An influential scene in the film was when in an interview, Anthony, one of the young boys the documentary followed, talked about why he wanted a good education (Guggenheim 1:21:46). Anthony simply told the interviewer, “I want to go to college to get a education. Well ’cause if I have kids I [don’t] want kids to be in this environment.” When asked what he meant Anthony explained that he wanted his kids to grow up in better circumstances than what he had grown up in. This scene is important because it supports the notion that disadvantaged kids can in fact learn, and want to use education as an opportunity to escape their situation. It contradicts the belief that students such as Anthony can not be taught the same way middle and upper class students do, and that they are stuck in the cycle of not working hard enough and remaining impoverished for generations. Anthony’s interview demonstrates that he understands the value of the chance to get into an alternative and more effective charter school. He understands how great his odds of improving his own outcomes are by staying out of the failing public school system. The filmmakers shot this scene in a way that showed the authenticity and candidness of Anthony’s responses. The decision to not omit the interviewer in the background prompting Anthony to expand on his answer shows how impressive Anthony’s answer was to those present, and in turn the audience, in showing how well he understands the difference an effective school can have on his life, enabling him to improve not only his own life, but the lives of his future children.
According to the filmmaker’s theory of change, the problem is that schools and ineffective teachers are failing students by not producing results for kids. The desired goal is to have a public education system that enables students to achieve proficiency academically, attend college, and be equipped to begin a career which allows them to escape disadvantaged circumstances. The policy chain would involve negotiating with teachers’ unions to abandon tenure, and fire ineffective teachers and reward excellent ones. Changes would then include utilizing strategies of highly successful charter schools such as KIPP and the Harlem Children’s Zone. By improving the quality of teacher’s and employing intensive instruction and support proven to be effective for closing the achievement gap for disadvantaged students, the filmmakers theorize that the goal of improving education and outcomes may be accomplished.
Bibliography
Guggenheim, Davis. Waiting for “Superman.” 2010. Film.