Archives for category: NCLB (No Child Left Behind)

I always hold out hope that Mike Petrilli will be the conservative who one day leaves behind his brethren and realizes that the punitive policies of No Child Left Behind and Race to the Top were a huge and costly mistake. Why do I hold out hope for Mike? I know him, and I know he is a good man. He wasn’t born with a silver spoon in his mouth. He has young children, and he will soon see how the testing monster will try to devour them and destroy their love of learning.

In his last exchange with Deborah Meier at “Bridging Differences” at Education Week, I see the glimmer of hope that I have been waiting for. Mike describes himself as a “Whole Foods Republican,” and then asserts that we are helpless to do much about poverty because we don’t know what to do. That is not a glimmer of hope, as I think we can forge poverty-reduction policies that work, as other nations have. We should not give up trying.

What gives me hope is not Mike’s sense of futility about poverty, but his proposal that states should have the authority to allow schools to opt out of the soul-deadening testing-and-accountability regime if they can show that their metrics are better than those of the federal and state governments.

Thus, he would give his consent to the New York Performance Standards Consortium, which has documented its success in graduation rates, college admission rates, and persistence in college rates. Granted, it took time to get that data. A group of schools needs a decade or more to generate the results of their program.

But think of the creativity and innovation that would be unleashed if schools were offered the freedom to opt out and select different ways to measure their success.

Good job, Mike.

A reader comments:

To the corporate moguls this is a game of chess, their winnings being billions of dollars.

They have been playing this game for many years now.

The big problem is that they never informed anyone what or whom they were playing against. They just kept making their moves while their opponents never realized they were in their game and therefore never had a chance to make a move.

We are now at the point of check.

If we take RTTT then checkmate, they win.

If we take the NCLB waivers, checkmate they win.

The only thing we can do is call this for what it is, outrageous.

We have to protest their game as destructive to our society and detrimental to students’ education. Now, as before, we have no moves.

We must knock over the board in protest!

Forgive all the acronyms but that is the way that headlines work.

The School Superintendents Association wrote a strong letter to Senator Tom Harkin about the reauthorization of the Elementary and Secondary Education Act, the basic federal legislation for elementary and secondary education, which is currently known as No Child Left Behind.

NCLB is generally recognized to be a disaster. The best evidence of its failure is the ever louder cries for “reform.” If NCLB had worked, why would we need more and more reforming, using the same failed methods?

AASA does not have kind words for Race to the Top and urges Congress not to codify it into law.

The AASA clears away the legislative debris, recognizes the over-reach of the federal Department of Education, recommends the removal of the claptrap associated with NCLB, and urges the restoration of a healthy federalism, with a balance of powers among federal, state, and local authorities.

A welcome dose of reality.

From a teacher who gave up:

After 13+ years as a successful special education teacher in Los Angeles and then Virginia, I resigned last year. I just felt like I could no longer teach one more year in the current atmosphere that the teaching profession has become. I decided to take at least a year off, but it may be permanent. I know I have helped so many students and families over the years, and the students remained the only pleasant part of being a teacher at all. The excessive paperwork and lack of funding and support from society, the administration, and the government got worse and worse with every year, and the major down-slide began with No Child Left Behind and the increasing emphasis on test scores. The pressure for my students to pass standardized tests became unbearable even though many did pass and advance in terms of progress, but who cares about progress if it isn’t a passing score, and who cares about whether my students have disabilities, and most importantly, who cares if one test taken on one day cannot possibly assess the many successes and advances my students make yearly? Maybe I will go back to the classroom one day, but for now, I sorely need a break from the circus education has become.

Here it is in one neat package: the Obama reform program, drafted by the Broad Foundation and published in April 2009.

Please review the names of those who participated in drafting the plan. Many will be familiar to you. Here you will find the agenda for Race to the Top, which was revealed to the public three months later. These are the people and these are the policies that forged a strong link between No Child Left Behind and Race to the Top. Here is the framework that saddled the nation with more high-stakes testing, more privatization, more closing schools, more layoffs, attacks on tenure, and other policies that lack any research or evidence.

When No Child Left Behind was passed, the law contained dozens of references to evidence-based policy or practice.

But NCLB itself was not based on evidence. It was based on a political campaign claim about a “miracle” in Texas. The miracle was spin and hype. It didn’t happen. After ten years of NCLB, the nation has not experienced a miracle. It has experienced cheating, narrowing of the curriculum, gaming the system, and amnesia about the goals of education.

Race to the Top was allegedly evidence-based. But when the National Education Policy Center reviewed its policies, it found no evidence.

What is the evidence for the Common Core standards? Paul Thomas explores that issue here.

In this terrific article, you can see the beginnings of a popular uprising against the testing obsession and the rush to put public dollars into private hands.

In Texas, Republicans are paying attention, even threatening to pull the plug on testing. Rural Republicans seem set to ally with Democrats to stop the voucher movement and protect their community public schools.

Will the national Democratic Party pay attention to its base? It’s base is working people, not Wall Street. Educators, not the 1%.

Read it here! And here.

Read how Superintendent John Kuhn said, “There are 5 million kids in Texas waiting for this legislature to keep our forefather’s promises, and to those who want to take away that promise, I’m with the moms and the trustees and local business people who will say what brave Texans have said before, come and take it. Just try to kill that promise of our Constitution.”

Read how State Senator Kirk Watson said, “The verdict is in, and it says the Texas school system is inadequate, unfair and isn’t even constitutional,”

Read how Former State Commissioner of Education Robert Scott said that some people think that the $488 million contract to Pearson was , “the tail wagging the dog…. [but] I don’t. I look at it as the flea at the end of the tail of the dog trying to wag the dog.”

He said, “I had to turn in my reformer card because I looked at it as a flea circus,” he said. “They are selling two ideas and two ideas only: No. 1, your schools are failing, and No. 2, if you give us billions of dollars, we can convince you [of] the first thing we just told you.”

And I said, among other things, “The testing vampire started here,” meaning NCLB. “Kill it.”

John Dewey wrote this great sentiment over a century ago:

“What the best and wisest parent wants for his child, that must we want for all the children of the community. Anything less is unlovely, and left unchecked, destroys our democracy.”

I do not begrudge any parent their decision to send their child to a private or religious school, so long as they pay for it themselves. What I object to is when parents choose a private school for its small classes, its experienced faculty, its wonderful curriculum, its great arts programs, and its freedom from standardized testing…..but advocate for something far different for other people’s children.

Instead of fighting to get comparable programs for public schools, they insist that other people’s children should have larger classes, a school day devoted to reading and math, no arts programs, and nonstop testing.

Sandy Kress, the architect of NCLB, is now a lobbyist for Pearson, which won a contract worth nearly $500 million from the state of Texas as the legislature cut the schools’ budget by $5.4 billion.

This comment came from a reader in Texas:

Ms. Ravitch – I found the following as I was researching private schools for my son last night. The first part is a part of the homepage for a primary school affiliated with the middle school that Sandy Kress’ children have attended. The second part includes testimonials from Sandy Kress. I removed his childrens’ names.

Why Paragon for grades 2-5?
• Central Austin Location
• Small class sizes
• Experienced and caring teachers
• Academic challenge
• Daily PE, plus Art, Music, Electives
• Selective admission
• Fully accredited
• No STARR test = more time to learn!
To schedule a visit – contact Headmaster ____________________________________________________

Testimonials for Paragon Prep

Paragon creatively concocts the perfect recipe for bright adolescents: begin with a classically driven curriculum seasoned with open-minded innovation, high moral expectations with a good dose of humor and a hilarious pinch of irreverence. Then add competitive spirit on the field and in the classroom, blended with genuine care so that each student and athlete feels a valued part of the school. But their secret and unique ingredient: the total focus is on the middle schoolers’ needs with the aim to provide the best preparation possible for high school. We as ourselves how is it possible that all this takes place in such a modest building with no aggressive fundraising or fancy bells and whistles. How do they turn out kids with a disciplined work ethic and a passion for learning? Now we know. Our son, _____, comes home everyday with stories of friendship, teamwork, and a mind brimming full of new thoughts. Paragon Prep is one of the smartest decisions we have ever made.
Camille and Sandy Kress
Parents of _____ Kress (Class of _____)
and _____ Kress (Class of _______)
________________________________________

I have written on many occasions that merit pay is an idea that never works and never dies. It has been tried for over a century, and failed again and again. Yet it comes back. I didn’t realize it, but merit pay is a zombie idea.

There are many more zombie ideas, like the well-known adage that “the beatings will continue until morale improves.”

Today, the federal government mandates zombie policies in No Child Left Behind and Race to the Top. These programs might be called High Zombie. They rank and rate children, teachers, and schools. They fire people and cause their schools to close. They do not improve education. They suck the life out of it. Maybe they are Vampire policies. Flip a coin.

Arthur Camins, who has written brilliantly on the failure of current policies, here offers his list of zombie ideas in education.

“Zombies appear to be popular today. Paul Krugman talked about Marco Rubio’s zombie economics in today’s NY Times. Among the zombie education ideas (ideas that were dead or should have been) that keep coming back to life) are:
• People are motivated to do their best by rewards, threats and punishments.
• You can fatten the pig by weighing it. Frequent measurement will improve educational outcomes.
• When students aren’t performing well on current (low) standards, setting higher standards will cause improvement.
• People who are poor have lower levels of educational attainment and get lower paying jobs. Therefore, if they all have higher levels of educational attainment they will all get higher paying jobs and won’t be poor.
• People who are successful should be given more autonomy. People who are not as successful need rules and regulations (except charter schools that should have autonomy whether or not they perform well).
• Market place competition always improves quality.
• If one school even in unique controlled circumstances can “beat the odds,” so can all schools at scale.”

Dear Readers,
Please feel free to add your own zombie ideas.
Diane

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