Archives for category: Gates Foundation, Bill Gates

I recently saw photographs of John F. Kennedy giving a Labor Day speech in New York City during his Presidential campaign in 1960. He spoke in the center of the Garment District, on the west side of Manhattan. He spoke to tens of thousands of garment workers. Today, the Garment District has been replaced by luxury high-rise residences. Following NAFTA (the North American Free Trade Agreement), the garment industry went to low-wage, non-union countries. The garment industry has few workers and no political power. The number of union members across the nation has dropped precipitously. The largest unions are public sector workers–especially, teachers–and they are under attack, as rightwing foundations, billionaires, and their favorite think tanks hammer away at their very existence.

What hope is there? Anthony Cody says there is plenty. He foresees the rise of “the teacher class.”

Here are a few quotes from a powerful statement. Read it all.

“The teaching class consists of educators from pre-school through college. This group is facing the brute force of a class-based assault on their professional and economic status. The assault is being led by the wealthiest people in the world – Bill and Melinda Gates, via their vast foundation, the Walton family, and their foundation, and Eli Broad, and his foundation. And a host of second tier billionaires and entrepreneurs have joined in the drive. These individuals have poured billions of dollars into advancing a “reform” movement that is resulting in the rapid expansion of semi-private and private alternatives to public education, and the destruction of unions and due process rights for educators.”

“As the latest report from Yong Zhao and ASCD illustrates, there is absolutely zero connection between the productivity of our economy and test scores. There may be some minimum level of academic achievement below which our nation’s economy might suffer, but our students are far, far above that threshold. So the entire economic rationale for our obsession with test scores and “higher standards” has been obliterated…”

Even liberal rationales for education reform are falling away. We have heard for the past decade that employers need students who can think critically and creatively, that everyone must be prepared for college. These arguments have been used to promote progressive models of education, along with the Common Core. The economic assumption here is that the middle class will grow as more students are prepared for middle class jobs. But the number of such jobs are shrinking, not growing. The supposed shortage of people prepared for STEM careers is a hoax, as we see with the layoff of 18,000 such workers by Microsoft. In fact, one economic projection suggests that in the next 20 years, 47% of the jobs of today will be gone as a result of technological advances and what Bill Gates terms “software substitution.” (see the full report here.)….”

“Teachers are paying attention. Study after study provides evidence that the central planks of corporate education reform not only fail to work, but are undermining the education of our students. This project that was supposed to be driven by data is collapsing, and would be long gone if our politicians were not being legally bribed to look the other way. Corporate education reform is a fraud, a hoax perpetrated on the public, with the active complicity of media outlets like NBC, which allows the Gates Foundation to dictate the very “facts” that guide their coverage of education issues….”

“Corporate reformers have diabolically targeted teachers where we were most vulnerable, by accusing us of placing our own interests above those of our students. Every element of corporate reform has been leveraged on this point. No Child Left Behind accused teachers of holding students back through our “soft bigotry of low expectations.” Due process has been undermined or destroyed because it supposedly provides shelter for the “bad teachers” responsible for low test scores.

“But this point of vulnerability is also our greatest latent strength going forward. Because teachers are deeply motivated by concern for their students, they are attuned to the devastating effects reform is having on them. Teachers are seeing what happens in communities when schools are closed – usually in poor African American and Latino neighborhoods. Teachers are seeing how technologically based “innovations” funnel both scarce funds along with student data to profit-seeking corporations. We have had more than a decade of test-driven reform, and teachers know better than anyone what a sham approach this has been. Teachers have seen and responded to the Michael Brown shooting, and though there are still difficult conversations ahead about race, teachers have a head start, because of our work with young people who are, like Michael Brown, vulnerable to racial profiling and the school to prison pipeline.

“Teachers have some important pieces of the puzzle, but we have not built the whole picture yet. There is a growing awareness of the discriminatory way laws are enforced, leading to huge numbers of African Americans and Latinos behind bars. But there is still a weak understanding of how this fits into a system that keeps communities of color economically and politically disempowered. School closures are a part of this disenfranchisement, as they rob communities of stable centers of learning. The disproportionate layoffs and terminations of African American teachers are a part of this pattern as well. We need a new civil rights coalition that brings these interests into sharp focus, and establishes alliances between teachers, students, parents and community members.

“When teachers bring a deep understanding of how our work has been hijacked and disrupted to bear on broader social issues, we find similar patterns elsewhere. We can see how profiteers are trying to sideline the US Postal Service, even though the level of service for the public will suffer. We see how the prison industry has turned into an enormous machine that sustains itself through vigorous lobbying, to the great disservice of many Americans. We see how laws governing debt are written to give tremendous advantage to financiers, while binding our students into a new form of indentured servitude. We see how leading Democratic Party politicians have taken campaign contributions in the millions from the sworn enemies of public education, and have become their servants….”

“The term “teacher leadership” has been used to describe a narrow range of activities often related to “getting a seat at the table,” or taking charge of professional development or Common Core implementation. But the real potential for teacher leadership arises when we take the lessons we have learned from a decade of being the targets of phony corporate reforms, and recognize our kinship with others who have been disenfranchised. The number of wealthy individuals who have sponsored this decade of fraudulent reform could fit in a small movie theater. Teachers number in the millions — our students and allies are in the hundreds of millions. The only thing that can beat the power of money is the power of people. But the people must be informed and organized. That sounds like work teachers ought to be able to handle.”

Mike Klonsky of Chicago recently posted this item. Bill Gates said it was easier to solve the problems of public health than to fix American education.

“Reader Rufus responds to Bill Gates with a comment on my Schooling in the Ownership Society Blog. This one is too good to leave in the comments section.

“Rufus August 6, 2014

“Gates claims it’s easier to find cures for malaria and other diseases than to “fix” American education.
Neither of those things are as difficult as Gates makes them sound. Just look in Bill and Melinda’s neighborhood. No malaria and great schools. Problem solved.”

In a truly wonderful article in Sunday’s New York Times, David Kirp of the University of California at Berkeley lays waste the underpinnings of the current “education reform” movement. Kirp not only shows what doesn’t work, he gives numerous examples of what does work to help students.

Kirp explains in plain language why teaching can never be replaced by a machine. Although the article just appeared, I have already heard about angry grumbling from reformers, because their ultimate goal (which they prefer to hide) is to replace teachers with low-cost machines. Imagine a “classroom” with 100 students sitting in front of a monitor, overseen by a low-wage aide. Think of the savings. Think of the advantages that a machine has over a human being: they can be easily programmed; they don’t get a salary or a pension; they don’t complain when they are abused; and when a better, cheaper model comes along, the old one can be tossed into the garbage.

David Kirp dashes cold water on the reformy dream. Today’s reformers devoutly believe that schools can be transformed by market mechanisms, either by competition or technology. Kirp, author of “Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America’s Schools,” says that the tools for the improvement are not out of reach and do not depend on either the market or technology. His common-sense formulation of what is needed is within our reach, does not require mass firings or mass school closings, privatization, or a multi-billion dollar investment in technology.

But Kirp writes:

“It’s impossible to improve education by doing an end run around inherently complicated and messy human relationships. All youngsters need to believe that they have a stake in the future, a goal worth striving for, if they’re going to make it in school. They need a champion, someone who believes in them, and that’s where teachers enter the picture. The most effective approaches foster bonds of caring between teachers and their students.”

Reformers have made test scores “the single metric of success, the counterpart to the business bottom line.” The teacher whose students get high scores get a bonus, while those whose students get low scores get fired, just like business, where low-performers are laid-off. And, just like business, where low-profit stores are closed, and new ones are opened “in more promising territory, failing schools are closed and so-called turnaround model schools, with new teachers and administrators, take their place.”

Kirp says bluntly:

“This approach might sound plausible in a think tank, but in practice it has been a flop. Firing teachers, rather than giving them the coaching they need, undermines morale. In some cases it may well discourage undergraduates from pursuing careers in teaching, and with a looming teacher shortage as baby boomers retire, that’s a recipe for disaster. Merit pay invites rivalries among teachers, when what’s needed is collaboration. Closing schools treats everyone there as guilty of causing low test scores, ignoring the difficult lives of the children in these schools — “no excuses,” say the reformers, as if poverty were an excuse.”

Kirp throws cold water on the reformers’ favorite remedy: “Charter schools,” he writes, “have been promoted as improving education by creating competition. But charter students do about the same, over all, as their public school counterparts, and the worst charters, like the online K-12 schools that have proliferated in several states, don’t deserve to be called schools. Vouchers are also supposed to increase competition by giving parents direct say over the schools their children attend, but the students haven’t benefited.”

As we have frequently noted, Milwaukee should be the poster child for both voucher schools and charter schools, which have operated there for nearly 25 years. Yet Milwaukee is one of the nation’s lowest performing cities in the nation on the federal NAEP tests. Milwaukee has had plenty of competition but no success.

What’s the alternative? It is obvious: “talented teachers, engaged students and a challenging curriculum.”

Kirp points to the management ideas of W. Edwards Deming, who believed in the importance of creating successful systems in which workers were chosen carefully, supported, encouraged, and enabled to succeed by the organization’s culture. The best organizations flourish by supporting their employees, not by threatening them.

Kirp identifies a number of models in education that have succeeded by “strengthening personal bonds by building strong systems of support in the schools.” He refers to preschools, to a reading and math program called Success for All model, to another called Diplomas Now, which “love-bombs middle school students who are prime candidates for dropping out. They receive one-on-one mentoring, while those who have deeper problems are matched with professionals.”

Kirp cites “An extensive study of Chicago’s public schools, Organizing Schools for Improvement, identified 100 elementary schools that had substantially improved and 100 that had not. The presence or absence of social trust among students, teachers, parents and school leaders was a key explanation.”

Similarly, Big Brothers Big Sisters of America, “has had a substantial impact on millions of adolescents. The explanation isn’t what adolescents and their “big sibling” mentors do together, whether it’s mountaineering or museum-going. What counts, the research shows, is the forging of a relationship based on mutual respect and caring.

Despite the success of programs cited by Kirp, which are built on personal relationships, “public schools have been spending billions of dollars on technology which they envision as the wave of the future. Despite the hyped claims, the results have been disappointing.”

Kirp concludes that “technology can be put to good use by talented teachers,” but it is the teachers who “must take the lead. The process of teaching and learning is an intimate act that neither computers nor markets can hope to replicate. Small wonder, then, that the business model hasn’t worked in reforming the schools — there is simply no substitute for the personal element.”

David L. Kirp is a professor at the University of California, Berkeley, and the author of “Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America’s Schools.”

Anthony Cody notes that Glen Beck brought his tirade against the Common Core to parents in 700 theaters. A critic described him as the Music Man, trying to sell his wares to a gullible public.

Cody says: “The funny thing is that Common Core itself is being sold by yet another version of Professor Hill, in the form of billionaire Bill Gates.”

Cody writes:

“While Beck warns about the dangers of big government, Gates has been warning us about another bogeyman – the supposedly broken public school system. He warns that our kids are going to wash out in the international race for the jobs of the future, which supposedly will only go to those prepared for college and career by the new rigorous standards and tests.

“Those who recall The Music Man will remember that Professor Hill wanted to sell the town on the idea of a band, so that they would purchase musical instruments and uniforms, on which he would make a tidy profit. That sounds a bit like the new Common Core-aligned curriculum, tech devices, tests and professional development which must be bought in order for the project to succeed.

“Beck’s claim that Common Core is a progressive plot to turn our children into socialists is way off base. Likewise, Gates’ claim that the jobs of the future depend on preparing ever more students for careers in technology and math is shown to be without support. Just this week, an oped in USA Today pointed out that at the same time Gates proclaims the need for more skilled workers, Microsoft has laid off 18,000 of them, and stagnant wages show a lack of real demand. Furthermore, three out of four graduates with STEM degrees are not even working in jobs that require these skills, making it hard to believe there is any real shortage that would support Gates’ push for larger numbers of people prepared for such careers.

“In The Music Man, the fast-talking con artist was ultimately redeemed by an unlikely savior – the town’s librarian. Unfortunately neither Glenn Beck nor Bill Gates seem to pay much attention to librarians – or their friends in the teaching profession. Professor Harold Hill’s downfall was when he fell in love, and wound up sticking around to make his promised band a reality. Sadly, this seems the unlikeliest of outcomes for either Beck or Gates.”

Unbelievable. Microsoft lays off 18,000 workers while pressing Congress to expand the number of visas for engineers, mathematicians, scientists, and other workers. Bill Gates, Warren Buffett, and casino operator Sheldon Adelson wrote an article calling for Congressional action to increase H-1B visas.
.

Senator Jeff Sessions responded with rage, directed mainly at Gates and at the the tech industry as a whole. He said: “”What did we see in the newspaper today?” said Sessions, “News from Microsoft. Was it that they are having to raise wages to try to get enough good, quality engineers to do the work? Are they expanding or are they hiring? No, that is not what the news was, unfortunately. Not at all.”

Sessions said:

.
“What is the situation today for American graduates of STEM degrees and technology degrees?” said Session. “Do we have enough? And do we need to have people come to our country to take those jobs? Or, indeed, do we not have a shortage of workers, and do we have difficulty of people finding jobs?”

“Sessions recently sponsored a forum that assembled some of the leading academic critics of the H-1B program. The group assessed the consequences of hiking the H-1B cap from 85,000 to 180,000, as proposed in the Senate’s comprehensive immigration bill.

“They warned of increasing age discrimination since most of these foreign workers are young, as well as make it harder for U.S. STEM graduates to find work. A cap hike could hurt wages as well. Critics say schools now produce many more STEM graduates than there are jobs for them.

“Microsoft wasn’t the only company to get in Sessions’ crosshairs. He cited a letter by more than 100 large corporations sent to Congress late last year, urging immigration reform. The signees included many companies, such as Hewlett-Packard and Cisco, which have had recent layoffs.

“And just as it is not always true what is good for General Motors is good for America, likewise, what may be good for Mr. Adelson and Mr. Microsoft and Mr. Buffett is not always in accord with what is good for the American people. I know that. They are free to express their opinion, but I am going to push back,” said Sessions.

Sarah Reckhow and Jeffrey W. Snyder explain the new educational philanthropy–and how it intersects with federal priorities–in this valuable article.

They spot three significant trends:

“Our analysis proceeds in three parts. First, we examine phil- anthropic grant-making for political activities and demonstrate that funding for national policy advocacy grew from 2000 to 2010. Second, we analyze the shifting policy orientation among top education philanthropies. We find that most major education foundations increasingly support jurisdictional challengers— organizations that compete with or offer alternatives to public sector institutions. Meanwhile, funding for traditional public education institutions has declined. Third, we examine the range of actors and perspectives supported by philanthropic grants, applying social network analysis to identify overlapping patterns of grant-making. We find that top donors are increasingly supporting a shared set of organizations—predominantly jurisdictional challengers. We argue that the combination of these trends has played a role in strengthening the voice and influence of philanthropists in education policy.”

What are jurisdictional challengers? These are organizations that challenge the traditional governance of education, such as charter schools. More philanthropic money goes to these challengers, less money goes to traditional public schools, and more money goes to networks of jurisdictional challengers, like the NewSchools Venture Fund and Stand for Children.

This is a fine scholarly work that confirms what many of us saw with our own eyes. The philanthropic sector–led by Gates, Walton, and Broad and their allies like Dell–prefer disruptive organizations of charters to public schools. Indeed, they are using their vast fortunes to undercut public education and impose a free market competition among competing schools. As they go merrily about the task of disrupting an important democratic institution, they work in tandem with the U.S. Department of Education, which has assumed the task of destabilizing public education.

Big money–accountable to no one—and big government have embarked on an experiment in mass privatization. Do they ever ask themselves whether they might be wrong?

I did not write the following post. It was written by a high-level official at the New York City Department of Education who–for obvious reasons–requires anonymity. The story he tells is instructive. It is about how “reformers” claim victory by manipulating statistics. This is not an accusation directed at the de Blasio administration, but at their predecessors who regularly boasted that the new small high schools got better graduation rates that the large schools they replaced. The Gates Foundation bought this lie and has lauded its “success” in New York City.

 

 

 

 

Reformers Caught Lying. Again. This Time About Graduation Stats.

 

High school graduations are upon us. This is the time of year when parents, students, families, educators and communities celebrate the accomplishments of our high school seniors. It is a time to honor the work the graduates have done and to collectively share their hopes and dreams for the future.

 

At the same time, certain players in the world of education attempt to co-opt this time of year to propagandize for their favored reform policies. The latest example of this is a story about Frank McCourt High School, a small high school in New York City that “will send 97 percent of its first graduating class to college.” The story goes on to note that this school, along with 3 others, replaced a larger high school “which suffered from dismal academic and attendance records.” The reader is asked to believe one little and one big lie.

 

Let’s first take a look at the little lie. Does this school, in fact, have a 97% graduation/college going rate? The truth is that, on any reasonable calculation, it does not. According to the New York State data the cohort started with 100 freshmen. By sophomore year only 88 students remained. By junior year only 80. And by senior year only 69. Of these 69 survivors 67 are graduating. Seems more like a twisted version of the Hunger Games than a school for all students. One wonders: Where did the other 33 students go? Why does the media publicize such meaningless numbers without giving the full story? By now this trick should be well-known. A school that removes large numbers of students from its cohort should not be celebrated for its test scores or graduation rate. It is an artifact of arithmetic. If a school kicks out students with low test scores, it will have high test scores among the surviving students. If a school culls the students not on track to graduate it will have a high graduation rate among the surviving students.

 

Let’s move on to the big lie. Does this school, in fact, show that the reform strategy of closing large schools and replacing them with other smaller schools works? The full range of data show that it does not, as a number of facts pop-out.

 

There are 4 high schools co-located in the building that used to house Brandeis High School. One school, Innovation Diploma Plus (a “second-chance” school), had a 50.8% graduation rate last year. Another school, the Global Learning Collaborative, had a 52.7% graduation rate last year. Yet another school, the Urban Assembly School for Green Careers had a 39.8% graduation rate last year. We have already examined the claimed 97% graduation rate of the Frank McCourt High School, which also happens to screen its students before admissions.

 

The schools with the lower graduation rates retain almost all of their students. Unlike the school that boasts of its 97% graduation rate, the other three schools stay committed to all their students. Why do reformers refuse to evaluate schools based on their sticking with all their students? We know the answer. It is because charter schools and “miracle” schools will then be publicly exposed as largely frauds. So the metrics used to evaluate schools are deliberately constructed in ways that do not capture cohort retention in order to keep the myth alive. And the media agrees to overlook the tremendously high attrition rates at charter schools and other so-called “miracle” schools.

 

It may come as little surprise that the school with the lowest graduation rate has over 22% more English Language Learners, over 14% more students entering high school already overage, and over 40% more Black/Hispanic students than the school with the highest graduation rate.[i] This sheds some light on another reformer strategy. They like to tout free-market principles as they destroy community schools and create choice systems where students end up sorted into schools based on demographic characteristics and prior academic performance. This is not a solution. It does not improve education for all students. All it does is stick students in different containers, isolated from one another, thereby perpetuating a system of haves and have-nots. It is shocking that the reformers, who proclaim education the civil rights issue of our time, would support such an inequitable approach.

 

The total enrollment of all the high schools in the Brandeis High School building is 1,350 students. The shuttered school, Brandeis High School, had over 2,000 students. Where did the missing 600 students go? We know the answer. The missing 600 students were the more challenging students and students who did not get accepted to one of the small choice-in high schools. These students were deliberately sent to a specific group of, usually large, high schools that were then labeled “failures” too and shuttered. The Gates Foundation, an organization that has yet to meet a free-market education reform strategy it doesn’t like, has admitted that the national small school initiative was largely a failure. Despite this, MDRC, a research group in New York City, continues to publish Gates Foundation funded reports claiming that the small schools in New York City work.[ii]

 

It is now clear what New York City was doing during the Bloomberg era. Given the humungous size of the district they were able to play a shell game with students by passing the buck. Instead of figuring out how to reach the most challenging students and helping them succeed, the students were passed from school to school. This inevitably led to a domino effect of school closures. A shell game like this can be played in a district with almost 500 high schools, over two and half times as many as the next largest school district. Since there is a very long chain of dominos the “bad apple” students can be isolated into a specific group of schools making the remaining schools, which don’t accept those students, look good. But, as smaller districts have found out, it is not a workable long-term strategy when there is not an endless supply of schools to be used as sacrificial lambs.

 

Sooner or later the lies about numbers that reformers tell will catch up to them. Educators need to continue to advocate for approaches that are equitable and genuinely seek to improve the educational experience of all students. This includes developing curricula personalized for different students and improving wraparound services that extend beyond school walls. Ultimately, when the accounting fraud that is behind so many education reform initiatives collapses upon itself

 

[i] Frank McCourt has 55% Black/Hispanic students, 1% ELL students, 20.4% IEP students and .7% overage students. Global Learning has 90.3% Black/Hispanic students, 14.7% ELL students, 23% IEP students and 8.5% overage students. Green Careers has 95.6% Black/Hispanic students, 23.6% ELL students, 23.8 IEP students, and 15.15% overage students.

 

[ii] It is worth noting that the combined graduation rate of the 4 schools in the Brandies Building is 58.5% which is lower than the city-wide average of 72%.

In recent days, there has been an extended discussion online about an article by California whistle blower Kathleen Carroll, in which she blasts Randi Weingarten and the Teachers Union Reform Network for taking money from Gates, Broad, and other corporate reform groups, in some cases, more than a dozen years ago. Carroll also suggests that I am complicit in this “corruption” because I spoke to the 2013 national meeting of TURN and was probably paid with corporate reform money; she notes that Karen Lewis, Deborah Meier, and Linda Darling-Hammond also spoke to the TURN annual meeting in 2012 or 2013. I told Carroll that I was not paid to speak to TURN, also that I have spoken to rightwing think tanks, and that no matter where I speak and whether I am paid, my message is the same as what I write in my books and blogs. In the discussion, I mentioned that I spoke to the National Association of School Psychologists at its annual convention in 2012, one of whose sponsors was Pearson, and I thought it was funny that Pearson might have paid me to blast testing, my point being that I say what I want regardless of who puts up the money. At that point, Jim Horn used the discussion to lacerate me for various sins.

Mercedes Schneider decided to disentangle this mess of charges and countercharges. In the following post, Schneider uses her considerable research skills to dissect the issues, claims and counterclaims. All the links are included in this piece by Schneider. Schneider asked me for my speech to the National Association of School Psychologists as well as my remarks to the TURN meeting, which are included.

I will make two points here. First, Randi has been my friend for 20 years, and I don’t criticize my friends; we disagree on many points, for example, the Common Core, which I oppose and she supports. I don’t hide our disagreements but I won’t call her names or question her motives. Friends can disagree and remain friends.

Second, I recall learning how the left made itself impotent in American politics by fighting among themselves instead of uniting against the common adversary. I recall my first job at the New Leader magazine in 1960, where I learned about the enmity among the Cannonites, the Lovestonites, the Trotskyites, the Mensheviks, the Schactmanites, and other passionate groups in the 1930s. That’s when I became convinced that any successful movement must minimize infighting and strive for unity and common goals.

Even earlier, Benjamin Franklin was supposed to have said at the signing of the Declaration of Independence, “We must all hang together, or assuredly we shall all hang separately.”

Laura Chapman writes in response to a post about OECD ratings for higher education in different nations based on ability of adults to answer standardized test questions. This comes as the U.S. Department of Education has declared its intention to rate, rank, and evaluate colleges and universities by a variety of criteria, then to tie funding to ratings. That is, to bring the data-based decision making of NCLB to higher education.

Chapman writes:

“OCED should not be messing around with ratings of higher education programs based on totally flawed assumptions, statistical and other wise.

“Meanwhile, two developments bearing on higher education in the United States are worth noting.

“ALEC, the conservative provider of model state legislation, wants to close a lot of public colleges and universities on a fast track.

“According to Politico (June 27, 2014) in ALEC’s next meeting members will consider endorsing the “Affordable Baccalaureate Degree Act,” which would require all public universities to offer degree programs that cost less than $10,000 total for all four years of tuition, fees and books.

“What’s more, the bill would mandate that at least 10 percent of all four-year degrees awarded at state schools meet that price point within four years of the act’s passage.

“Universities would be encouraged to use online education and shift to competency-based models rather than the traditional credit-hour model to keep costs down. If members of ALEC endorse the bill, they will begin circulating and promoting it in state legislatures.

“I think the bait will be taken in state legislatures. This is a fast track toward the demolition of higher education with the political point of saving taxpayers money. The suggested cap on the cost at $2,500 a year for two full semesters of course work is about what my undergraduate program cost in the mid 1950s.

“I believe part of the intent is to devalue specific degrees, namely those in the liberal arts and humanities, and “impractical” sciences (e.g., archaeology, philosophy, and history) where competencies are not cut and dried and tend to consolidate over multiple years. The unstated agenda is for all public colleges and universities to function as engines for economic growth, literally as vocational schools, with on-line completion of specific tasks the primary evidence of competence. ALEC model legislation also opens the door for more degrees based on “skill sets” from life experience–not entirely without merit—but a can of worms and general attack on the value of formal education, leaving only a diploma or certificate as a credential worth the investment.

“Concurrently, the Gates Foundation is promoting the use of the same flawed measures being foisted on K-12 education for higher education, specifically a version of student learning objectives (SLOs) to rate teachers, courses, programs, and entire universities on their success in improving “outcomes.”

“Aided by first-year funds from The Bill and Melinda Gates Foundation, nine states and 68 participating two-year and four-year institutions will document how well students are achieving key learning outcomes. The Association of American Colleges and Universities and the State Higher Education Executive Officers Association appear to have bought into this version of K-12 accountability including a process that sounds just like that “multi-state” project known as the common core initiative.

“In essence, these institutions are being enticed to think that Peter Drucker’s debunked theory of management–by-objectives (The Practice of Management, 1954) is the best way to map learning outcomes of higher education, course by course, with “summative” grades for programs, and for the institution as a whole- one size fits all. The whole project is marketed as value-based education— a phrase that is likely to tempt statisticians into using all the new metrics into dubious evaluations of faculty performance. See http://www.aacu.org/”

The Gates Foundation called for a two-year suspension of the high stakes evaluation of teachers–ratings and rankings tied to student scores—but not a moratorium on the testing. A reader writes:

“If there is a moratorium on the evaluations connected to the tests, then there is no point in continuing the tests either since the sole purpose of the tests was to attempt to measure growth for the purposes of the evaluations. The real reason the evaluations are being suspended is that there simply cannot be any remotely accurate growth measures to base them on while the CC$$ is being implemented. This moratorium is like saying we will suspend the use of nails but are still required to swing the hammers and hit the wood. And, once the CC$$ is being ramped up and many more teachers see it’s problems manifesting themselves, such as it being developmentally inappropriate for K-3, will the moratorium be extended while that and any other problems are being solved? How will they be solved, with the input of teachers as should have been the case from the beginning? Or not? Hard to say since it is a copy righted product.”

Follow

Get every new post delivered to your Inbox.

Join 109,228 other followers