I was reading a recent post by Chad Aldeman at Aldeman on Education that touched on something I’ve been thinking about a lot: the rise of disorder in our schools.
I’ve heard anecdotes for a while, but I first saw it clearly in data while working on a project about teacher working conditions. Since the pandemic, teachers report substantial declines in their working conditions along many dimensions. Most notably, they report a sharp increase in classroom disruptions. We are losing control of the learning environment, and that’s a serious mistake.
Aldeman was thinking about the same thing in his recent post, where he opines on a different post by Noah Smith about the Bay Area Rapid Transit (BART) system in California. Bear with me for just a moment while I make the connection from Smith’s post on BART to education.
Smith describes how BART installed fare gates, after which crime and maintenance costs dropped sharply. As it turns out, a small number of riders were responsible for most of the disorder and they weren’t paying fares. Once the gates went up, order was restored. Smith’s conclusion is simple and persuasive: “You only have to restrain a very small number of people in order to maintain public order.”
He continues:
Progressives often argue against measures like fare gates, labeling them “carceral” and “racist”. This demonstrates a principle that I call anarchyfare — the idea that eliminating society’s rules serves as a kind of welfare benefit for marginalized people. But in fact, most poor and marginalized people are just peace-loving people . . . [and] they are the chief victims of the tiny number of chaotic individuals who destroy the commons and make public spaces and public services unusable.
I fear this is what is happening in our schools.
I worry most about students who attend disadvantaged and low-performing schools, where data show that behavioral problems are more prevalent. Some educators—maybe mostly administrators—seem to believe that tolerating disruptive behavior is compassionate. But I think they’re wrong. It does not prepare the misbehaving student to be a functional adult in a civil society, and more importantly, it disrupts learning for the majority of students who are not disruptive, robbing them of the opportunities afforded by a strong education.
If we care about equity and opportunity, we must restore order through stronger, consistently enforced disciplinary policies in our public schools.
