What the Last Two Decades Have Taught Us About School Reform

At the end of last year, my colleague Ilana Ovental and I took a deep dive into education media coverage during the pandemic. Our analysis looked at whether and how coverage changed over time. We tracked attention devoted to key K-12 topics over the past couple of decades using Lexis Nexis. If you want to see the raw results, you can check it out.

I was amazed at how neatly we can divide the last two decades into three distinct eras of school reform. This breakdown helps us understand where we currently stand and how we ended up here. In a time filled with the chaos of a pandemic, political strife, hyperactive news cycles, and culture wars, stepping back to find context is super important.

Three Eras of School Reform

If you take a quick look at the peaks in the graph we studied, you can see the 21st century orders itself into distinct eras. The first era, roughly aligning with the Bush administration, revolved around No Child Left Behind (NCLB). It took a couple of years for NCLB to really sink into public awareness. But soon enough, it became the go-to framework for all things K-12. Terms like “achievement gaps” became standard language among advocates and funders, while “AYP” (adequate yearly progress) turned into the main measure of success.

As we approached the Obama years, people started to voice concerns about excessive testing and high-stakes accountability. NCLB began to collapse under its weight. In response, interest surged around Obama’s Race to the Top initiative, although it quickly got overshadowed by the fiery debates surrounding the Common Core State Standards. Suddenly, everyone was talking about new math, the status of fiction, and whether new standards were a sneaky way to increase federal control over education.

We transitioned from a focus on testing and accountability to a push for academic standards. Advocates championed “international benchmarking” and “systems interoperability.” These terms echoed through rooms filled with would-be reformers and enthusiastic funders. It’s wild to think about how we moved from federally driven accountability to federally encouraged standardization in reading and math.

But as we moved through the 2010s, Checker Finn and I noted a shift in our observations. Established institutions faced a tsunami of populism—from the Tea Party to Occupy Wall Street, to Black Lives Matter and the Trump era. Resistance to the status quo surged, setting the stage for a new era.

The Shift to School Choice

As a result, no new program rose to fame as Common Core stumbled. Instead, we saw a half-peak in attention toward school choice. School choice aligns closely with a growing skepticism about institutional power. But instead of choice skyrocketing in popularity, it grew steadily in the shadow of other reforms. Even with education Secretary Betsy DeVos pushing for school choice, it received only half the media buzz that NCLB and Common Core basked in during their heyday.

More recently, we’ve witnessed a cultural clash over race-based curriculum and pedagogy, fueled by conversations around critical race theory. Will this third wave, inspired by culture wars, stick around like the more “wonky” previous waves? Only time will tell.

Cycles of Change and Advocacy

Looking back over two decades, I can’t help but notice the shift from slow-moving policy debates to fast-paced cultural conflicts. This transition stands out, even if I’m unsure what it fully means. Is it cyclical? Is it permanent? Does it reveal more about shifts in education, media, or public debate? Or a combination of all three?

One thing strikes me: advocacy groups and activists effortlessly pivot to reflect today’s trends. Back in 2007, missions focused on “closing achievement gaps.” Fast forward five years, and they were all about common standards. Today, the language has morphed yet again, adapting to current societal winds.

Some of this evolution feels inevitable and even healthy. But if organizations chase every trend, they risk appearing unprincipled or, worse, feeding cynicism. It’s essential for educators, leaders, and advocates to remember that these currents ebb and flow. They should remain steadfast in their core values, even when pressured to chase the crowd.

So, You Want to Share Your Story?

Last fall, I was buzzing about Kevin M. McIntosh’s book, *Class Dismissed*. I called it a “revealing, gripping, and highly readable volume.” After the review, Kevin and I exchanged thoughts. He’s a 30-year veteran educator and Pushcart Prize-nominated author. He has interviewed loads of teachers and school leaders over the years, all of whom have stories worth telling. I couldn’t wait to hear more about Kevin’s journey into writing.

Here’s our conversation:

Rick: You taught for 30 years and became a writer during that time. How did that happen?

Kevin: My fiction writing journey kicked off 25 years ago while teaching “The Lottery.” One of my 8th grade students smirked and asked if I’d ever written a short story. That challenge pushed me to start writing, eventually getting my work published. I even attended Bread Loaf Writers’ Conference in Vermont, where I struck gold with Jennifer Egan as my instructor. She honed my short story draft and blew my mind when she said, “There’s more here than you think.” That story about a teacher and his bright but learning-disabled student evolved over a decade into my novel, *Class Dismissed*.

Kevin: The novel wouldn’t exist without my classroom experiences—teaching in urban Oakland, NYC, and the suburbs of greater Boston. Those moments give *Class Dismissed* real depth. Like my protagonist Patrick Lynch, I’m a Midwesterner who felt like an outsider on the coasts. That tension enriches the story, blending my intimate connection with my students and the distance of an observer. It’s worth mentioning that all my characters are fictional, and the most dramatic events are definitely not autobiographical. Mr. Lynch really takes a beating in the novel.

Rick: How do you approach writing now?

Kevin: I write five mornings a week, aiming to be at my desk by 9 a.m. I tell my students, “The Muse has to know where to find you!” Sometimes, inspiration strikes while I’m asleep, so I keep pad and pen by my bed. My advice? Start with character and conflict: they’re the heart of every good story. If we don’t care about your protagonist, it’s game over. Treat writing like a job—especially if it’s not your day job. Don’t let the quest for publication define your writing. Even if you craft the Great American Novel, there are no guarantees. If you really want that publication, remember: “No” isn’t a final answer.

Rick: How do you find people to critique your work?

Kevin: I lean on a couple of novelist friends who are fantastic writers and sharp critics. They’ve been crucial in shaping my drafts. Given that my work often centers around education, I also have a small circle of trusted teachers and administrators who read my later drafts. I’m in a book club with well-read gentlemen who provide invaluable feedback, especially on late drafts.

Kevin: I’m juggling several projects. I recently retired from middle school teaching and have been sharing personal narratives from my classroom adventures. I’m also crafting a short story about my life in 1980s Minneapolis, featuring a young man’s encounter with the artist formerly known as Prince. Most of my writing energy is now directed toward a sequel to *Class Dismissed*, following Patrick Lynch as he navigates middle age and fatherhood. He faces challenges like demanding parents, the double-edged sword of technology in the classroom, and the big question many teachers grapple with today: Do I stay in a profession becoming harder every day?

Rick: Looking back, what advice do you have for new writers trying to get published?

Kevin: At first, I sent stories out willy-nilly, oblivious to the need to match my writing to the magazines I liked. Rejection letters frustrated me. Once I started researching editors and really looking at the magazines I wanted to publish in, I began to get acceptances. You can spend so much time chasing the wrong places. Some journals operate like a closed club; connections matter. Check the writers’ bios at the back of the magazine for clues. Platforms like Duotrope and Poets & Writers give insights into where to submit your work.

Kevin: Write that education novel you’ve always wanted to read. So many novels depict white teachers saving inner-city kids or stories about preppies overwhelmed by privilege, but I never found a novel reflecting my experience. Show your unique teaching experience, educating both the richest and poorest kids. Make it new. While it’s important to weave in political themes—education is political—remember not to let your story devolve into mere propaganda. Consider this: What teacher story can only you tell?