Archives for category: Gates Foundation, Bill Gates

Our blog poet, who signs as SomeDam Poet, contributed these words of wisdom:

 

Hail Arne
Full of Gates
The Core is with thee
Mes-sed art thou among Reformers
And mes-sed is the fruit of thy room, RTTT

 

Our Coleman
Who aren’t an educator
Hollow be they claim
Thy King-dom come,
Thy will be dumb,
In NY as it is in Washington
Spare us this Core our daily bore,
and forgive us our testpasses,
as we forgive those who testpass in charters ;
and lead us not into DAM nation,
but deliver us from Common Core.

 

Amen

A comment posted on the blog:

 

“Thank-you. I’ve been teaching for 26 years. I currently teach kindergarten. You should see the SLO (Student Learning Objective) test that I have to give my kindergarteners next week. The state of Georgia, in its infinite wisdom, came up with the term Student Learning Objective, realizing too late that it spells SLO. How appropriate.

 

“Anyway, next week’s test is hilarious when you read it, knowing what I know about five year olds & seeing it from their point of view. It is also ridiculous and sad. I so wish Bill Gates would come and administer that test for me next week so he could get a taste of what he & others are causing our students to go through. Testing isn’t educating, but it’s all we seem to do anymore. Even in primary school.

 

“To make matters worse, our new “teacher evaluation instrument” is convoluted and makes little sense. We are observed 6 times a year and downgraded if our lesson plans aren’t done just so, no matter that they are MY lesson plans. Here’s the real kicker: we must have our “I can” statements clearly posted, taking up valuable wall space, and we must refer to them and chant “I can….. ” do whatever ridiculous, age inappropriate objective set aside for us to “teach them.” I said the “I can” statements with my students a couple of times, realized how utterly useless they are, and haven’t done it since. It’s bad enough that I have to have them posted. My principal has told me that I live in a world of “butterflies, birds, and rainbows” and that I “do my own thing.” I’m glad she’s finally figured that out.”

Over 100 international organizations signed a statement critical of privatization of education in Kenya and Uganda. They specifically criticized the World Bank for endorsing a for-profit chain of schools called Bridge International Academies. According to the statement released today, “BIA is backed by Bill Gates, Mark Zuckerberg, Pierre Omidiyar, and multinational publishing company Pearson, among others. It operates in Kenya and Uganda, with plans to invest in Nigeria, India and other countries. It now has close to 120,000 pupils enrolled in more than 400 schools.” The endorsers of the statement believe these countries need free public education with qualified teachers, not for-profit schools with untrained teachers.

The press release, with links, reads as follows:

Over 100 organisations around the world express deep concerns about the World Bank support for privatisation in education

Press release – 14 May 2015
(Nairobi, Kampala, Washington DC, Brussels)

Today, more than one hundred national and international organisations across the world released a joint open statement addressed to the president of the World Bank, Jim Kim. The statement expresses their deep concerns about the World Bank’s expressed support for the development of a multinational chain of low-fee profit-making private primary schools targeting poor families in Kenya and Uganda, Bridge International Academies (BIA). It comes as a response to a recent speech of the president of the World Bank, Jim Kim, who praised BIA as a means to alleviate poverty.

With signatories including community-based, national, and international organisations, as well as networks and trade unions representing thousands of organisations and millions of individuals in five continents, the statement reflects a growing global movement questioning policies in support for private education in developing countries, including from the World Bank. The statement was written and signed by 30 organisations in Uganda and Kenya, which are the countries primarily affected by the World Bank policy, and received the additional support of 116 organisations.

BIA uses highly standardised teaching methods, untrained low-paid teachers, and aggressive marketing strategies to target poor households, building on their aspiration to a better life to sell them its services.

According to a resident of Mathare, one of the oldest informal settlements in Nairobi, where BIA operates:

“Bridge, they come here, but they don’t understand how things work. They don’t work with other schools, with the community. They just come from door to door to sell their product.”

Nevertheless, the World Bank has invested 10 million dollars in BIA, while on the other hand it has no active or planned investments in either Kenya or Uganda’s public basic education systems.

In his speech delivered earlier in April, Jim Kim claimed that that “average scores for reading and math have risen high above their public school peers” in Bridge International Academies. Yet, the source of the data quoted by Jim Kim has not been disclosed by the World Bank, and it appears to have been taken directly from a study conducted by BIA itself.

The World Bank president further stated that “the cost per student at Bridge Academies is just $6 dollars a month”. This suggestion that $6 is an acceptable amount of money for poor households to pay reveals a profound lack of understanding of the reality of the lives of the poorest. Kenyan and Ugandan organisations have calculated that for half of the population in Kenya and Uganda, spending $6 per month per child to send three primary school age children to a Bridge Academy would cost at least a quarter of their monthly income – whereas these families are already struggling to be able to provide three meals a day to their children.

Moreover, the real total cost of sending one child to a Bridge school may in fact be between $9 and $13 a month, and up to $20 when including school meals. Based on these figures, sending three children to BIA would represent 68% (in Kenya) to 75% (in Uganda) of the monthly income of half the population in these countries.

Salima Namusobya, the Director of the Initiative for Socio-Economic Rights, a Ugandan organisation that also signed the joint statement, said:

“If the World Bank is genuine about fulfilling its mission to provide every child with the chance to have a high-quality primary education regardless of their family’s income, they should be campaigning for a no-fee system in particular contexts like that of Uganda.
The speech from Jim Kim came shortly after members of civil society from several countries, including Uganda, met with senior education officials of the World Bank specifically to discuss its support for fee-charging, private primary schools, and funding for BIA in particular.

It also comes at a time where there is an unprecedented increase in financing of private education across the world, especially in Africa, often with the support of foreign investors. These investments have attracted equally growing criticism, including in a recent report highlighting how the UK government, via its Department for International Development (DfID), supports privatising education and health services. DfID is also an investor in Bridge International Academies.
The organisations’ statement calls on the World Bank in particular to stop promoting and cease investing in Bridge International Academies and other fee-charging, private providers of basic education, and instead to support the free, public, quality education which the laws applicable in Kenya, Uganda, and other countries require.

Notes

BIA is backed by Bill Gates, Mark Zuckerberg, Pierre Omidiya, and multinational publishing company Pearson, among others. It operates in Kenya and Uganda, with plans to invest in Nigeria, India and other countries. It now has close to 120,000 pupils enrolled in more than 400 schools.

Documents

* The statement can be found on http://bit.ly/statementWBprivatisation

* The letter accompanying the statement sent to Jim Kim, and which sums up the arguments made in the statement, can be found on http://bit.ly/letterWBprivatisation

* For more information on privatisation in education and projects currently being run, check http://bit.ly/privatisationproject.

* Follow the hashtag #EducationBeforeProfit on social media

Contacts

David Edwards, Education International Deputy General Secretary, via email: David.Edwards@ei-ie.org or mobile: 0032 473 84 73 61

Education International
Internationale de l’Éducation
Internacional de la Educación

Communications,
Head Office|5 bd du Roi Albert II|1210 Brussels |Belgium
Tel.:+32 2 224
06 11 | Fax: +32 2 224 06 06 | http://www.ei-ie.org

More than any other person, with the possible exception of President Obama and Secretary Duncan, Bill Gates controls American education. He has promoted charter schools (a passion he shares with ALEC, Obama, and every rightwing governor); VAM; high-stakes testing; Common Core; and whatever promotes free-market fundamentalism. His billions are the tiller that guides the ship.

Anthony Cody reproduces an interview in which Gates shows zero knowledge of how his pet reforms have failed. He shows no recognition of charter scandals or the effect of charters on the public schools who lose their top students and funding. He seems unaware that VAM has failed everywhere.

Cody points out that Gates uses the same talking points he used years ago. He lauds mayoral control and cites NYC and Chicago as successful school systems (he dropped DC from his standard line about the glories of top-down decision making).

What comes clear is that he doesn’t care about evidence or lives in a bubble where sycophants protect him from bad news.

It is time for him to stop meddling in school reform. His efforts, though well intentioned, have failed. The backlash will grow as parents react against Gates’ obsession with testing and free market economics.

You can meet Anthony Cody at the following events:

“Note: I will be doing three Educator and Oligarch book talks this week, starting Weds. May 13, at Copperfield’s Books in San Rafael, California, then on to Spokane, Washington on Thursday, May 14, and wrapping up the series in Seattle, Washington on Friday, May 15. All events are free and open to the public.”

Jennifer is a Momma Bear in Tennessee. The Momma Bears are a parent group that fights for their children and their schools.

Jennifer had a fantasy: She imagined she was stuck in an elevator with Bill Gates. Trapped between floors. And she told him what she thought. In the time they were stuck, she insisted he watch a video that disproved his world-view. She even gave him fruit snacks (he was famished).

What did she teach him? Read and enjoy.

Denny Taylor is Professor Emerita of Literacy Studies at Hofstra University. She has won many awards for her writing about literacy and literature. She is also the founder and CEO of Garn Press, which published the book I am reviewing (and also published Anthony Cody’s The Educator and the Oligarch).

 

Save Our Children, Save Our School, Pearson Broke the Golden Rule is a political satire about the current education “reform” movement. It takes place in an imaginary “Cafe Griensteidl” in New York City, at 72nd Street and Broadway, where the author and a friend meet for coffee. In this comedy, the leading players in the “reform” movement appear at the cafe and get into discussion or debate with the author. Nine powerful men happen to be in the cafe, including Arne Duncan, Bill Gates, Rupert Murdoch, Joel Klein, and Michael Barber (of Pearson). They banter with the author and her friend. She makes clear that these nine powerful men know nothing about education yet are taking control of the American public school system.

 

The men leave, and in the last “Act” of the book, twelve eminent female scholars (living and dead) talk about what is happening and the need to resist. The chapter is headed by this statement: “In which twelve venerable women scholars with more than 500 years of teaching experience refuse to capitulate to the demands made by nine rich men who have no teaching qualifications or teaching experience.” Hannah Arendt, Virginia Woolf, Simone Weil, Adrienne Rich, Yetta Goodman, Toni Morrison, and more are there. As the wise women speak, people come into the cafe and make YouTube videos, Tweet, or just listen. Yetta begins to rap. Horns honk. Traffic jams form at the corner of 72nd Street and Broadway. The women at the table clap along with Yetta’s rapping. The women talk about how to stop the corporate takeover of U.S. education.

 

Denny Taylor, sitting at the table with the great women, says, “Children have a right to a free and public education. For the pursuit of human knowledge and understanding that is free of corporate greed.”

 

“We should not have to ask permission for teachers to teach in developmentally appropriate ways that inspire and excite, and enhance our children’s incredible capacity to learn–

 

“–for the sheer joyfulness of their lives and for their lightness of being.”

 

The great women agree: We are and always will be defenders of every child’s right to a childhood free of despots and demons, except those they imagine when playing with friends….”

 

The author says, “Dump Pearson….Barber and Pearson are taking our children in the wrong direction,” she says. “His Whole System of Global Education Revolution is a global social catastrophe, a total system failure.”

 

Others ask how to stop this recklessness. The author responds, “The madness will stop if we refuse to participate. The struggle for democracy is always ground up….Make it a crime for oligarchs to interfere with democratic social systems. It’s vote tampering on a national scale.” She adds, referring to Bill Gates, “He’s violating the rights of fifty million children, jeopardizing their future. Send him to jail.”

 

“Tell Gates we choose decency and democracy and not the indecency of his oligarchy. He does not have the power to dictate how our children are taught in public schools.

 

“Tell him we refuse to participate in his Common Core experiments. Ban the use of galvanic skin devices in affective computing trials that he’s funded.

 

“Tell him to stop wasting his money. To spend it for the Common Good. Build new public schools. Create parks in poor urban neighborhoods. Make sure there are health centers. Medical care for everyone in the community.

 

“Tell him to put his money into Earth-friendly low-income housing.

 

“Libraries. Media centers.

 

“Work with local leaders. Make sure they’re not exploited…

 

“Pearson could too. Tell Barber we take back our independence. That US public schools are no longer under Pearson’s colonial rule.”

 

The book is funny, learned, and zany. If you want to order it, go to http://www.garnpress.com.

This post, written by Joseph Ray Lavine, gives an account of Anthony Cody’s speech at the University of Georgia. Cody told the audience that programs like No Child Left Behind and Race to the Top had squandered billions of dollars, and that methodologies like “value-added measurement” could not measure what mattered most in education. Teachers want students who can engage in critical thinking, collaboration, and who can persevere, but the testing regime does not promote or encourage these qualities, nor can it measure them. We are not raising the bar, he said; we are actually lowering expectations by relying so heavily on high-stakes testing.

 

Cody recently published a book about the Gates Foundation and its influence on current failed reforms. The book is “The Educator and the Oligarch”; it describes his exchanges with the foundation and his efforts to persuade it to change course.

Gary Rubinstein—high school
math teacher, author, blogger, reformer of TFA–has been writing letters to reformers he knows–and sometimes getting a reply. Now he is writing letters to reformers he doesn’t know and inevitably he must write to Bill Gates.

Gary is civil, polite, and candid. He patiently explains to Bill that the “reforms” he has underwritten have failed. He likens the malfunctions of “reform” to buggy software. He writes as one computer programmer to another.

“Creating a bug-free software package is not something that happens by accident. You don’t just hire a bunch of programmers and have them, unsupervised, write five million lines of spaghetti code, then without even testing it, hit ‘compile’ and ship it out to customers. No. You start with a sound plan and stable architecture. The specifications must be clear and easy to test to see if they are met. Throughout the development lifecycle, components of the product are created and tested. When these components are assembled, there is another round of robust testing to make sure that the components interface with each other properly. Good software design would include a team of experts that will surely, from time to time, disagree about the best way to make the program work. This sort of disagreement is useful since if everybody on the team always agrees, there will be an issue when one person is wrong about something, therefore everyone is wrong about something. What good is a team of ‘Yes Men’? A productive team includes people who disagree. Excluding people who are known computer experts because they are skeptical of the direction the team is taking is not going to result in a robust program. Only after the program passes all the quality review tests and the program is declared to be reasonably bug free can the product be deployed to the customers….

“I spent several years as a debugger in Colorado working on the one-time giant of desktop publishing Quark XPress. I’m hoping that my abilities as a veteran teacher and also as a one time professional debugger will make you willing to listen to me when I say this current version of education reform is in need of some serious debugging. Whatever the original specifications were, maybe to raise test scores in this country?, it isn’t accomplishing that. What it is accomplishing, unfortunately, is making education worse.

“I know that it has already been deployed. But just as buggy computer software can now be updated easily by downloading patches, the ed reform bulldozer you’ve created can also be fixed — but only if you’re willing to accept that it is currently not functional. Modern ed reform is the Windows ME of education. But just as you pretty quickly replaced Windows ME with Windows XP which everyone liked, you can do the same with education reform, I’m certain. Debugging ed reform is not easy. Since it was never properly designed with a plan to ensure quality, you’ve got yourself a bug riddled mess. It was not developed modularly so it is difficult to track down where the most critical bugs are even occurring.”

Gary walks Bill through the flawed assumptions of the “reforms” he has subsidized. They aren’t working.

Gary notes that in 2013 Bill sang the praises of a Colorado school that had adopted the Gates’ approach to teacher evaluation. Gary shows that this very school was experiencing declining test scores and was actually lagging the state.

Gary gives Bill candid advice:

“I do believe that you want your money to go to a good cause. This is admirable. The problem is that most of your money is going to people I’d describe as education hucksters. I’m going to be as blunt as only someone who is not on the payroll can be. In the education game you are what’s known as a ‘fat-cat,’ a ‘mark,’ a sucker.

“You are like the Emperor who was swindled into purchasing non-existent clothes. But that Emperor was brought back to reality when a blunt child said what everyone else what thinking. In ed reform it is blunt experienced teachers who are willing to say the obvious.”

Gary speaks respectfully to Bill but bluntly. I hope Bill reads Gary’s letter. Gary is trying to help him by straight talk.

A regular commenter on the blog, Laura H. Chapman, shares her research on data mining:

 

Policies on data mining? “The future, like everything else, is no longer quite what it used to be.” Paul Valéry, poet.

 

It is no surprise that the Gates funded Teacher-Student Data Link Project started in 2005 is going full steam ahead. By 2011 his project said the link between teacher and student data would serve eight purposes:

 

1. Determine which teachers help students become college-ready and successful,

2. Determine characteristics of effective educators,

3. Identify programs that prepare highly qualified and effective teachers,

4. Assess the value of non-traditional teacher preparation programs,

5. Evaluate professional development programs,

6. Determine variables that help or hinder student learning,

7. Plan effective assistance for teachers early in their career, and

8. Inform policy makers of best value practices, including compensation.

 

The system is intended to ensure all courses are based on standards, and all responsibilities for learning are assigned to one or more “teachers of record” in charge of a student or class so that a record is generated whenever a “teacher of record” has a specific proportion of responsibility for a student’s learning activities.

 

These activities must be defined by performance measures for a particular standard, by subject, and grade level.

 

The TSDL system requires period-by-period tracking of teachers and students every day; including “tests, quizzes, projects, homework, classroom participation, or other forms of day-to-day assessments and progress measures.” Ultimately, the system will keep current and longitudinal data on the performance of teachers and individual students, as well schools, districts, states, and educators ranging from principals to higher education faculty.

 

This data will then be used to determine the “best value” investments in education, taking into account as many demographic factors as possible, including….health records for preschoolers. but the cradle is next, and it is part of USDE’s technology plan.

 

Since 2006, the USDE has also invested over $700 million in the Statewide Longitudinal Data Systems (SLDS) to help states “efficiently and accurately manage, analyze, and use education data, including individual student records”…and make “data-driven decisions to improve student learning, as well as facilitate research to increase student achievement and close achievement gaps.” The newest upgrade of the concpt is for these state-wide systems to become multi-state…and a national system. This goes WAY, WAy beyond (and may pre-empt) routine data-gathering by the National Bureau of Education Statistics.

 

It is not widely known that in 2009, USDE modified the Family Educational Rights and Privacy Act so that student data—test scores, health records, learning issues, disciplinary reports—can be used for education studies without parental consent (The Family Educational Rights and Privacy Act, 20 U.S.C. §1232g). Moreover, a 2012 issue brief from USDE outlined a program of data mining and learning analytics in partnership with commercial companies.

 

The envisioned data- mining program includes an automated, instant access, user-friendly “recommendation system” for teachers that links students’ test scores and their learning profiles to preferred instructional actions and resources. Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. Retrieved from http://www.ed.gov/edblogs/technology/files/2012/03/edm-la-brief.pdf p. 29).

 

USDE is also pressing forward a “radical and rapid” transformation of public education. The new system is marketed and funded as “personalized, competency-based learning” 24/365 from multiple sources. It is intended to dismantle place-based schools, seat time, grade levels, subject-specific curricula, traditional concepts about “teachers” and diplomas. Multiple certifications with flower along with an abundace of badges earne for completing learning paths and play-lists of learning options, awarded by profit and non-profit “learning agents.” The role of “teacher” is envioned as a relic, along with the institution of public schools. See USDE, Office of Educational Technology, Transforming American Education: Learning Powered by Technology, Washington, D.C., 2010. http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf/////////

Mercedes Schneider, a high school teacher in Louisiana who holds a Ph.D. in research and statistics, here reviews Bill Gates on education. Although he never went to public school, never taught anywhere, never studied education, and dropped out of college, he is listened to with reverence when he talks about education. Why?

Why do people listen? Schneider explains. What is his vision of education for our children? Does it align with what he wants for his own children? How is he using his billions to redirect education? Is this what we need or want?

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