in the district - can't "lift all the boats" and close gap at same time.
The author cites "a large body of evidence" showing strong links between racial and socioeconomic integration of students and improved academic and nonacademic gains (though the footnotes here are limited). He notes that LaCrosse, WI, Raleigh, NC, and Cambridge MA have attempted to bring different groups together. The imposition of busing in the '60s & '70s did not solve the problem, as communities stuck behind their neighborhood schools.

[A]

I only read excerpts for class, but I liked what I read. The fact that it was about Austin ISD and took place during the time I lived in Austin made it extremely interesting to me. My personal experience also allowed me to pinpoint some major flaws because Cuban, as an outsider, could not begin to adequately explain the history and culture of Austin and the affect of that history and culture on the public education system. Despite those shortcomings, I'd recommend it and I'm pretty likely to read the remainder of the book at some point.

[Jane]

Written by a university education professor, about Austin ISD, particularly the Forgione years. I liked it, but as always, have questions. Who wants to read it too and discuss?