There is no question that some of our schools are failing. We have seen them, read about them, worked in them—schools that are dirty and dangerous, with chronically low test scores and students and staff who all would rather be someplace else. In recent years, these schools have begun to cast a long shadow over all public education. According to opinion polls, a sizable and growing proportion of the American public—especially in urban areas, where many failing schools are located—has lost faith in public schools and in the government bureaucracies that control them. Politicians have responded with quick-fix reforms, many of which have hurt teachers and changed nothing. Conservative ideologues have responded with proposals to privatize or dismantle the entire system. And parents, given the opportunity, have responded by trying to opt out in droves.

But we know that it doesn't have to be this way. Around the country—in some of the poorest, toughest neighborhoods—there are schools that work, and work well. There is also research that shows what makes them work. Children achieve when they are taught the basics early; when they are challenged by high standards and a rich curriculum; and when caring, firm adults pay strict attention to the quality of students' work and behavior. Schools that work this way are the ones we want to send our own children to; they are the schools that all of our students deserve.

Any school that does not meet this mark—any school that is not good enough for our own children—should be targeted for immediate improvement. Enhanced student achievement, based on high standards and research-proven programs and practices, must be the driving force behind all reform efforts. In many cases, it will be up to school employees and their unions to lead the fight against politically expedient quick-fixes and for educationally sound reform—including, where necessary, closing schools when they fail to improve and helping to guide and implement their restructuring.

Redesigning Schools to Raise Achievement: Key Components
A fair school improvement process—one that is sympathetic and respectful of the challenges students and staff in low-performing schools must face each day—is more likely to be accepted than arbitrary and imposed solutions.

Examples from the Field
Learn how local AFT unions have responded to the challenges of failing schools through joint labor-management cooperation to develop effective intervention strategies.