Slover: Remembering Mitchell Chester, the ‘Johnny Appleseed’ of U.S. Education Policy
According to Steve Jobs, it is not possible to understand the connections between events when looking ahead but rather when reflecting on the past. With this in mind, it is fitting that my initial discussion with Mitchell Chester was centered around assessments.
This conversation took place in the year 2000. At the time, Mitchell was the director of assessment and accountability in Philadelphia, while I was a young policy analyst at Achieve, having previously spent four years as a high school teacher. Achieve had proposed an ambitious idea: to establish common state expectations and a standardized test that would determine students’ readiness for high school math. Additionally, this test would allow for comparisons between states and encourage improvements within the education system.
Mitchell, though initially skeptical, maintained an open mind. He asked numerous probing questions, delving into topics such as the theory of action (what would be achieved that the National Assessment of Educational Progress had not already accomplished), the logistics (what would be required for the results to be comparable), and the political dynamics (why any state would be willing to undergo scrutiny). We engaged in deep conversation, seated by a panoramic window at the national conference on student assessment in Snowbird, Utah. Although my responses did not seem to impress him much at the time (although his opinion would later change), his inquisitive nature left a lasting impression on me. I was struck by how genuinely interested he was in my answers.
Over time, I discovered that questioning was a characteristic trait of Mitchell’s. He posed a multitude of questions, sometimes to acquire knowledge, but often to make a point, crack a joke, or skillfully elicit a more desirable answer than the one he had received. This technique of questioning served as a powerful teaching strategy and encouraged individuals to expand their thinking. Judging by the number of questions he directed at me throughout the past 17 years, it became evident that Mitchell believed I had much to learn.
Mitchell was akin to the educational policy equivalent of Johnny Appleseed. Wherever he went, ideas blossomed: some were his own, while others were suggested by others and improved, nurtured, and developed with his guidance. Consider the significant policy initiatives of the past 15 years: the adoption of international benchmarks to learn from high-achieving nations, the prioritization of college and career readiness within state education systems, the establishment of common standards that uphold high expectations for all students regardless of their location, and the implementation of common assessments to enable comparisons across states, reduce costs, and ensure transparency and fairness.
Mitchell played a leadership role in each of these reform efforts.
In 2010, as the education commissioner of Massachusetts, Mitchell played a pivotal role in brokering a multi-state agreement on a set of principles. These principles served as the foundation for the Partnership for Assessment of Readiness for College and Careers (PARCC), one of two state assessment consortia. The goal was to develop the highest-quality assessment in the nation that aligns with and supports quality instruction, while also addressing the policy priorities mentioned earlier.
Unanimously chosen as the chair of the PARCC Governing Board, Mitchell’s combination of expertise in assessment, policy, politics, and interpersonal skills made him the perfect fit for the role. From September 2010 to September 2015, he led 24 in-person board meetings (alongside countless phone calls) where he guided the most ambitious state chiefs in making decisions related to all aspects of the PARCC test design and implementation. This included determining item types, test duration, and establishing performance levels that were both ambitious and fair.
To set the tone for each meeting, Mitchell would begin with a joke, often poking fun at the food available or his beloved UConn Huskies. Throughout the day, he would sprinkle groan-worthy yet hilarious puns into the conversations. He skillfully guided policy decisions by posing thought-provoking questions and allowing ample time for discussion. While he always had a clear direction in mind, he understood the importance of letting ideas develop and flourish. Acknowledging the significance of diverse perspectives, including those from higher education leaders across the states, played a crucial role in building a broader coalition of willing participants. Above all, he consistently reminded those around the table that the decisions they made would directly impact children, teachers, and schools. This sincerity, which went beyond mere punditry, exemplified what drove him both as an educator and as an individual. Without a doubt, Mitchell’s moral and intellectual leadership from the inception of the PARCC consortium was its greatest asset.
Throughout his time as the chair of PARCC, Mitchell and I would engage in weekly conversations. Most often, he would be in his car, traveling to or from a school visit, a task he undertook regularly and with great passion. In our exchanges, he would consistently bombard me with thought-provoking questions, just as he did in our initial encounter many years ago. His questions pushed me to delve deep into my thinking, consider various perspectives, explore alternative approaches, make connections, and anticipate the consequences of our decisions. Above all, Mitchell always urged me to prioritize the best interests of students, teachers, and the systems that support them.
These questions and subsequent discussions had a transformative impact on me. Mitchell’s influence made me a better professional. He also made PARCC a better organization. In fact, his impact extended beyond just the two of us – he elevated the capabilities of everyone involved.
