The Case for Charters, Part 4: Disruptive Innovation: Why Traditional Ed Is Ill-Suited For Change
Published May 08, 2009 @ 06:00PM PT
In 2003, Harvard Business School professor Clayton Christensen published a book called The Innovator's Dilema that eloquently explains how many good companies that produce good products fail. Christensen outlines two different types of innovation that have an effect on any industry: sustaining innovations and disruptive innovations.
Sustaining innovations are improvements in technology that enhance the quality of the product being offered. Disruptive innovations are innovations that result in alternative products that at first are inferior to the mainstream product but that, over time, and with the application of their own sustaining innovations, can develop into a better choice for the majority of customers.
Christensen gives the example of how discount retail stores such as Target, K-Mart, and Wal-Mart grew to overtake the department store. Before discount retail stores, most Americans shopped at such stores as Bloomingdales, Macy's, Marshal Fields, Yonkers, Dayton's. Today we see these companies dwindle, while we see the discount retailers thrive. The only company mentioned here that has survived in any appreciable way is Dayton's. Dayton's, at the early onset of discount retail, started Target as a subsidiary company. Target was allowed to run as its own separate company and in time grew to "eat the parent." In 2005 Dayton's was sold to Marshal Fields as a shell of a business leaving the Target Corporation effectively having "eaten the parent."
We see this scenario play out throughout nearly all industries. Today's newspapers are going through the same problem as they are losing subscribers to online news sources. The cell phone is making a significant dent in the telephone business as more and more customers find they don't really need their land lines. This saga goes on and on. In this vicious cycle, the only companies that survive are those who embrace change and allow the disruptive force to take over the company. Those who fight against it always fail or are marginalized. Christensen goes on to explain how large organizations are incapable of monumental change. That is why the only department store company to survive was Dayton's. Dayton's did not actually survive; its subsidiary did.
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In 2007 Christensen applied this theory to education in his book, Disrupting Class. In that book, he identifies individualized learning plans and student-centered learning as the disruptive force on our horizon. He also speculates that online learning is one of the major vehicles that allow this to happen. However, there are other vehicles that carry this innovation. Homeschooling is by nature individualized and has always captured a small percentage of our population. Some private schools, such as the Sudbury schools, can be included in this category. Unschooling captures a fair share of this market. Finally, charter schools by nature are disruptive innovations (at least those that take a student-centered and customized approach to curriculum).
The question is, "Do we want our traditional school systems to be more like Macy's, Dayton's, or Wal-Mart?" If we don't embrace school choice options (including district-sponsored charter schools), we will see our traditional public schools dwindle the same way Macy's and company have seen systematic closures of their department stores. In their place will likely be "big box" charters like KIPP and Green Dot that have a similar effect in public education as Wal-Mart has in business. If our public school districts sponsor their own charter schools and allow them enough autonomy to be independent, we have a much better chance of weathering this storm and coming out relatively unscathed.
The changes that a charter school can make cannot be practically implemented in a traditional school system. These changes are systemic and massive. Large systems are designed to resist change. In many ways this is good, it prevents wild bad ideas from wreaking havoc on the system; but it also breeds complacency and reinforces the status quo. Yes, unions are part of this problem but so are school boards, taxpayers, and administrators. At a certain point we need to start building a new house. That doesn't mean we have to move into it right away.
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Comments (16)
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Carl Anderson is a teacher, artist, parent, technology integration specialist, and advocate for student-directed learning environments. He blogs at Techno-Constructivist.
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There is a lot of assumption about choice in the work cited in this piece, that many charter models, seem to predicated on. The assumption is that parents, like shoppers, will maximize their economic interest when given choices in the schooling of their children. I've blogged about the fallacy of this here:
Choice is nice, but... I'll make the following points here:
1. A large percentage of U.S. children are from families that are poor.
2. When you are poor, you aren't in a position to make rational choices, and there is economic theory that supports this.
3. There are also studies of school/neighborhood choice programs.
Choice works for some families, it even works for some poor families, and it's less likekly to be seen as attractive by most families, and most poor families.
You are not offering it as a large scale solution (something KIPP and TFA have done), and that is to your credit, but how can it be an incubator if you aren't reaching the lowest students in terms of both education level and socio-economic status. If you try to scale up what works in that system, it may not work for all.
I think you are right that things need to change, but I'm not sure that what was attractive about the WalMart retail experience, (cheap, standardized, and almost entirely self-directed), will be attractive even to middle class parents. Both the charters you offer, KIPP and Green Dot, seem to be aimed clearly at low-income/minority neighborhoods. Green Dot seems to take a stab at parent organizing, but based on what I read, and my experience, I doubt it will move large numbers of parents in poverty. I wonder how many middle class kids go to Green Dot and KIPP schools?
Posted by Alice Mercer on 05/08/2009 @ 10:13PM PT
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It's safe to assume that no middle-class kids go to Green Dot schools, since middle-class parents aren't likely to put up uncomplainingly with school-hired security guards tear-gassing their kids:
http://tinyurl.com/ooxrba
Posted by Caroline Grannan on 05/09/2009 @ 07:37AM PT
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To quote from the link you give ("economic theory supports this"): "Compared with the middle class or the wealthy, the poor are disproportionately likely to drop out of school, to have children while in their teens, to abuse drugs, to commit crimes, to not save when extra money comes their way, to not work."
Perhaps if more poor students had decent schools to choose from, they'd be less likely to drop out of school.
Posted by Katharine Beals on 05/09/2009 @ 11:24AM PT
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To which I would say, as long as they are poor, and dealing with ALL the problems that come along with that, they will not "perform" better, and your smoking grass if you think education alone will help with that. It never has, it never will. You need to change POVERTY, not just education. You can give poor parents LOTS of choices, many will take them, but most won't for a variety of reasons.
This is different version of the same argument that led me to write my piece which is WHAT the heck do we do to build a sense of community and belonging and SUPPORT for parents so we can improve our public schools to that I would now add AND make sure that some of the charters are inclusive so we can see if the experiments they are doing work with a variety of student? Saying something, like "more choice" is simplistic and banal. Saying, we go out into the community and participate in the local institutions, like churches, etc. and get to know the community and make ourselves part of the community, now that's a useful suggestion. When you say, "choice" is the answer, that's braindead without consideration of the context that those choices will be made in.
Posted by Alice Mercer on 05/09/2009 @ 12:26PM PT
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"You can give poor parents LOTS of choices, many will take them, but most won't for a variety of reasons."
If you're going to make strong claims like these, please back them up with data.
"your [sic] smoking grass if you think education alone will help with that. It never has"
Never said that. I do believe, however, that choice is better than no choice; that having no choice is inherent to the problem of poverty; and that it's paternalistic to assume that people aren't capable of making choices just because they are poor.
Do you really believe that children would be worse off if their parents had school choice?
Posted by Katharine Beals on 05/09/2009 @ 03:46PM PT
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You know that's really cute to SELECTIVELY read my citiation and when I call bullshit on your broad banalities, you ASK me to cite my sources, look BELOW this thread. If you had read that entire that you "pulled" that quote from, and understood it, it would have told you WHY offering choice alone would not be enough.
Posted by Alice Mercer on 05/09/2009 @ 03:58PM PT
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Could you kindly provide some studies that proof your vacuous statement that if poor students had better school choices that would improve their condition?
Posted by Alice Mercer on 05/09/2009 @ 03:59PM PT
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Sorry, the link in 3. didn't work out:
http://blogs.edweek.org/edweek/eduwonkette/2008/07/cool_people_you_should_know_st.html
Posted by Alice Mercer on 05/08/2009 @ 10:14PM PT
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"When you are poor, you aren't in a position to make rational choices"
This statement reminds me of someone:
http://feeds.feedburner.com/~r/dangerouslyirrelevant/~3/496289791/beware-outside-consultants---part-2-ruby-payne.html
Posted by Carl Anderson on 05/08/2009 @ 10:33PM PT
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Thanks for this post. I read the book a few months back and found it to be an important read for anyone interested in changing what is happening in education.
I've noticed, as the authors have written, that when trying to introduce an innovative idea while in a traditional school, the sharp edges of it get so filed down, that in the end, it looks nothing like the original. In effect, it becomes another sustaining innovation ("one that fits the processes, values, and economic model of the existing business" --authors).
Four ideas that stood out in the book:
1) Schools, like most institutions, mold disruptive innovation into sustaining innovation, in the end, producing no significant change.
2) As educators, we have a real hard time agreeing on what needs to be done. This prevents change. (Witness the rich debates happening all the time on the Edublogosphere.)
3) In many cases, change will just not happen from within the institution. Individual or group actors need to remove themselves from the institution, and do their own thing.
4) Change often happens when a service becomes available that is not available anywhere else--one that serves "nonconsumers". "Almost all disruptions take root among nonconsumers. In education, there has been little opportunity to do that. Public education is set up as a public utility, and state laws mandate attendance for virtually everyone. There was no large, untapped pool of nonconsumers that new school models could target." (p. 60)
I believe that all this is changing. In fact, I believe it so much, that I've quit my job and will try to provide individualized education in a way that current schools simply are not yet willing to do. (http://plearn.net)
The following quote from the book buoys my hope that this could work:
"But little by little, textbooks will give way to computer-based online courses--increasingly augmented by user-generated student-centric learning tools. The second, or student-centric, stage of this disruption will move to the mainstream when users and teachers start piecing together enough tool modules to create entire courses designed for each type of learner.
At some point, administrators, school committees, and teacher unions will recognize that even without explicit administrative decisions ever having been made, student-centric learning will have become mainstream." (p. 143)
I hope we're right. !!
Posted by William Farren on 05/09/2009 @ 07:05AM PT
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Actually my piece was a three-parter in response to that (agreeing, btw), you might want to read through my work for context.
You are missing a subtle but important point which is this, Ruby Payne believes that the poor are retchid so we have to fix them in schools. KIPP fits well in that model. I believe the are doing the best they can, and to fix them, we need to fix poverty. Karelis, the economist agrees with me. Offering school choice to these families is like offering a 50% coupon to a steak house. Many aren't in a position to use it, and to pretend otherwise is, how can I put this kindly, flying in the face of their reality.
You still haven't answered my question, how do charters reach the lowest families and students? I think there is an answer to this myself, so this isn't a bait question. What's your answer to this?
Posted by Alice Mercer on 05/09/2009 @ 07:26AM PT
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For the most part I don't believe charters reach the "lowest families" any more than many of our traditional public schools do. However, because charters can specialize in the needs of a particular demographic and can be built from the ground up to serve that demographic many are better equipped to retain students and have a prolonged positive impact on them where the same students might simply drop out of a traditional public school. However, poverty is not a primary issue I think charter schools (or other school choice options) address. My point in this post was traditional districts need to start supporting and sponsoring alternatives like charter schools if they want to survive in any appreciable way in the future regarless of whether or not they are better than the traditional system. In many ways at the moment these alternative are not better. Certainly they are not better for all students and possibly at the moment they are not better for most. But sustaining innovations applied to alternative schooling methods will very soon make alternatives to traditional schools a better option for the majority of students. Before that time comes we will see large enough drops in enrollment that our programs will be significantly reduced. At this point it is not about whether or not moving forward with school choice is good or bad for our poor families, it is about how we move forward. Do we try to compete against choices or do we embrace school choice and allow it to grow and flourish? I have no doubt that school choice will transform the traditional school system, even possibly run it into the ground. What kinds of choices do we want to be run under by? Big box charters sponsored by Walmart or independent schools sponsored by school districts? Do you want your children to some day take over the family business or do you want Walmart to move in and take all your customers?
Posted by Carl Anderson on 05/09/2009 @ 09:20PM PT
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Ah, Vivaldi's Winter, Movement 1... I have the cd of all the Seasons and that is by far my favourite track. :-)
Posted by Lianne Lavoie on 05/11/2009 @ 10:06PM PT
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I can't believe that I have to say this, but do we really want Wal-Mart for a model for our schools? They don't give their workers a decent wage nor do they provide benefits. Need I say more?
Also charter advocates refuse to see that school choice can be given within the public system as it does in many cities. To me, this can only mean that charter advocates do not trust the public system, and therefore do not trust the public. Only executives can give us good schools? Hmmm...
Posted by jessica shiller on 05/12/2009 @ 08:23AM PT
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Not all charter schools are started or run by "executives." It is a gross fallacy to believe that all charter schools are "big box" schools. I actually advocate for the other type of charter school that is teacher run. These tend to be smaller schools with alternative pedagogy. My point here is that the traditional system is in trouble either way and we have the choice right now whether we want to help shape the future of education into something good for all or if we want the market to do the shaping for us. When we let the market shape things we end up with Walmart.
Posted by Carl Anderson on 05/12/2009 @ 08:30AM PT
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I just finished reading Joanne Jacob's excellent book Our School, which anyone interested in what an independent charter school can accomplish should take a close look at.
Posted by Katharine Beals on 05/12/2009 @ 01:54PM PT
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