Most educational reforms, as most of us know, deal with testing and accountability. In many cases, this means several things: teachers lack control of their own curricula, academics take priority over everything else; and schools systematically find ways to deal with "bad kids" who inhibit learning.
To the first point: Curricula cannot be one-size-fits-all. All students, and all teachers, are different. But when one is teaching to a specific standardized test, this idea is often forgotten, and then teachers are stuck teaching things they themselves may not even care about. Thus, students become bored and disengaged, and no one can learn like that. Education needs to be relevant or you won't remember what you learned. That's basic learning theory. Additionally, as this article points out, racial makeup of schools (in regards to both students and staffing) does matter, especially in terms of how comfortable students and parents feel in their neighborhood schools. I believe that first and foremost, schools should feel like a community for all involved, not simply a place where one goes to learn stuff. When teachers can't control what they're teaching, it breaches basic theories about how students learn, and quashes the idea that schools act as safe communities who embrace their students' cultures. Perhaps more importantly, when teachers are not in control, their voices are not heard, and neither are their students'.
To the second point: We all know that there is not enough time in the day to do everything we want to do. This is even more problematic for teachers, especially when they must teach to the test. But is it really a bad thing when students don't have time for non-academic activities, like music, sports, and theater? Yes. The author here does an amazing job of advocating for the arts. I know from experience that the arts are vital. Especially for at-risk students. True, the arts are not tested. But we can still hold arts teachers accountable for what their students learn. Not all successes can be measured through numbers (and this is coming from someone who creates pivot tables for fun...).
And to the last point: Perhaps I am naive, but I don't understand why there is such a preponderance of expulsions and suspensions in the school system. First of all, if a child dislikes school, suspending him is not a punishment. Secondly, while I understand that teachers may not be able to manage a classroom with constant misbehavior (speaking from experience), taking a child out of school sends a message that the people in charge are giving up on helping her. This article alludes to the idea that expulsion rates correlate to drop out rates (and looking at this graph, you can see that "not being interested" -- i.e. the first and second points -- and "missing too many days" account for the most popular reasons for why students drop out (page 3)). We need to develop a culture that tells students school is important, but this goes back to making school relevant and interesting again.
Finally, to end on a good note, despite the fact that is so much wrong with education reform, the world needs passionate and caring teachers. This professor explains why beautifully.
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Agree and we need to remember that none of what we try to do will have as much impact if we don't work on mindfulness for students from violent neighborhoods so as to more widely open their analytical brain, we don't push for the adults at home to be engaged and push education, and we don't teach the basics of math, science and literature.
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