Tag: real estate

The Real Estate Board and Your School

Working in community development for a Midwestern urban government, I had my innocence shattered around the illusion that the school district, as an agent of the state government, was actually operating quasi-independently of other major groups in the city.

I soon learned how the collusion of the real estate board with controlling media outlets affects schools. Here’s how it works:

People like to live in a good neighborhood. A good neighborhood is one that has a good school. People may be very content with their school. However, their home may be getting old. You can’t charge as much to live in an older home as a new one. The real estate board exists to promote the interests of the realtors. Realtors like to sell new homes.

Q: How do you get people to move out of their house often enough to sell enough new homes to keep you going at the level you want?

A: You start trash talking the school, or even the district.

By reporting on problems and not reporting on strengths, the reading and viewing public begin to question the quality of the school. The quality of the school, mind you, may not have deteriorated at all. Or any negative stories about schools in outlying areas are suppressed.

Soon homeowners with children begin to get nervous. “Perhaps we had better begin thinking about moving out to a neighborhood with better schools,” they say.

Glowing reports of the fabulous quality of the school in the developing residential area begin to flood the news. Simultaneously, trouble, trouble, trouble is publicized about the school or district designated for downgrading. It becomes a self-fulfilling prophecy. Negative media leads to negative parental and student perceptions leads to more hostility toward the school leads to making the job harder, you get the picture.

I have personal experience with this. I worked and lived in an urban district. I knew firsthand about the skill levels of the teachers, their dedication, the innovative and effective techniques they used, the programs the district had that offered opportunities to the students.

While it was true that students from less affluent families attended, that did not equate with those students being inferior in character, behavior, desire or skill levels. It didn’t mean the teachers didn’t care. It didn’t mean good teaching wasn’t going on. Not yet anyway. But the forces were at work.

Our urban district had had a preschool for decades. An outlying district decided to provide a preschool program. The news media lauded it as the most progressive program to be seen in decades. No mention was made of the older district’s programs or their successes.

Then my coworker moved to a suburb with a “premium” school district. Their security guards did not wear uniforms so the parents didn’t know they had, or needed them, or if they did, they didn’t want the image of needing them. Their student problems never made the news. Their students crashed cars, tore up property, and generally were teenagers, but it wasn’t publicized. The desire was to keep the property values up so the news about the school had to always be stellar.

Before “A Nation at Risk,” the state was pretty much content to let the schools do their job. They did not overtly participate in the campaign. However with pressures increasing, and consulting with business groups including real estate boards, the state legislators and administrators began to pressure  ill-advised and ill- planned “reforms” or “improvements” on the urban districts especially. Most of these were invented by college professors who had not taught in the demographic, not teachers in the district. Each year was a revolving door of a new program when the previous program had not been given a chance to succeed. States were afraid to be seen “behind the times” so whatever educational fad was being touted was enforced. Thus began the instability which the urban school or district was then blamed for and which compromised the educational process itself. This contributed to the attack on older districts as well.

Then, after No Child Left Behind, the state, relying on the merciless and useless testing programs (which also made money for testing and textbook companies by mandating changes every year) the state began to “grade” districts and the schools in them. Of course the urban districts always got the worst grades.In an “add insult to injury” move, they tied the funding formula to this. So districts that were already challenged because the property values of older areas were declining (schools are funded through property taxes) were now doubly beat up by the state.

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One urban district decided to fight back. They had good schools, good teachers, and good kids. The parents wanted their kids to get an education. They had motivating programs and activities for the students. In other words, they kept doing a good job. But each testing season showed their ranking declining…and their funding and possible accreditation. Why? Because they were in an older residential area.

They took the state to court for unfair practices…and they won! They challenged them to show how the same measures were not begin applied uniformly. They challenged the evaluations. They challenged the definitions and the formulas. They challenged all these things, not because they were against good education, but because they recognized a political game when they saw one.

Kudos to those who stand up and fight! A home does not depend on the house. Education doesn’t depend on how new the school building is. In both cases, it’s the people inside that make it made with love.