The College Fix takes on sagging teacher morale in poor districts, in this example the government schools in Washington, D.C.
If groups like the [American Civil Liberties Union] and the [U.S. Department of Education] want the situation to get better in these schools, getting rid of chronically disruptive kids so that students like Mya Alford, the student subject of the [Washington Post] article, can do what they’re supposed to in school — learn — is what needs to happen.

This doesn’t mean depriving such students of an education, of course. It means putting them in an alternative setting — very small classes led by teachers educated and trained in behavior/social issues.
I suppose that's more enlightened than shipping the hellions off to reform school.   But there's nothing new about the better districts being able to pay more, and have better working conditions, and thus have less teacher turnover and less teacher burnout than the districts full of chronically disruptive kids who have not been properly socialized.  And without proper socialization (into the ways of the middle class) why bother?  Here's where I stood, three school years ago.
Cleaning up the working conditions requires a cleaning up of the popular culture, particularly in the poorer quarters of the country, but a reversal of the status hierarchy is going to drive people out of teaching and into middle management, or anywhere else where there's a Dilbert moment every day, but the pay is better and the backtalk less vulgar.
Not much has changed.  It's still the case that feel-good policies are more important than fostering achievement.  Take St. Paul, another government school district where officials enable dysfunction and excuse it as authenticity.  (And the dependably Democrat-voting teachers' union may be leaving the plantation.)
While St. Paul officials boast about lowering the suspension statistics (mainly due to hardly suspending anyone, despite it being warranted), chaos reigns in the classrooms. It’s gotten so bad that the local teachers union is threatening to strike if the situation doesn’t improve.

“My school is 87 percent poverty and 90 percent diverse. I have many students in my class who are very respectful, work hard and care about doing well in school. That’s why I am so angry. The disruptive, violent children are ruining the education of these fantastic, deserving children,” a St. Paul teacher says.
Is anybody surprised that where the parents demonstrate dysfunction and the schools enable dysfunction, dysfunction is what you get?  And teachers quit?

Surprise me.  Crack down on the administrators who enable.

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