On September 24, 2010, Mark Zuckerberg announced on Oprah that he was donating $100 million to the Newark Public School system. Zuckerberg wasn’t from Newark, he had no particular connection to the city. But he had become convinced—by the city’s great need, as well as its charismatic mayor—that his donation could have real impact there.
‘Schooled’, Dale Russakoff’s brilliant New Yorker story, describes what happened next:
More than twenty million dollars of Zuckerberg’s gift and matching donations went to consulting firms with various specialties: public relations, human resources, communications, data analysis, teacher evaluation. Many of the consultants had worked for Joel Klein, Teach for America, and other programs in the tight-knit reform movement, and a number of them had contracts with several school systems financed by Race to the Top grants and venture philanthropy. The going rate for individual consultants in Newark was a thousand dollars a day.
I’ve been working in international development for eight years now. It took me at least the first two to realize that money is not enough. Newark had a huge donation, passionate leaders, engaged parents, principals begging for more autonomy, teachers willing to compromise, a whole nation of expertise to draw from. And yet the reform effort stalled.
Improbably, a district with a billion dollars in revenue and two hundred million dollars in philanthropy was going broke. Anderson [the district superintendent] announced a fifty-seven-million-dollar budget gap in March, 2013, attributing it mostly to the charter exodus. She cut more than eighteen million dollars from school budgets and laid off more than two hundred attendance counsellors, clerical workers, and janitors, most of them Newark residents with few comparable job prospects. “We’re raising the poverty level in Newark in the name of school reform,” she lamented to a group of funders. “It’s a hard thing to wrestle with.”
School employees’ unions, community leaders, and parents decried the budget cuts, the layoffs, and the announcement of more school closings. Anderson’s management style didn’t help. At the annual budget hearing, when the school advisory board pressed for details about which positions and services were being eliminated in schools, her representatives said the information wasn’t available. Anderson’s budget underestimated the cost of the redundant teachers by half.
The board voted down her budget and soon afterward gave a vote of no confidence—unanimously, in both cases, but without effect, given their advisory status.
You can read this as a story of city leaders trying to circumvent basic principles of democracy and public participation to implement their own technocratic regime. Or you can read it as a story of entrenched interests protecting their own jobs and salaries and ideologies at the expense of educating children. Either way, it should make all of us careful about these sort of one-big-push reforms, the idea that all it takes to fix a broken system is a big fat stimulus and the political will for a reboot.
It’s not fair to blame Anderson or Zuckerberg or Cory Booker or Chris Christie. Laughing at their failure is understandable, our first instinct, but it’s only useful if it’s our first step toward learning from it. It sounds as if everyone involved—the teachers, the principals, the parents, the money—was genuinely dedicated to fixing the schools. It is depressing that all that, still, wasn’t enough.
Depressinger still is that this is a story that takes place in a developed country, with a functioning government, with the background already painted onto the canvas. If we can’t fix our own failing schools, what chance do we have of fixing them in countries without all that?
I haven’t spent enough time in developing countries to know them like I know my own, but what I’ve seen so far is that every society, rich and poor, contains intolerable failures, has already marshaled its own forces to fix and defend them. I do not know what it is that they need to solve their problems, but I fear it may be more than what we can offer.
One idea—microfinance, child sponsorship, LifeStraw, GiveDirectly—is not going to solve the problems of Zimbabwe or Peru or Papua New Guinea or any more than $100 million is going to solve the problems of the Newark public school system. I don’t want to say that international development doesn’t need your money, because it does. But more than that, it needs your patience.