Picture © Devin Leith-Yessian
By Brandon Edwards-Schuth and Brad J. Porfilio
A collective sigh of relief and hope has been commonplace on Facebook from fellow educators and P-20 school leaders recently who have, rightly so, been disgusted with the Trump administration and then education secretary, Betsy DeVos. It has been a tumultuous four years filled with white supremacy, a neglected pandemic which the wealthy got richer from, multiple supreme court nominations of conservative judges who will impact generations to come, and so much else. On top of that, DeVos dedicated her tenure to “advance God’s Kingdom” through school reforms in favor of school choice vouchers for “greater Kingdom gain,” largely doing more to destroy public education with an intensifying of neoliberalism, i.e. privatize everything because ‘the free market’ is better than the state at providing social entitlements, such as education, to its citizens.
While a new administration and education secretary (especially someone that’s actually a teacher) is far better than Trump and DeVos, it’s actually a really low bar that’s been set. In doing so, we fear that many are too easy to welcome in Cardona without really considering his educational policies and who is involved, which we feel is largely a continuation of the neoliberal capitalist status quo in the U.S educational system that predates (though continued through) DeVos. To really understand the very likely trajectory of a future Cardona tenure as Secretary of Education under President Biden, we have to briefly go back and see the historical context building up to today.
The Obama Administration under the leadership of the 9th and 10th Secretary of Education, Arnie Duncan (2009-2016) and John B. King (2016-2017), changed the direction of educational policy formation in the United States, as the Obama Administration “for the first time pressured states in a sustained way to undertake systemic change in their education systems and held them accountable for the academic performance of their students” (1). To the dismay of some teachers, parents, school administrators, and scholars, the Obama Administration’s agenda for education was designed to promote the corporate ascendancy over the United States educational system, instead of providing the vision and resources necessary to eliminate social inequalities and institutional forms of oppression, such as racism, ableism, classism, and cis-heteronormativity, which are truly responsible for educational disparities in the United States. For instance, in securing Arnie Duncan for the position of Secretary of Education, Obama secured a corporate cheerleader who supported market-based educational policies during his over seven-year tenure as CEO of Chicago Public Schools, such as increasing standardized testing, opening for-profit charter schools, and eliminating an elected school board in favor of Chicago Board of Education, which consisted of Chicago’s wealthy and powerful. One of the Obama Administration’s quintessential mandates that ceded corporate control over the US education system was Race to the Top (RTTP) a $4.35 billion dollar “competitive incentive program” launched in June of 2009. With many U.S. states grappling from a lack of resources for schools from the so-called “Great Recession,” 46 state governments applied for needed resources in exchange for supporting corporate-driven educational mandates, “including charter schools, college and career-ready standards and evaluations of teachers using student test scores.” Numerous CEOs and philanthropists used RTTP to increase revenue, to gain notoriety for allegedly providing additional opportunities for the most vulnerable students, and to control teaching and learning within K-12 educational institutions. For instance, The Eli and Edythe Broad Foundation became involved in educating leaders to support the charter school industry across the county, the Walton Foundation spent millions of dollars to expand charter schools; and Pearson incorporated created textbooks, test-prep materials and high-stakes tests to reap an economic windfall for arbitrating whether teachers and school officials are effectively educating children.
The Obama Administration also increased the likelihood that specific states would receive support under RTTP if they adopted a “common set of K-12 standards,” which were internationally benchmarked and that prepared students for colleges and careers. The Common Core State Standards (CCSS) became situated within the high-stakes testing climate, as specific assessments that were linked to CCSS became the chief barometer of whether teachers, schools, and districts were effectively educating children. CCSS in a test-polluted educational context had a debilitating impact on schools. They were responsible for teachers and leaders losing jobs, narrowing the curriculum to merely content on examinations, and educators losing the autonomy to create learning experiences designed to spark students’ creativity and intellectual curiosity. During Obama’s last year in office, John B. King Jr., did little to squelch market-driven educational approach to improving teaching and learning in the U.S. educational system. Instead, he just followed the same neoliberal path when he was New York State’s education commissioner from 2011-2014, King continued to support testing and accountability policies as a panacea for improving education as well as dismissing parents, students, schools and community organizers who believed opting-out of taking high-stakes test was vital to supporting their children’s intellectual and social development and to support teachers’ professional judgement to evaluate student learning and development. Near the end of Obama’s end in the Whitehouse, King attempted to appease those who criticized Obama’s top-down, corporate agenda for education by offering states grants to offer students “a well-rounded education and to provide additional social support to support mental care for students.” In the end, however, market-driven educational policy formations based on the ideals of accountability, competition, profit-motive and rugged individualism came to dominate how schools function in the United States.
Under the Trump Administration, Education Secretary, Betsy DeVos, had rolled back the federal government from playing a dominant role in the US educational system. However, she utilized an already strong corporate-base within educational agencies at the state and local levels to strongly pushed her libertarian “school choice” agenda through hundreds of millions of financial aid to various charter schools (including organizations aimed at opening new ones) and unaccredited for-profit schools, while at the same time attempting to cut $17.6 million in federal funding for the Special Olympics. DeVos has also capitalized on the COVID-19 pandemic to hasten the privatization of public education; even ending her tenure with giving more than a million dollars to a soccer club with no prior educational experience to startup a charter school. DeVos’s tenure was largely dominated by diverting enormous quantities of financial aid away from public schools and into private hands, which although not new, was done with such explicit intensity and excess that it was seen as repulsive.
This brings us to today, where Joe Biden’s candidate for Education Secretary, Miguel Cardona, is set to be heard by the Senate Health, Education, Labor and Pensions Committee on February 3rd, 2021. Son of parents who moved from Puerto Rico and whose father, Cardona Sr., was a police officer, Cardona is a former teacher, the youngest principal in the state’s history, and assistant superintendent for teaching and learning (2015-2019), and commissioner of education since 2019 in Meriden, Connecticut. While his teaching experience gives important merit, Cardona’s positions on educational policies have been largely a mystery to those in Washington D.C., though that is part of why he was chosen.
Historian of education and educational policy analyst, Diane Ravitch, in a Democracy Now! interview suggested that he was chosen by the Biden Administration for particularly “being non-controversial,” a particularly strategic move. Unlike Biden’s runner up choice, Leslie Fenwick, who has been a vocal opponent of charter schools and more, Cardona is seen as a non-controversial, safe pick who also hasn’t been clear on being for or against charter schools. This puts Cardona in a space where he can more fluidly appeal to most people across the political spectrum, so long as he does not support initiatives that challenge the hegemony of corporate practices, policies, and social imaginary over the United States’ educational system. We see this when, during his educational administrative positions in Connecticut, Cardona “renewed every charter that was due and has not approved any additional schools for the legislature to consider opening.” Furthermore, as an educator and Assistant Superintendent for Teaching and Learning, Cardona supported educational initiatives afforded minoritized learners additional access to educational opportunities, such as the ability to attend advanced-level courses, to attend “full-day kindergarten and offer more vulnerable children access to high-quality preschool,” without challenging the common-state standards and standardized tests, let alone unjust social formations, including racism and poverty, which are inhibiting the educational performance of BIPOC and other minoritized learners. It’s not hard to imagine the Biden Administration guide by Cordona’s leadership might not further the DeVos agenda, but at the same time probably won’t reverse course on the privatization of public education.
Cardona also gave a recent interview on Connecticut Public Radio’s Where We Live Podcast where he was open about some of his stances on education policies. Cardona’s comments make it clear he believes providing access to education is the chief lever for improving the quality of life of minoritized groups in U.S. society. For instance, he feels providing students additional opportunities to attend college and provide them “other career pathways'' will allow students to attain the “American Dream.” Clearly, Cordona is correct providing additional access to educational opportunities for BIPOC and other minoritized students may allow some to transcend their class status; yet, his belief in education access as a societal equalizer is misguided as it does not acknowledge how structures impediments, including unemployment, the dominance of low-paid service jobs, poverty, and lack of affordable housing, leave most citizens, even those who hold advanced degrees, from achieving the “American Dream.” Cardona also holds a similar perspective related to reopening schools in the midst of the global pandemic. He believes reopening schools is vital for the academic success of Black, Latino, and low-income children; but he overlooks larger structural conditions that inhibit students from low-income and racialized communities to succeed in schools, irrespective if they are physically open, including having to bear the brunt of more of their family members die and suffer from COVID. Another important consideration for reopening schools in the midst of the pandemic is if the schools that are reopened will continue to put the health and safety of children and communities at risk only to ensure the United States’ educational system will continue to support the interest of the political and economic elite over the well-being of working-class people. Perhaps, schools should only reopen if they are firmly committed to support the goals of border dissent movements, such as Black Lives Matter and Indigenous and environmental rights movements, which are committed to overturning systems of knowledge, structures, and institutions responsible for human suffering and environmental degradation. We also echo what Associate Professor of Urban and Multicultural Education in the Educational Studies Department at Macalester College in St. Paul, Minnesota, Brian Lozenski had said: “Otherwise, the reward of ‘safety’ is not worth the risk of perpetuating injustice.”
As educators ourselves, we hope that Cardona surprises us all by foregoing the neoliberal status quo and instead genuinely enact critical and progressive educational policies and emancipator pedagogies. Cardona ought to lift the mandate on standardized testing at least during this pandemic, but ideally indefinitely to combat the dominance of corporatism over the US educational system. Things like canceling student debt/free education at the very least, is long overdue in the fight for equity. Even further, implementing critical education rooted in decolonizing, abolitionist, anti-racist, anti-capitalist, and defunding the police (just to name a few) are some of the necessary components of an education aimed at genuine social justice that we ought to be demanding. For all the educators, scholars and leaders out there who are quick to accept Cardona as a beacon of hope and change, we urge skepticism and honesty. Cardona is certainly far more preferable to DeVos, but he was strategically chosen by the Biden Administration to not shake up the corporate ascendency over education and society too much.
Notes
1. McGuinn, P. (2016). From no child left behind to the every student succeeds act: Federalism and the education legacy of the Obama administration. Publius: The Journal of Federalism, 46(3), 392-415.
Brandon Edwards-Schuth (He/They) is an educator, activist, and doctoral candidate in the Cultural Studies and Social Thought in Education program at Washington State University. b.edwards-schuth@wsu.edu
Brad J. Porfilio (He/Him) is the Director of the Ed.D. Leadership Program and Professor at San Jose State University. Porfilio16@aol.com
