Archives for category: No Child Left Behind

This just in from a member of NEA from Massachusetts who is at the Denver convention. She hopes that Lily Eskelsen, the new president, will be a champion and fighter for kids, teachers, and public schools. Is she THE ONE? Will she stand up to the phony “reformers”? Will she fight for democratic control of the schools? Will she tell the plutocrats to use their billions to alleviate poverty instead of taking control of the schools?

I think Lily has it in her. Until proven wrong, I am placing bets that she will stand up fearlessly for what is right, that she will tell Arne Duncan to scram, that she will tell the billionaires to get another hobby.

Here is the message from one of her members:

My comment is awaiting moderation on Lily’s Blackboard.

Here it is.

Lily, thank you for posting this opportunity for substantive engagement on the Gates question.

I’m an activist NEA member in Massachusetts, in a low income district heavily engaged with the policies Bill and Melinda have imposed through their legislative interference and advocacy lobbying, with the compliance of the outgoing Massachusetts Teachers Association leadership.

MTA and NEA compliance directly aided in the imposition of Gates-backed corporate domination in my Commonwealth’s public schools, in my school, in my actual classroom, and over the actual living students I teach.

The (false) distinction you make between Gates’ imposed “standards” and the accountability measures he demands for them will allow the NEA to continue to take his money, and I’ll admit that almost chokes rank-and-file teachers who live and work under his heel. I am going to argue that you to can make a decision of your own, when you take office, to give that money back to him.

First, I’d like to offer congratulations on your succession to the presidency of NEA. The Representative assembly that voted you in brought with it a new activism and determination, and voted in resolutions which break sharply with the previous administration, of which you were a part. We look to you with great hope, holding our breath against it for fear of disappointment.

The Common Core standards can’t “stand on their own merit”. They were backwards-engineered to warp the teaching of language and literature into assessment readiness, with its own novel testing vocabulary. strung together with the bogus Moodle diagram you inserted in this page. The aligned WIDA tests that are now being imposed on ELL students, from the earliest grades, will steal the short and precious window of their childhood. People are tweeting me that those children can’t wait while you do your homework and find that out.

We’re fighting right now for schools in New Bedford and Holyoke that are already being taken over. They were full of living children, just a few weeks ago when we left them. What will we find in August?

We’re asking you to become the courageous and powerful leader of an engaged and mobilized union. I know you saw and felt the hall rise to its feet behind these initiatives. That felt different and deeper than the hearty applause for your victory, did it not?

Bring us to our feet: give back the Gates money.

The website I linked for you is an Education Week column describing the actual effects of the Gates Foundation’s profit-centered philanthropy model in the third world. It’s the responsibility of Americans to become aware of it, when we take money from American corporate philanthropies and allow them to pursue their profits internationally under the subsidy of our tax code.

Why Arne Duncan needs to listen to Bill and Melinda | Li…
I do not hate the Bill & Melinda Gates Foundation. I know it might seem strange to have to make that statement, but such are the times we live in.
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NEA delegates approve creation of national campaign for equity and against “Toxic Testing”

Campaign to focus on assessments and developing real accountability systems

DENVER—The National Education Association (NEA) will launch a national campaign to put the focus of assessments and accountability back on ensuring equity and supporting student learning and end the “test blame and punish” system that has dominated public education in the last decade. The average American student and teacher now spend about 30 percent of the school year preparing for and taking standardized tests. NEA’s nearly 9,000 delegates voted today at its 2014 Representative Assembly for new measures to drive student success.

“The testing fixation has reached the point of insanity,” said NEA President Dennis Van Roekel. “Whatever valuable information testing mandates provided have been completely overshadowed by the enormous collateral damage inflicted on too many students. Our schools have been reduced to mere test prep factories and we are too-often ignoring student learning and opportunity in America.”

The measure approves the use of NEA resources to launch a national campaign to end the high stakes use of standardized tests, to sharply reduce the amount of student and instructional time consumed by tests, and to implement more effective forms of assessment and accountability. The impact of excessive testing is particularly harmful to many poor, minority, and special needs students.

“The sad truth is that test-based accountability has not closed the opportunity gaps between affluent and poor schools and students,” said NEA President Dennis Van Roekel. “It has not driven funding and support to the students from historically underfunded communities who need it most. Poverty and social inequities have far too long stood in the way of progress for all students.”

The anti-toxic testing measure calls for governmental oversight of the powerful testing industry with the creation of a “testing ombudsman” by the U.S. Department of Education, the U.S. Consumer Protection Bureau and the Federal Trade Commission. The position will serve as a watchdog over the influential testing industry and monitor testing companies’ impact on education legislation. NEA will continue to push the president and Congress to completely overhaul ESEA and return to grade-span testing thus ending NCLB’s mandates that require yearly testing, and to lift mandates requiring states to administer outdated tests that are not aligned to school curricula.

“It is past time for politicians to turn their eyes and ears away from those who profit from over-testing our students and listen instead to those who know what works in the classroom,” said Van Roekel.

NEA delegates also reaffirmed their commitment to high standards for all students and committed to further working with states that adopted the Common Core State Standards to ensure they are properly implemented and that educators are empowered to lead in that implementation process.

Delegates also passed new language on improving accountability systems, pushing for implementation of systems providing “real accountability in our public education system,” said Van Roekel. Delegates agreed to convene a broad representative group of NEA leaders from the national, state and local level to develop plans for public school accountability and support systems.

“Educators know that real accountability in public schools requires all stakeholders to place student needs at the center of all efforts. Real accountability in public schools requires that everyone—lawmakers, teachers, principals, parents, and students—partner in accepting responsibility for improving student learning and opportunity in America.”

Van Roekel insists that in order for real, sustainable change to occur in public education, major work must be done to provide equity in our schools and address the growing inequality in opportunities and resources for students across our nation.

The group will examine what steps NEA can take to build further on the components of excellence in teacher evaluation and accountability identified in NEA’s Policy Statement on Teacher Evaluation and Accountability, which was approved at the 2011 Representative Assembly in Chicago.

The accountability group will engage stakeholders in the education and civil rights communities to help respond to the growing inequality in opportunities and resources for students across the nation. Inequality must be addressed in order for real, sustainable change to occur in the public education system.

To follow floor action at the NEA 2014 Representative Assembly, please click here or follow @RAtoday on twitter at twitter.com/RAToday.

Oregon Educator, a high school principal in that state, poses some hard questions about the federal role in education.

The federal government puts up about 12% of the cost of public education but has grown increasingly assertive about exercising maximal control over state and local decision-making.

She writes:

“In 1965, President Johnson’s landmark education bill was designed to equalize schooling as part of his War on
Poverty. It went a long way to accomplishing that. Unfortunately, now fifty years later, the federal dollars constitute less help and more control, resulting in testing regimens and a hyper-concentration on the tested skills that undermine programs in the arts and sciences as well as experiential learning that has been shown effective. We are now down the rabbit hole of tightly managed programs with single metrics (tests) that lead to ever more restrictive programs. Schools in poor neighborhoods are scapegoated while other poverty factors are ignored. And because we can now blame public schools for their alleged poor performance, more and more of public education dollars are skimmed off by charter schools, many of them run by highly profitable corporations.”

Is the transfer of power to Washington, D.C., irreversible. No, it is not. As the public becomes aware that all of the Bush-Obama initiatives have failed and that state and local control has been replaced by corporate control, there will be a demand to reverse the power-hungry federal control of public education. Federal control was not the intent of Congress in 1965 when the Elementary and Secondary Education Act was passed. Nor was it the intent of Congress when the Department of Education was created in 1979. No child Left Behind was and is a failed aw. Obama’s Race to the Top is NCLB on steroids. The two in tandem are imposing failed ideas and doing serious harm to public education. The only question is whether our schools can survive nearly three more years of Arne Duncan’s destructive “leadership.”

Laurel Sturt says that old-fashioned schoolyard bullying has evolved into Internet malice, protected by anonymity. She says bullying has become a national pastime for some political leaders. New Jersey Governor Chris Christie has cultivated a reputation as a bully, jabbing his finger at lesser mortals.

And then bullying is built into education policy–federal, state, and local.

She writes:

“Though the psychopathic rush of inflicting pain on another human being is not one most of us would appreciate, we have only to look at the realm of education to see an acceleration of bullying, in multiple guises. Take, for example, the oppressive federal mandates sent down from on high, No Child Left Behind, and its successor, Race to the Top. Here we have, for all intents and purposes, sadistic edicts impossible to fulfill, the charge of NCLB, “proficiency” for all children by 2014, nothing short of an iron mask for teachers and kids alike; states were bullied to participate to get millions in federal school funding. One would think subjecting kids to the torture of test prep and testing while losing a decade of authentic education, tilting futilely at an arbitrary data windmill, would have been consigned to the mistakes file. Yet, showing that arm twisting through policy is an equal opportunity, bipartisan affront, through his Bully of Education Arne Duncan, the very premise of Obama’s RTTT has relied on the legalized notion of bullying, bribery and extortion: sign on to our agenda or you’ll starve for funds.

“Within the Race to the Top straitjacket, then, the bullying theme has continued with the individual mandates: bullying standards developed undemocratically by not educators but profit-motivated bullies; bullied instruction forced on teachers by these standards; and parents bullied to share their children’s private data, their rights to privacy stripped by education business lobbyist cum bullies. Then there’s the bullying of teachers through evaluations unfairly tied to the test scores of the bullied kids, victimized students who, subjected to impossible work and tests, are displaying symptoms of bullying–depression, anxiety, insomnia, nausea, hopelessness, with the added bonus of a PTSD scar for life.

“Move down to the next level of power, and state and local bullying is flourishing. Here in New York we have a governor and education officials stonily unmoved by the pain they’ve signed us onto with RTTT, with no movement in sight to end it, notwithstanding a coming fall election; their intransigent coercion in the face of hardship is bullying. New York City teachers and students recently endured a decade of bullying micromanagement under the dictator Michael Bloomberg, a mayor in control of the schools, a nationwide experiment which has yielded low achievement results but a much higher degree of yes, bullying.”

Bullying moves into the classroom, where teachers are compelled to violate their professional ethics by authoritarian principals.

The bullying will continue until teachers stand united and resist. Those who bully them, steal their reputations and their profession can and must be stopped. Resistance is the best defense against the bullies. Don’t stand alone. Stand together.

Thanks to Mercedes Schneider for bringing this article to my attention.

 

If you have ever wondered why Congress refuses to abandon or revise or do anything to the failed No Child Left Behind, this article explains why.

 

NCLB declared that all schools would have 100% proficiency by 2014. Even in 2002, after the law was signed, it was already obvious that many members of Congress did not believe that 100% proficiency was possible. As one superintendent in the article says, the law demands that immigrant children who have been in the country for one year must be 100% proficient in reading and math, and that is impossible. Others pointed out that no country in the world has 100% proficiency.

 

Yet Congress clings to NCLB because no one will say that some children might not be proficient. So a law that is harmful, punitive, impossible, and already a manifest failure, remains on the book.

 

By the year 2014, all children in grades 3-8 will be proficient in math and reading.

 

In 2002, I asked my former boss at the U.S. Department of Education, Senator Lamar Alexander of Tennessee, whether he believed that the goal was feasible. His answer, in a public forum at the Willard Hotel in Washington, was: “No, Diane, I don’t believe that, but it is good to have goals.” In this article, he is quoted five years later saying there is no way to abandon that impossible goal:

 

Sen. Lamar Alexander (R-Tenn.), a former U.S. education secretary and supporter of the law, said Americans don’t want politicians to lower standards.

“Are we going to rewrite the Declaration of Independence and say only 85 percent of men are created equal?” Alexander asked. “Most of our politics in America is about the disappointment of not meeting the high goals we set for ourselves.”

 

Will we ever have public officials–elected and appointed–who are willing to level with us, to recognize failure of their legislation and programs when it stares them in the face, to get out of the business of telling educators how to educate children? Will we ever have public officials who do what they were elected to do instead of meddling in institutions they do not understand and setting utopian goals that create failure, disruption, and demoralization?

 

 

This NPR report summarizes the 12th grade NAEP report: Scores for high school seniors are flat. Reading scores in 2013 were lower than in 1992.

 

While there were small gains for each racial and ethnic group since 2005, there were no gains at all since 2009, when Race to the Top was initiated.

 

Achievement gaps among racial and ethnic groups remain wide.

 

Secretary of Education gnashed his teeth and said the results were troubling, and he is right. The chair of the National Assessment Governing Board said the results were unacceptable, and he is right.

 

In mathematics, the states that made the biggest gains in proficient students were: South Dakota, Massachusetts, New Jersey, Connecticut and New Hampshire. Only one of these–Massachusetts–won a Race to the Top award.

 

Also in mathematics, the states that had a lower percentage of proficient students than the rest of the nation were: Tennessee, Arkansas, West Virginia, and Florida. Two of the lowest performing states won Race to the Top awards: Tennessee and Florida.

 

In reading, the states that outperformed the nation were Idaho, Connecticut, Massachusetts, New Jersey, New Hampshire, Iowa, and South Dakota. Only one of these states–Massachusetts–won a Race to the Top award.

 

Also in reading, the states that had the lowest percentage of proficient students were: Tennessee, Arkansas, and West Virginia. Tennessee won a Race to the Top award.

 

These twelfth graders started school about the time that No Child Left Behind was signed into law, on january 8, 2002. Their entire school lives has been dominated by testing. The survival of their school depended on their test scores. Billions and billions of dollars have been diverted from classroom instruction to testing corporations. Many districts have increased class sizes and reduced services to students. Some leave closed libraries and laid off librarian, social workers, counselors, and psychologists. Many thousands of teachers have lost their job. But the testing industry has grown to be a multi-billion dollar enterprise, fattened by NCLB and RTTT.

 

Secretary Duncan is right. This is indeed troubling. It is time to change course. The policies of the Bush-Obama era have failed.

 

 

The Los Angeles Times tells us what we should already know: The higher the stakes on exams, the more bad consequences will follow.

In India, there are crucial exams, and cheating is a persistent problem. Ingenious students us their ingenuity not to answer the questions, but to find ways to get the right answer, either electronically by remote device or by sneaking in old-fashioned crib sheets.

In the United States, we have seen numerous examples of cheating by administrators and teachers, as in El Paso, Atlanta, and Washington, D.C. We have also seen narrowing of the curriculum to make time for more test preparation and loss of the arts, libraries, physical education, and even recess. We have seen teaching to the test, a practice once considered unprofessional. We have seen states game the system, dropping the pass score to artificially boost the passing rate.

The story in the L.A. Times describes a business that sells electronic devices to text exam questions to someone outside who responds with the correct answer. Officials are aware of the problem:

“At a test center in northern India’s Bareilly district, state-appointed inspectors making a surprise visit last month found school staff members writing answers to a Hindi exam on the blackboard. When the inspectors arrived, the staff members tried to throw the evidence out the window.

“Sometimes the stories are horrifying. A 10th-grader in Uttar Pradesh, India’s largest state, accused his principal last month of allowing students to cheat if they each paid about $100. The student’s impoverished family could barely manage half the bribe. Distraught, he doused himself with kerosene and set himself on fire in the family kitchen. He died the next day.

“At the well-regarded Balmohan Vidyamandir school in central Mumbai, 10th-grade teacher Shubhada Nigudkar didn’t notice the math formulas written on the wall in the back of the classroom in a neat, tiny script until days after the exams concluded.
“There is nothing we can do at that point,” the matronly, bespectacled English teacher said. “I can’t prove anything. So we move on.”

“The problems have prompted education officials to take preventive measures that at first blush might seem worthy of a minimum-security prison. Some schools installed closed-circuit cameras to monitor testing rooms. Others posted armed police officers at entrances or employed jamming devices to block the use of cellphones to trade answers.”

The problem is high-stakes testing. Our own officials in the United States can’t get enough.

The best antidote would be to require them to take the exams they mandate. If they can’t pass them, they should resign.

Someday, in the not distant future, when the history of this era is recorded, No Child Left Behind and Race to the Top will be recalled among the biggest policy failures of our times. They will be remembered as policies that undermined the quality of education, demoralized educators, promoted the privatization of schools, and destroyed children’s love of learning.

http://www.latimes.com/world/la-fg-c1-india-cheating-20140416-dto,0,165573.htmlstory#ixzz2z3whGNKt

Jeff Bryant of the Education Opportunity Network writes in Salon that voters are increasingly disenchanted with the bipartisan Bush-Obama education policies of high-stakes testing, Common Core, and privatization.

He points out that the attacks on public education are not playing well at all in the political arena. The overwhelming majority of parents are very happy with their local public schools and respect their teachers. The public is beginning to see through the lies they have been told about their schools. So much of the rhetoric of the “reformers” sounds appealing and benign, if not downright inspirational, but it ends up as nonstop testing, the closing of local public schools, merit pay, union-busting, the enrichment of multinational corporations, and standardization.

Bryant predicts that Democrats will suffer at the polls for their slavish espousal of hard-right GOP doctrine.

He writes:

“The only overriding constants? People generally like their local schools, trust their children’s teachers and think public school and teachers should get more money. Wonder when a politician will back that!

“Many observers, including journalists at The Wall Street Journal, have accurately surmised that the American public is currently deeply divided on education policy. But that analysis barely scratches the surface.

“Go much deeper and you find that the “new liberal consensus” that Adam Serwer wrote about in Mother Jones, which propelled Obama into a second term, believes in funding the nation’s public schools but has little to no allegiance to Obama’s education reform policies.

“Outside of the elite circles of the Beltway and the very rich, who continue to be the main proponents of these education policies, it is getting harder and harder to discern who exactly is the constituency being served by the reform agenda.

“Most Americans do not see any evidence that punitive measures aimed at their local schools are in any way beneficial to their children and grandchildren. In fact, there’s some reasonable doubt whether the president himself understands it.

So is Arne Duncan making education policy on his own? Or is the policy agenda of the Obama administration indistinguishable from that of rightwing Republicans like Bobby Jindal, Rick Scott, Scott Walker, John Kasich, Mike Pence, and Tom Corbett?

Anthony Cody makes clear how teaching has been redefined and degraded by No Child Left Behind and Race to the Top.

March is the month when teaching ends and test prep begins.

Federal education policy is a disaster.

The Bush-Obama agenda has de skilled teachers and made testing the most important aspect of US education.

Cody quotes teachers at length. One says:

“I wish you could hear my colleagues telling me “they don’t mind this” as it gets kids “ready” or solves them having to plan actual learning. They’ve been so de-skilled they don’t even feel the connection to instructional leadership. To them the school is a rote drill factory.

“The teaching profession has been redefined. A teacher is now the manager of a workbook drill. No projects, no model making, no literature, no research, no discovery. The planning you do is taking prefab programs and administering them. Sort of as if you were giving a test like the state test ALL the TIME. Room empty, pencils out, bubble. All things arranged around test prep. No themes, no critical thinking. Really! Not to get Biblical but it really fits – they know not what they do. Because they don’t, we are talking about folks that are responding to what their perception is – they perceive this to be what’s required.”

This is not education.

Jan Resseger writes of her delight in discovering that Mike Rose has released a revised edition of “Why School?”

Resseger writes:

“In the 2014 edition, Rose has revised, updated, and expanded Why School? It now addresses the impact of President Obama’s Race to the Top program and other federal programs that have emerged since 2009—including problems with the waivers now being granted to address the lingering effects of the the No Child Left Behind Act, long over-due for reauthorization.

“A much expanded chapter on standards and accountability now explores the goals of the Common Core Standards as well as Rose’s worries about the Common Core testing and implementation.

“Three new chapters speak to issues that have emerged since the first edition of Rose’s book. “Being Careful About Character” examines books like Paul Tough’s How Children Succeed with their thesis that schools can help overcome poverty with programs to strengthen character. “My worry is that we will embrace these essentially individual and technocratic fixes—mental conditioning for the poor—and abandon broader social policy aimed at poverty itself.”

” Another new chapter examines the wave of MOOCs and other on-line education, exploring the learning assumptions we rarely discuss and raising serious questions we ought to be asking before we thoughtlessly adopt these technologies.

“From my point of view the most important new chapter is “The Inner Life of the Poor.” “The poor,” writes Rose, “are pretty much absent from public and political discourse, except as an abstraction—an income category low on the socioeconomic status index—or as a generalization: people dependent on the government, the ‘takers,’ a problem.” “More than a few of Barack Obama’s speeches are delivered from community colleges, but the discussion of them is always in economic and functional terms… I have yet to find in political speech or policy documents any significant discussion of what benefit—other than economic—the community college might bring… To have a prayer of achieving a society that realizes the potential of all its citizens, we will need institutions that affirm the full humanity, the wide sweep of desire and ability of the people walking through the door.”

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