Last week I attended a conference hosted by The Center for Michigan, where they released the report summarizing Michigan data collected at numerous Community Conversations across the state in 2012. While I wasn’t completely impressed with the journalistic layout of some statistics, such as average teacher salaries or per pupil spending juxtaposed directly national rankings – these made a clear argument that education is not providing adequate return on investment, the Center gathered and provided a lot of solid data that lawmakers, educators, and the public should explore if indeed our society claims to value its children’s learning.
A significant finding of this study is that African-American and low-income residents are some of the hardest critics of our education system. Michigan’s wealthiest respondents graded schools considerably higher than the poorest residents. This corroborates the whole Matthew effect of upper-class disillusionment that things are peachy, because things are peachy…for them. That the most-often disenfranchised demographics are the least satisfied and most opinionated about promoting change may be counterintuitive for conventional thinking that public education is under attack by conservative WASPs.
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This report may be a good platform for Michiganders to base hearty conversations on the how of improving schools if we can get past whose agenda it may be. You can access the full report here: THE PUBLIC’SAGENDA FOR PUBLIC EDUCATION: How Michigan citizens want to improve student learning.