Facts from “What Superman got wrong, point by point”

What are the "Superman" facts?

Waiting for Superman could and should have been an inspiring call for improvement in education. It is stuck in a framework that says that reform and leadership means doing things, like firing a bunch of people or “turning around” schools despite the fact that there’s no research to suggest that these would have worked. Reform must be guided by community empowerment and strong evidence, not by ideological warriors or romanticized images of leaders acting like they’re doing something, anything. Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, de-professionalization, inadequate special education supports, and the list goes on and on. People seeing Waiting for Superman should be mobilized to improve education. They just need to be willing to think outside of the narrow box that the film-makers have constructed to define what needs to be done.

The following are some facts, excerpted from “What ‘Superman’ got wrong, point by point,” published in the Washington Post on September 27, 2010.  The article was written by Rick Ayers, a former high school teacher, founder of Communication Arts and Sciences small school at Berkeley High School, and currently adjunct professor in teacher education at the University of San Francisco.

  • Waiting for Superman says that lack of money is not the problem in education. The exclusive charter schools featured in the film receive large private subsidies. Two-thirds of Geoffrey Canada’s Harlem Children’s Zone funding comes from private sources. Public funding for urban programs is now being cut and progress is being eroded. Money matters!
  • Waiting for Superman implies that standardized testing is a reasonable way to assess student progress. Most test scores continue to reflect parental income and neighborhood/zip codes, not what schools do. As opportunity, health and family wealth increase, so do test scores. The tests are too narrow. When schools focus exclusively on boosting scores on standardized tests, they reduce teachers to test-prep clerks, ignore important subject areas and critical thinking skills, dumb down the curriculum and leave children less prepared for the future. We need much more authentic assessment to know if schools are doing well and to help them improve.
  • Waiting for Superman ignores overall problems of poverty. Schools and teachers take the blame for huge social inequities in housing, health care, and income. Income disparities between the richest and poorest in U.S.society have reached record levels between 1970 and today. Poor communities suffer extensive traumas and dislocations. Homelessness, the exploitation of immigrants, and the closing of community health and counseling clinics, are all factors that penetrate our school communities. Solutions that punish schools without addressing these conditions only increase the marginalization of poor children.
  • Waiting for Superman says teachers’ unions are the problem. Of course unions need to be improved – but before teachers unionized, the disparity in pay between men and women was disgraceful and the arbitrary power of school boards to dismiss teachers or raise class size without any resistance was endemic. Unions have historically played leading roles in improving public education, and most nations with strong public educational systems have strong teacher unions.
  • Waiting for Superman decries tenure as a drag on teacher improvement. Tenured teachers cannot be fired without due process and a good reason: they can’t be fired because the boss wants to hire his cousin, or because the teacher is gay (or black or…), or because they take an unpopular position on a public issue outside of school. When teachers are evaluated through a union-sanctioned peer process, more teachers are put into retraining programs and dismissed than through administration-only review programs.
  • Waiting for Superman says charter schools allow choice and better educational innovation. Charters were first proposed by the teachers’ unions to create schools that were free of administrative bureaucracy and open to experimentation and innovation. While teacher unions are vilified in the film, there is no mention of charter corruption or profiteering. A recent national study by CREDO, The Center for Research on Education Outcomes at Stanford University, concludes that only 17% of charter schools have better test scores than traditional public schools, 46% had gains that were no different than their public counterparts, and 37% were significantly worse. A recent Mathematica Policy Research study came to similar conclusions. And the Education Report, “The Evaluation of Charter School Impacts, concludes, “On average, charter middle schools that hold lotteries are neither more nor less successful than traditional public schools in improving student achievement, behavior, and school progress.”
  • Waiting for Superman glorifies lotteries for admission to highly selective and subsidized charter schools as evidence of the need for more of them. If education is a civil right, it can’t be distributed by a lottery. We must guarantee all students access to high quality early education, highly effective teachers, college and work-preparatory curricula & equitable instructional resources. In Superman, families are cruelly paraded in front of the cameras as they wait for an admission lottery in an auditorium where the winners’ names are pulled from a hat and read aloud, while the losing families trudge out in tears with cameras looming in their faces – in what amounts to family & child abuse.
  • Waiting for Superman says competition is the best way to improve learning. Too many people involved in education policy are dazzled by the idea of “market forces” improving schools. Teachers will be motivated to gather the most promising students, to hide curriculum strategies from peers, and to cheat; principals have already been caught cheating in a desperate attempt to boost test scores.In spite of the many millions of dollars poured into expounding the theory of paying teachers for higher student test scores, a new study by Vanderbilt University’s National Center on Performance Incentives found that the use of merit pay for teachers in the Nashville school district produced no difference even according to their measure, test outcomes for students.
  • Waiting for Superman contributes to the teacher-bashing culture which discourages talented college graduates from considering teaching and drives people out of the profession. According to the Department of Education, the country will need 1.6 million new teachers in the next five years. Retention of talented teachers is one key. Good teaching is about making connections to students, about connecting what they learn to the world in which they live, and this only happens if teachers have history and roots in the communities where they teach. A recent report by the nonprofit National Commission on Teaching and America’s Future says that “approximately a third of America’s new teachers leave teaching sometime during their first three years of teaching; almost half leave during the first five years. Check out the reasons teachers are being driven out in Katy Farber’s book, “Why Great Teachers Quit: And How We Might Stop the Exodus,” (Corwin Press).
  • Waiting for Superman says “we’re not producing large numbers of scientists and doctors in this country anymore. . . This means we are not only less educated, but also less economically competitive.” But Business Week (10/28/09) reported that “U.S. colleges and universities are graduating as many scientists and engineers as ever,” yet “the highest performing students are choosing careers in other fields.” In particular, the study found, “many of the top students have been lured to careers in finance and consulting.” It’s the market, and the disproportionately high salaries paid to finance specialists that is misdirecting human resources, not schools.
  • Waiting for Superman promotes a nutty theory of learning which claims that teaching is a matter of pouring information into children’s heads. In one of its many little cartoon segments, the film purports to show how kids learn. The top of a child’s head is cut open and a jumble of factoids is poured in. The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.
  • Waiting for Superman promotes the idea that we are in a dire war for US dominance in the world. The poster advertising the film shows a nightmarish battlefield in stark gray, with a little white girl sitting at a desk in the midst of it. The text: “The fate of our country won’t be decided on a battlefield. It will be determined in a classroom. But really, who declared this war? When did I as a teacher sign up as an officer in this war? And when did that 4th grade girl become a soldier in it? Instead of this new educational Cold War, perhaps we should be helping kids imagine a world of global cooperation, sustainable economies, and equity.
  • Waiting for Superman says federal “Race to the Top” education funds are being focused to support students who are not being served in other ways. According to a study by the Lawyers Committee for Civil Rights under Law, NAACP Legal Defense and Educational Fund, Inc., Race to the Top funds are benefiting affluent or well-to-do, white, and “abled” students. So the outcome of No Child Left Behind and Race to the Top has been more funding for schools that are doing well and more discipline and narrow test-preparation for the poorest schools.
  • Waiting for Superman suggests that teacher improvement is a matter of increased control and discipline over teachers. Dan Brown, a teacher in the SEED charter school featured in the film, points out that successful schools involve teachers in strong collegial conversations. Teachers need to be accountable to a strong educational plan, without being terrorized. Good teachers, which is the vast majority of them, are seeking this kind of support from their leaders.
  • Waiting for Superman proposes a reform “solution” that exploits the feminization of the field of teaching; it proposes that teachers just need a few good men with hedge funds to come to the rescue. Teaching has been historically devalued – teachers are less well compensated and have less control of their working conditions than other professionals – because of its associations with women. For example, 97% of preschool and kindergarten teachers are women, and this is also the least well-compensated sector of teaching; in 2009, the lowest 10% earned $30,970 to $34,280; the top 10% earned $75,190 to $80,970. By comparison the top 25 hedge fund managers took in $25 billion in 2009, enough to hire 658,000 new teachers.

We at DeFENSE want to make sure we put the real facts in your hands.

1 thought on “Facts from “What Superman got wrong, point by point””

  1. Educational reformers for a single solution, charter schools are and will discard millions of children that do not fit their official cult beliefs. Scott Olster, in his article, Forget Superman, charter schools are waiting for Oprah, states that the movie, Waiting for Superman, is a commercial for charter schools with immensely high production values in the form of donations. ” And if that weren’t enough good news for the movement, the Denver-based Charter School Growth Fund, a nonprofit venture capital fund, announced on Wednesday that they had secured $80 million in initial commitments toward $160 million expansion fund, with donations coming from the Walton Family Foundation and the Doris & Donald Fisher Fund, organizations supporting the Waiting for Superman social action campaign.” Charter schools joined with Paramount Pictures to schedule screenings to rally their current base of donors and to attract new ones. (Read entire article at, http://money.cnn.com/2010/09/30/news/economy/waiting_for_superman.fortune/index.htm)

    A Plus Denver is the nonprofit organization that is responsible for the Far North East Community Committee (FNECC) a committee that was supposed to represent the community’s voice. If you check the bottom of A+ web page, they are listed as a project of the Colorado Nonprofit Development Center that is funded in part by the Walton Family Foundation. These powerful organizations operate in secrecy and do not list donors or connections.

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