Open Letters To Reformers I Know. Part 8: Wendy Kopp

Links to the rest of this series here

My ‘open letter’ series culminates with this letter to the founder of Teach For America, Wendy Kopp.  I suppose that I’ve ‘known’ Wendy for twenty-one years as I first spoke to her at my own institute back in 1991.  I can’t say, though, that I know her very well.  Over the past twenty-one years I’ve probably spoken to her an average of once a year with each interaction being just a few sentences.

In 1996 when I was working at the Houston institute, I had a very important elevator ride with her when I asked if it would be OK if I self-published my essays about teaching and sold them to the 1996 corps.  She asked to see the writing and a few days later I received a hand-written letter that said that she really liked the essays and that I could go ahead and sell them.  That collection of essays was eventually adapted into my first ‘real’ published book, ‘Reluctant Disciplinarian’ in 1999.  Because Wendy was instrumental in getting the original self-published book permitted and that she founded TFA, I included Wendy on the acknowledgement page of ‘Reluctant Disciplinarian’ and her name still appears in every copy, even thirteen years later while the book is in its second edition.  I sent her the book in 1999 and I received another very nice hand written letter saying how much she liked my “snazzy” book.  When I went to the book signing for her first book “One Day” she wrote something in my copy like “thanks for your contribution to the movement and for your humor” which definitely meant that she knew who I was.

Over the years I’d pay my respects at various TFA events.  It is surprisingly easy to get a few words with her at a TFA thing.  She is often standing by herself, for some reason, by the Swedish meatballs.  I spoke to her at the TFA 20 year alumni summit for a minute or two and she was very nice to me.

I’ve also emailed Wendy a bunch of times and she has always gotten back to me pretty quickly.  For a while I was trying to get involved with improving the summer training and she even thanked me for my persistence once and for something like “challenging our thinking.”

As a somewhat funny twist of fate, after moving to New York City in 2001, I have run into Wendy around town about four times throughout the years.  A few times we have been in the same subway car.  Most recently was about a year ago when I was with my wife and daughter in a smoothie shop when Wendy came in, her family packed into a mini-van, double parked with her husband at the wheel, scrambling to get a bunch of smoothies.  We spoke for a few minutes and I also introduced her to my wife and daughter.  Walking home afterwards I was thinking that had it not been for Wendy creating TFA, my life would have been so different that I would most certainly be either married to someone else, or even not married at all.  Either way, my wonderful daughter would not now exist!  So Wendy has had quite an impact on my life.

What follows is the 8th, and final, letter in my open letter series:  Meeting my maker.


Dear Wendy,

Hope you and your family had a happy New Years.

Without Teach For America there wouldn’t be a ‘me,’ or at least there would be one but I’d likely be doing something very different and likely much less fulfilling with my life.  And without you there wouldn’t be a Teach For America.  So in that sense you ‘made’ me.  To put this into pop culture terms, if I’m Luke Skywalker then you’re, um, Anakin Skywalker.

I don’t know if there are many people whose identity is as wrapped up with TFA as me.  Starting twenty-one years ago I’ve pledged my time and my heart into this organization.  I’ve been a corps member, a staff member, an alumni summit attendee, a volunteer recruiter, a workshop presenter, a keynote speaker, a panel member, a financial donor, a mentor, and a dinner host.  And for the first nineteen of those twenty-one years, I was so proud to be a member of Teach For America.  Anybody who knows me knows that my summer wardrobe used to consist primarily of Teach For America T-shirts that I’ve obtained over the years at various TFA functions.  My wife, in fact, still uses the gray TFA tote bag as our main bag for transporting our kids’ belongings to and from daycare

And after nineteen years of being a proud TFA alum, for the past two years I have been somewhat ashamed of it.  Though I am one of the few people to have attended the 5 year, the 10 year, the 15 year, and the 20 year alumni summits, I fear that I will not want to attend the 25 year unless TFA becomes again an organization I can identify with.  And I don’t mean this as a threat, really.  There will be enough people at the 25 without me, but I hope that you see my current dissatisfaction with TFA as somewhat of a ‘litmus test.’  If an alum as gung ho as me is having doubts, surely there are many others too  And though there are many alumni who share my frustration, and many other non-TFAers too, you must know, I will only claim to speak for myself in this letter.

I joined TFA twenty-one years ago because I wanted to use my love and knowledge of math to do something good for society.  I taught in Houston for four years, three of which I’d call ‘successful.’  Over the years I’ve been critical of the TFA training model.  It’s not that I don’t think it is possible to train teachers, particularly secondary teachers, in five weeks.  It’s just that it has to be a very good five weeks, which I still think it isn’t.  The student teaching component is just too short with classes that are just too small.  But I still support the idea of alternative certification, and have said so even in my ‘anti-TFA’ NPR interview.  I also, unlike many TFA critics, am OK with the two year commitment.  Though I’d like it to be upped to three years, I can see that maybe two years lures in some people who could teach for a long time after they get hooked on teaching.  So two of the largest criticisms of TFA, the short training and the short commitment are not things that I have been complaining about.

My biggest issue with TFA is that despite the fact that it claims to be such a diverse organization, I find that the most important type of diversity — that of ideas, is lacking.  In your first TFA ‘Pass The Chalk’ Blog post you say that there is no “official TFA line,” and, yes, there have been some diverse points of view represented on that blog, but I feel that this is not enough.  Actions, as they say, are more powerful than words so saying that TFA values all points of view does not make it true.  This was most evident to me as I sat through various speeches at the Teach For America 20th anniversary summit two years ago.

Going into the summit, I was hopeful that it would have some of the humility you displayed in the ‘Silver Bullets and Silver Scapegoats’ chapter in your latest book.  In that chapter you admit that improving education is very complex and much harder than you had originally thought.  You wrote about how the silver bullets, like charter schools, aren’t necessarily THE solution and how ‘bad’ teachers and unions aren’t THE problem.

So it was disappointing to me that the theme of the summit, based on who the featured speakers were, was generally about how charter schools were THE answer and how ‘bad’ teachers and unions are THE problem.  (And yes, I know that the people who I’m accusing of saying this would quickly deny that they have said this, but, again, actions speak louder than words.)  I saw this mainly in the opening and closing ceremonies, particularly during the ‘Waiting For Superman’ reunion panel.  In general, the 20 year event left me with a sour taste in my mouth.  It felt like TFA was trying to convey the idea that “We figured it out.  Now we just have to scale up,” despite the fact that nobody has really conclusively figured ‘it’ out.  This reminded me of George W. Bush’s famous 2003 ‘Mission Accomplished’ sign on the aircraft carrier, eight years before the end of the Iraq war.  I don’t see much evidence that anyone has really figured out much.  ‘High performing’ charter networks have trouble getting consistency within their own schools.  Districts where the ideas of ‘accountability’ and ‘choice’ have thrived have only shown success with some very creative math.

TFA is very proud of a small subset of high-profile alumni, all of whom have a very clear agenda based on shutting down ‘failing’ schools and firing ‘bad’ teachers.  They also seem to have a blind faith in the power of evaluating teachers by comparing their students’ results to the prediction of an inaccurate math formula.  I believe that whatever ‘good’ might come from a culture of fear, it is far outweighed by the ‘bad.’

When you created TFA, one of the ideas, I think, was to tap a new source of people who could put their minds to the problem of improving education in this country.  At the time, I doubt you ever expected that some of the alumni would become the leaders of a ‘reform’ movement, while some other alumni would become huge critics of that same movement.  And though I’ve recently seen some steps toward having more voices represented by TFA (the recent alumni magazine was pretty balanced and there were some balanced things on ‘Pass The Chalk’) I feel like the fact that it took so long for this process to start, and that there still isn’t enough of it, I get concerned that this is only a superficial type of inclusion.

Is TFA also proud of the reform critics?  Are we not also part of the ‘best and the brightest’?  Or is it that the alumni who lead the reform movement are ‘bester’ and ‘brighter’ than the critics?  When your children are competing against each other in a sporting event, do you actively root for one over the other?

But for me the thing that bothers me most about these reformers is the dishonesty.  In the closing ceremony of the 20 year thing I heard Duncan say something about how the decision to shut down a large Chicago High School was justified by the miraculous charter school that took its place.  After I got home from the summit I did about ten minutes of fact-checking before I learned that this charter school was far from miraculous as they had about a forty percent dropout rate.  This inspired my first post that would be called, I guess ‘anti-reform’ though I really think of it as anti-lying.  Generally a white lie here and there doesn’t bother me, particularly when it is a victimless crime.  But in this current era of teacher bashing there are many victims as schools get closed and teachers get fired for not living up to what others have lied about accomplishing.  The reason I’ve spent so much time fighting against this strategy of reform is that I truly believe that it is making things worse for teachers and students.  Five percent of students get ‘saved’ from their ‘failing’ school while the other ninety-five percent of kids have their schools slowly squeezed dry.  When the few benefit at the expense of the many, it just isn’t fair.

What I can’t understand is why if improving education in this country is so important to you, why you would not want the ideas of how to do this to be subject to public scrutiny.  Like scientific progress, hypotheses are formed and then tested with replicable experiments.  There is no place for lying or even exaggerating in an important scientific endeavor.

Over the years I’ve seen TFA, and you, present stories of success that I don’t think stand up to scrutiny.  Though in your own book you admit that TFA teachers haven’t been so heroic to make much progress in fixing the schools in a ‘transformative’ way, we still hear various claims like how many first year TFAers are teaching a year and a half of material in one year or how TFA teachers are beating teachers from other training programs in terms of value-added measures.  Also I’ve read, from you, about the amazing results of some schools with a big TFA presence, and how well schools with TFA principals, and how well school districts with TFA leaders are doing.  I’ve investigated these claims and have found all of them to be exaggerated or misleading.

I think part of the reason is that you may have a distorted sense of what these schools and districts are really like.  Your knowledge of them comes from what you hear from their leaders, which of course is skewed, but also, I’m sure, from what you’ve seen with your own eyes during school visits.  But you must realize that what you see on a school visit is different from what someone else would see on such a visit.  Surely everyone is putting on a good show when you visit so I can easily see how you might think these schools are better than they actually are.  What you need is some kind of costume so you can go incognito and get the type of experience I got when I recently visited the ‘high performing’ KIPP high school in New York City.  Though I am pretty boisterous when I write, in real life I suppose I have a way of blending into the woodwork.  So what I saw there was not very impressive.  I didn’t see any classes where teachers were getting that mythical period and half of growth in one period.  I saw some good teaching, mostly average teaching, and even some very bad teaching.  I saw a novice teacher struggle to control a class of nine students.  They were walking all over him and accomplished very little that period.  I also saw the ‘grit’ training program which amounted to the students getting the teacher to define very clearly how little homework they would have to do to still get their candy bar rewards.

As far as charter schools go, you must also be aware of how much attrition they have.  As you are married to one of the top executives in KIPP, I have trouble believing that you don’t know this.  I don’t presume to know what your relationship with your husband is like, but I seriously doubt that it is one where your husband could invoke the famous line by Michael Corleone in the first Godfather movie — “Don’t ask me about my business”– if you were to inquire.  The fact is that most ‘high-performing’ charters are ones that manage to get more motivated kids and families and who lose the less motivated ones throughout the years.  And the schools that do have the same kids as the neighborhood ‘failing’ school, those schools often have test scores that are extremely low too.

Over the past two years, Wendy, I have seen some things you’ve done that I have appreciated.  I liked your ‘Silver Bullets and Silver Scapegoats’ chapter in your book.  I like that you panned Brill’s book ‘Class Warfare.’  I also liked that you came out, publicly, against the publication of the New York City teacher’s value-added scores.  But I’ve also seen some things you’ve supported that have nullified, for me, these others.  Your signing the Joel Klein / Condoleezza Rice ‘U.S. Education Reform and National Security’ report was probably the worst, in my view.  There is little evidence that our students’ failure to measure up on some international standardized tests is a national security issue.  It seems to me to be an alarmist report that is supposed to make wealthy people who wouldn’t otherwise care about poor people to support the Klein style of reform.  Another was that TFA signed that letter to Duncan about how teacher education programs need to be more accountable for the test scores of the students their trainees teach.  Like they say about glass houses, organizations that only have their teachers in training teach for 12 hours over the summer should not throw stones.  I also wasn’t thrilled to see TFA receive money from the promotion of ‘Won’t Back Down.’  That movie was such propaganda, it is no wonder that it is one of the poorest grossing films of all time.

So what is the point of this letter?  It really isn’t to get you to write back to me.  If you were to write back, I’d appreciate it since it would prove to people that you respected me enough to take the time to read it.  Also, it might encourage some of the other people I’m still waiting on to respond to me.  I don’t expect any of the responses to have any more than ‘stock footage’ anyway.  The point of this letter is to vent my frustration and to enable people throughout the country to understand my point of view.  My most popular post ever got nearly 50,000 hits so this letter has the potential to do the same.

More than a response, I’d like to see TFA really making an effort to showcase more critics of the reform style of firing teachers and shutting down schools.  I know that I might have burned too many bridges with my criticisms on NPR and everything, but there are many others who have similar views and I’d like to see them, at least, on some panel discussions at future TFA events.  If I see more of that, even if it is just for show, I might consider going to the 25 year alumni summit in 2015.  Further on down the road, perhaps one day TFA will be so open to representing differing points of view that someone like me would be an appropriate person to speak at even a TFA fundraiser.

Twenty years from now I have no doubt that TFA will have ‘evolved’ to be more inclusive of differing points of view.  Whether you do so reluctantly so as not to become obsolete, or if you do it because you really want open debate even if it means that some prominent alumni are challenged, it is where, I believe TFA is headed.  When that happens, this current crop of TFA alumni leaders will be looked at as a dark time for TFA.  Right now many of the most prominent TFA alumni are among the most despised people in education.  How can that be good for TFA?  Twenty years from now, when TFA is gearing up for the 45 year alumni summit, you will be celebrating alumni leaders who had the wisdom to use strategies that actually made things better.  Keep an eye on someone like Dr. Camika Royal, maybe a future Secretary of Education.

Well, I think I wrote everything I wanted to.  If you’d write a public response, I’d definitely appreciate it.  I wrote enough that you don’t have to worry about me writing a follow-up open letter.  Unless you have specific questions for me, I’ll preserve my contacts with you and keep them, as before, to once or twice a year.


Gary Rubinstein

Houston 1991

Update:  Wendy has responded, and her response can be found here.

This entry was posted in Open Letters Series, tfa rants, top posts. Bookmark the permalink.

41 Responses to Open Letters To Reformers I Know. Part 8: Wendy Kopp

  1. Nate Dudley says:

    This is brilliant and from the heart. Thank you for laying out where you are coming from, and what many of us, TFAers and not, are thinking and feeling about the organization.
    Nate Dudley
    CFN 403 New York

  2. kim says:

    Although I don’t entirely agree with all of your points, I am very excited about your well-thought out assessment and voicing of where the organization is and seems to be heading. Our diversity is lacking in so many ways–including the diversity of thought of which you spoke–and I believe the culture of TFA as a whole deeply supports this lack of diversity in largely unconscious ways. I applaud as much public criticism as possible so that we may actually work as hard as we can to support students (such as nearly all of the children I teach) who would be ineligible for charter schools based on their family circumstances, and refocus on our mission that ALL students receive a quality education.
    With gratitude,
    Kim Harmon
    2010 NYC Corps Alumna
    Teacher of Special Education
    Bronx, NY (District 8)

  3. James says:


    Brilliant letter that perfectly encapsulates how I feel about my relationship with Teach For America as a sceptic of the charter school movement and so-called ‘reform’ — as defined by the mainstream media — generally. I don’t feel like I have a ‘space’ in this movement when the entire ‘One Day…’ magazine is chock full of charter school network adverts and anti-union organizations are tabling at Institute meals. Keep up the good work — we need ‘space’ in this movement, too!


  4. Caroline Grannan says:

    “What I can’t understand is why if improving education in this country is so important to you, why you would not want the ideas of how to do this to be subject to public scrutiny.”

    Because presenting a show to impress the current and potential funders is the important thing. Follow the money.

  5. Michael Fiorillo says:

    “Right now many of the most prominent TFA alumni are among the most despised people in education. How can that be good for TFA?”

    Well, the actions of those deservedly despised people (Rhee, White, Huffman, et. al) have, according to Reuters, helped TFA accrue assets of over $300 million; not too shoddy for a “non-profit” organization.

    The social vandalism (disenfranchisement, school closings, community disruption, union busting, etc.) caused by this crew – the continuing expansion of which is the avowed purpose of TFA, according to Ms. Kopp herself – is also congruent with the aims and ideologies of the companies represented on its Board: public dollars channeled into private fortunes.

    This is an organization that, at best, shifts with the political and economic winds, displaying no moral center. At worst, it is an active participant in a malevolent effort to turn public education over to private interests.

    That it does so while manipulating and misdirecting the idealism of its young recruits is especially ugly.

    That it manipulates the idealism of its recruits to help enable the hostile takeover of the public schools is especially ugly.

  6. Steve M says:

    Gary, is there any chance of you getting a significant number of 10-20 year TFA veterans to publicly state their views?

    I ask this because it is hard for me to believe that someone with 10+ years of experience (and still in the classroom) would follow the party line and continue to drink the kool aid. Those teachers would be the ones with truly nuanced views regarding TFA and its role in education reform, and they would not have anything to lose by speaking up.

    Until veterans who are still in the trenches speak up we’ll continue to see TFA used in the manner that you describe.

    • Educator says:

      That’s an interesting suggestion. I believe there are a lot more TFA folks, possibly even employees, who at this point are feeling the way Gary and others feel. (I’m basing this on a few conversations I’ve had with charter school teachers and a TFA employee who privately shared their reservations…much of the reservations were similar to what has been logged here. I’m guessing they wouldn’t go publicize their reservations to those in leadership in their organizations.) I think it takes someone like Gary and some others to build momentum for people to want to come out and share their views publicly–there’s safety in numbers. There are plenty of people like Ravitch and union leaders who already have, but they easily get dismissed as “status quo” and some don’t like their tone.

      The education debates could move forward if more reformy types start speaking out (assuming they have reservations). Or, if they truly believe in what they’re doing, I’d like to hear what the counter-points would be to this blog post.

      • A teacher says:

        Some of us don’t like their tone. They play their parts…they follow a script and they don’t even know what they are talking about. Edufrauds are easy to spot.

  7. Hilary says:

    Great letter, Gary. I hope Wendy responds.

  8. Educator says:

    This is a brilliant post.

    “Five percent of students get ‘saved’ from their ‘failing’ school while the other ninety-five percent of kids have their schools slowly squeezed dry. When the few benefit at the expense of the many, it just isn’t fair.”

    I might challenge you on this being not fair. To the 5% of students, and their parents, it’s great…like winning the lottery. What I see happening at these miracle schools is basically the stratification of low-income neighborhoods. These miracle schools have a found a way to self-select out a small percentage of students and get them to achieve greatly on standardized tests. (which is just one point of education…but that’s another topic) I wish these miracle schools would communicate it this way (which they won’t, of course, because it sounds really bad). That’s what they’re really doing in my view.

    The further danger, however, is that they use the “same kids, same neighborhood” phrase and say “see look what we do when we have high expectations and work hard” They take nice photos, write nice books about their miracle, tell their funders about their success, and the public buys it. The politicians with no education experience buy into it too (think Spellings, Duncan, Klein, Bloomberg, even Obama). This is dangerous, and it’s hurting kids.

    So what I’d like to see from such a powerful organization like TFA, with such bright people (I’m not being sarcastic, I know TFA people they’re incredibly bright)…is honesty. This will be taking huge steps towards “One Day…”

    As Gary states, “There is no place for lying or even exaggerating in an important scientific endeavor.”

    TFA, please promote more honesty. Let the politicians know how difficult it really is, so that we as a nation can progress further.

    • Michael Fiorillo says:

      Honesty is to TFA as water is to The Wicked Witch of the East: sprinkle enough on it, and it will disappear.

      This is an organization that, even according to its own stated goals – not including its semi-stealth mission of training leadership cadre for privatizing the public schools – is a failure, and cannot be anything other than a failure.

      As any parent or experienced educator will tell you, education is a slow, gradual, incremental process. To suggest that a constantly churned group of temporary missionaries – bright and energetic though they may be – is going to overcome deeply entrenched racial and class disparities, is preposterous and already shown to have not worked.

      • Educator says:

        I guess I take the view that I highly doubt TFA will go away. They’re just too powerful and connected.

        I think a good way forward would be for TFA to reform itself. They have a captive audience with big time politicians and billionaires. What would it look like if TFA started being more honest about what is “working” in the way that Gary’s posts have been very real and honest.

        I don’t think other reformers, like Klein or Rhee, would have a change of heart. They have too much at stake. TFA has a lot at stake, but I think they are more reflective than most other reform groups.

      • Caroline Grannan says:

        TFA can’t be honest, because it attracts funding based on its false stories.

      • Michael Fiorillo says:

        Well, as long as news outlets continue to function as stenographic services for TFA, you’re certainly right.

        I was just imagining a media environment where a trace of skepticism exists about transparently false claims.

        Silly me.

      • Educator says:

        I can hope! Come on TFA the pendulum is swinging can’t you feel it?

  9. Denise says:

    “We still hear various claims like how many first year TFAers are teaching a year and a half of material in one year or how TFA teachers are beating teachers from other training programs in terms of value-added measures. Also I’ve read, from you, about the amazing results of some schools with a big TFA presence, and how well schools with TFA principals, and how well school districts with TFA leaders are doing. I’ve investigated these claims and have found all of them to be exaggerated or misleading.”

    Wendy Kopp and other leaders of the school reform movement tout their embellished results because they are feeding the lines their shareholders, oops, I mean philanthropic donors, want to hear. Though public education is still publicly funded by taxpayers, the democratic process has left the building long ago. The truth is that a very small pool of well-funded foundations and individuals who are accountable to no one are setting the education agenda for this country. They make large grants to organizations that support the reform agenda and suddenly education organizations, including districts, for- and not-for-profits, support the reform agenda. We need to do a much, much better job of educating ALL of our children but I can find no evidence that the Walton family or assorted hedge fund managers have any inkling as to how to do so.

  10. veteran says:

    Please know Gary that you are definitely not alone as an alum.

    Wendy if you are reading this, these are some things I would like to see changed:

    STOP sending CMs to places where there is no need-IE stop displacing veteran teachers. Your training may have gotten better, but this is riduculous

    You know better as written in your silver bullet scape goats chapter that blaming is not appropriate. STOP the incessant support of Rhee.

    Your move to FINALLY recognize veteran teachers ( Although of course veteran TFA teachers) is a move in the right direction. Do more of this!

    What step is TFA going to take in 10 or 20 years? If for your example you have finally gotten rid of all the status quo teachers and replace them with TFA’s. Do new CM’s continue to trump the now older TFA’s who now have 10 years of expereience? When does this nonsense stop? This is how I feel as a veteran alum-newer is always better? Is a constant flow of people who sepend 2-5 years in education the answer?

    Rethink placing CM’s in Special Ed positions where they are clearly not qualified. It’s ridiculous that veteran teachers can not move to those positions without the right credentials but fresh out of college kids can slide right in.

    Come on Wendy out of all the reformers, I hae the highest hope for you. You are a mother and have previously shown that you can see both sides of an issue.

    I’m sure it will be hard to stand up to this but you can do it!!

    You were once our hero. Gain that trust back!

    • Educator says:

      I hope more veterans speak out also. I know there are not many of you though!

      Of all reformers, I believe Wendy has the ability to analyze what is happening and weigh the very real negative side effects of some of the reforms that are happening. Let’s hope she can be convinced that there are more folks like yourself.

      • Caroline Grannan says:

        She can’t, even if she had the moral character to do so, because it would undermine TFA’s fundraising.

  11. E. Rat says:

    You know, back in 2001 when I did Institute the line was still that the aim was to put TFA out of business. Corps Members were assigned to districts with recruitment and retention issues (mine even gave every new teacher that year a $4000 signing bonus).

    That doesn’t absolve the 2001 TFA (and me as a CM) from other enormous issues with the model, but still: what happened to that plan? It’s like it just disappeared.

    • Educator says:

      So it seems TFA now wants to protect itself from being put out of business. In other words, it doesn’t want to get questioned, and it wants to protect its interests…it wants to protect its status quo.

      It’s funny how TFA and other reform groups were created just to do that — challenge the status quo, yet it seems they are the new status quo.

      I hope this blog can challenge that so that we can progress in education. I hope Wendy Kopp can gain the trust back as veteran blogged here.

    • Mike says:

      At the 20th anniversary conference, they were hawking baby clothes that said “future corps member” Seeing them, I thought wow, that seems pretty pessimistic. 21 years and we’ll still be trying to close the achievement gap?

      Reading the recent studentsfirst state report cards, I now realize that a constant stream of cheap, motivated TFA teachers working with unsustainable levels of effort and being continually replaced by the next cohort, sequentially, forever, is exactly the model they think will close the achievement gap.

  12. Moody Towers says:

    Gary, as usual, a brilliant piece of writing. Thanks for doing what you do.

    I think one blatantly painful arrangement that TFA has established is the deferment CMs can sign up for before going to work for top tier consulting firms and banks. Is there any policy that contributes more to the cynicism that TFA is just a resume bump than this one? You can read about it here:

    Give me a break. These corporations can say they have philanthropic do-gooders on staff, and the do-gooders can guarantee a golden parachute after slumming for their two year max commitment.

  13. Pingback: Very Interesting Letter to Wendy Kopp of Teach for America « educationclearinghouse

  14. Paul Ferrino says:

    Interesting letter.

    My image of Wendy Kopp is that of her as she appeared on the Charlie Rose show several years ago.

    She quietly made the statement that the adults were the problem in public education and she did not mean the teachers.

    She meant the bureaucratic and politicized administrative corps.

    I know from experience as a teacher that she is correct.

    But what do you do when the foxes are guarding the chicken coop?

  15. Ed Darrell says:

    Do you think, seriously, that Ms. Kopp gets a view of school districts, skewed to the negative, from the officials at those school districts?

    That speaks volumes about school administrators, and their lack of support for teachers and principals in their systems.

    When the system’s head people don’t support the teachers, success is impossible.

    Teachers, of course, do the impossible, every day.

  16. bayard says:

    Charter schools that pick the best and the brightest from depressed communities aren’t miraculous schools. They have miraculous students.

  17. Liz says:

    Thank you for writing this letter. It gives any educator, any TFA alum, a lot to think about. It is nice to see these views posted in a place where they can be widely read.

    You mention several times that you have thoroughly researched and debunked many of TFA’s central claims. I wonder if you kept your notes or research in one place? If so, would you be willing to post them? As a science teacher and a skeptical TFA alumna, I would be most interested to read your findings and the source of them. There are many resources available, naturally, but time is scarce as ever.

    Thank you again.

  18. Aaron says:

    One thing people often fail to realize but seems to be a very real result of firing teachers:
    Often the teachers hired in lieu of the fired teachers are not any better! In my school we’ve had several teachers quit this year already after mass firings last year. Seems more detrimental to the students than whatever the quality of the so-called “bad” teachers–who at minimum showed up year after year.

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