Jeff Bryant writes that test-based evaluation of teachers is going, going, and almost dead.


He says that the most interesting thing about Hillary Clinton’s derisive comments about evaluating teachers by test scores is that few, if any, of the reformer crowd rose up to disagree with her.


Hillary said recently that it didn’t make any sense to evaluate teachers by the test scores of their students.


This policy was the jewel in the crown of Arne Duncan and President Obama’s Race to the Top. Duncan even saluted the Los Angeles Times for publishing its own ratings of thousands of teachers based on this fraudulent measure. He was silent when one of those teachers–Rigoberto Ruelas– committed suicide.  (See here and here and here.)


Bryant writes:


Democratic presidential candidate Hillary Clinton recently shook up the education policy world when she challenged one of the pillars of the education establishment for the last 10-15 years, that teachers’ job evaluations and pay should be linked to how students – even students they don’t teach – perform on standardized tests.


In an informal “roundtable” with president of the American Federation of Teachers Randi Weingarten and a select audience of AFT members, Clinton stated, “I have for a very long time also been against the idea that you tie teacher evaluation and even teacher pay to test outcomes. There’s no evidence. There’s no evidence.”


“This is a direct shot at Obama’s education policy,” reported Vox the next day. “The Education Department pushed states to adopt policies that would link teachers’ professional evaluations in part to their students’ test scores.”


Echoing that accusation, The Washington Post reported Clinton was “dismissing a key feature of education policies promoted by the Obama administration.”


But the important story here isn’t that Clinton’s remark indicates what we can expect from her administration for education policy.


First, her statement wasn’t all that definitive. She followed the remark with a vague comment about linking tests to “school performance,” whatever that means, and she declared, “you’ve got to have something,” presumably meaning she would want to maintain annual testing favored by Obama.


Second, you can disagree with what Clinton said, or argue about the way she said it, but the reality is,  federal pressures to require teacher evaluations to include test score data are likely going away. That’s because in the latest version of new federal policy being negotiated in Congress, “there would be no role for the feds whatsoever in teacher evaluation,” Education Week reports.


But, the important story isn’t as much about what Clinton said as it is about the response it got from the establishment that’s been in charge of education policy for nearly three decades.


The response: Silence.


The Establishment is ready to go to the mat for charter schools, 93% of which are non-union. But, bye-bye, teacher evaluation based on test scores.





Marla Kilfoyle is a teacher on Long Island, executive director of the BATs, and a leader in the Néw York opt out movement. She is also the mother of a child with special needs.

In this post, she writes a letter to her son, who was adopted from Russia when he was nine months old.

Marla writes:

“When we adopted him, we knew that he would come with cognitive delays. We were educated by the adoption agency about possible health issues that he could be born with. He had years of therapy (OT, PT, Sensory Processing Disorder Therapy, Socialization Therapy, Speech and Language Therapy, two eye surgeries to fix his strabismus) to catch him up. He worked so hard!


“He has excelled beyond our wildest dreams, and he is the joy of our lives.


“He is an accomplished trumpet player, he knows the full history of the sinking of the Titanic, he is a lover of animals, and he is an amazing son.”


And she wrote him a letter.



My son,


I adore you more than you will ever know. Having you in my life has been an utter joy and has enriched my life beyond measure. This is a hard letter to write because I have been fighting a battle that began because of you, my love for you, and my want for you to get a great education. As a teacher and a mother, I know that getting a sound education will open so many doors for you. I know that using education to find your passion will make you a happy adult. This is why I fight. This is why I travel and speak; this is why I work on the computer for hours at a time to write, organize, and join coalitions to make sure that you, and all children, have an education that opens doors and allows for discovery of a passion.


There are entities in the country that want to take away your right to a “Free and Appropriate Education.” They want to deny you the rights you are entitled to under IDEA. They want you to work to IEP goals that you could never meet. They want you to take exit assessments that are designed to set you up to fail. They want to create a cookie cutter education system that won’t help you overcome your weaknesses and will not lift your strengths to the surface. I know this, your teachers know this, but the entities that make education policy are not listening.


You are my son. I adore you. I love you and…
I will not be ignored.


So, I need to extend an apology to you.


I am sorry that adults who make education policy are ignorant about the real needs of special education children. I am sorry that adults involved in making education policy continue to marginalize special needs children. I am sorry that adults who make education policy continue to see special needs children, and their parents, as invisible.


The fight we have before us is to tell education policy makers that we will not be marginalized, and we will not be invisible.


So, I continue to fight for you, for all children with special needs, and I hope one day…
You will understand why I fight.

Today is a day to count our blessings and to be grateful for our family, our friends, and our freedoms.

There is so much happening in the world and in our nation that is alarming. There are so many nations and regions where the great majority of people don’t have personal security, where every day is a struggle to survive, where life is cheap, where men with guns threaten everyone daily. We can be grateful to live in a nation where most people most of the time are not in constant danger.

Clearly, we have serious problems to address in our own country, especially the fact that so many live in poverty in a land of abundance. We must commit ourselves to rectifying that terrible wrong so that all can be assured of enough to eat, a good place to live, and appropriate medical care. Or as Franklin D. Roosevelt put it so eloquently in his address to Congress in 1941:

“For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are:

“Equality of opportunity for youth and for others.

“Jobs for those who can work.

“Security for those who need it.

“The ending of special privilege for the few. The preservation of civil liberties for all.

“The enjoyment of the fruits of scientific progress in a wider and constantly rising standard of living.”

This was the speech where he enunciated The Four Freedoms:

“The first is freedom of speech and expression—everywhere in the world.

“The second is freedom of every person to worship God in his own way—everywhere in the world.

“The third is freedom from want—which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants- everywhere in the world.

“The fourth is freedom from fear—which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor—anywhere in the world.

“That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb.

“To that new order we oppose the greater conception—the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.”

Words spoken 74 years ago, a vision of a world that still eludes us, a vision that we must not abandon.

I am grateful to live in America. I am grateful for my family and friends. I am grateful for life and health.

I am grateful to the educators who dedicate their lives to helping children gain the skills, knowledge, and character to build a better world.

To all of you, parents, teachers, social workers, psychologists, health workers, and political activists who fight for children: Thank you.

In a major story today in the New York Times, Governor Cuomo of New York is said to be backing down from his rigid stance on evaluating teachers by test scores. This represents a huge victory for the parents of the 220,000 students who opted out of state testing last spring.


Kate Taylor, the reporter, says that Cuomo may not only reduce the role of testing in teacher evaluation, but eliminate it altogether, which has been the main demand of parents. Parents have been outraged to see their teachers rated by their children’s test scores, which has made the testing more important than any other aspect of schooling. They are outraged to see their school’s resources diverted to test prep and time stolen from the arts, physical education, and everything but the tested subjects of reading and math.




But beware, parents. This may be a hoax, a temporary moratorium intended to deflate the Opt Out Movement and cause it to disappear. Do not rest until the law is changed to delink testing and teacher-principal evaluations. The new federal law–not yet enacted–eliminates the federal mandate that Duncan imposed without authorization by Congress. New York may now permanently eliminate this punitive, anti-educational requirement.


New York parents: As Ronald Reagan said,  “Trust, but verify.” I suggest turning that saying around: “Verify, then trust.” Meanwhile, to quote an even older saying, keep your troops together and “keep your powder dry.”


The leaders of Long Island Opt Out and the New York State Allies for Public Education have proven to be effective, organized, strategic, and articulate. They have attended every meeting of the Regents, of legislative hearings, of Cuomo’s Common Core task force, and show up wherever they can inform other parents and policymakers. Their dedication and relentlessness made a difference.


I travel the country, and parents everywhere are in awe of the organized parents who opted out in New York. One of every five children did not take the tests, and that number could only go up.


Let’s remain watchful and wait to see what happens. In the meanwhile, this is reason for joy on the day before Thanksgiving.


Democracy works. It can even overcome billionaires when the public is informed, alert, and organized.

I am not sure why one of the largest charter chains in the U.S. is run by foreign nationals. But the Gulen chain has over 100 schools, which operate in many states under different names. One way to tell a Gulen school is that every member of the board is a Turkish man.


How did they proliferate? The old-fashioned way: By making friends in key places.


USA Today reports that Turkish men with modest incomes working for the Gulen chain made donations to members of Congress and Presidential candidates. If USA Today digs deeper, it will find contributions to state legislators as well as free trips to Turkey, all expenses paid.


USA TODAY has identified dozens of large campaign donations attributed to people with modest incomes, or from people who had little knowledge of to whom they had given, or from people who could not be located at all. All the donors appear to have ties to a Turkish religious movement named for its founder, Fethullah Gülen. USA TODAY reported last month that the movement has secretly funded more than 200 foreign trips for members of Congress and their staff.


In response to USA TODAY’s queries about suspicious donations she received on April 30, 2014, Sen. Kelly Ayotte, R-N.H. refunded $43,100 to the donors. “Out of an abundance of caution, the campaign has refunded the contributions in question,” said Ayotte campaign manager Jon Kohan. Ayotte also called on others who have received money from the same donors — including President Obama and Hillary Clinton — to return that money as well.


Some of the 19 Turkish Americans donating to Ayotte that day, who all lived outside New Hampshire, seemed to know little about the first-term senator, who is a woman. “He’s a good guy. He’s doing good so far. … I know him,” said Iman Cesari, a 30-year-old Nassau County employee on New York’s Long Island, who gave Ayotte $1,200.


“I just liked what he said at that time and wanted to make a donation,” said Hayati Camlica, who owns a Long Island auto repair shop and donated $2,400 to Ayotte on the same day.


Five of the Turkish Americans who donated to Ayotte that day could not be located at all, and in some cases, neither could the employer listed in Federal Election Commission records. Others did not return calls and emails seeking comment.


USA Today also reported that more than 200 members of Congress have accepted free trips to Turkey from the Gulenists.


Another article reports that Hillary Clinton has received large donations from Gulenists, as well as major contributions to the Clinton Foundation.


Maybe all this cash is meant to protect the Gulen charters, which have been a major revenue source for the Gulenists. The FBI has raided Gulen charter offices in Illinois, Indiana, Ohio, and in Louisiana.


Is it even legal for elected officials to accept contributions from foreign nationals?

John White is State Superintendent of Schools in Louisiana. He had a meteoric career after his stint in Teach for America. He worked for Joel Klein in New York City, quickly rising to become Deputy Chancellor in charge of closing public schools to make room for charters. As Klein’s tenure ended, White landed the job as superintendent of the New Orleans Recovery School District. After a few months, he was selected as state superintendent. There, he was a champion of Bobby Jindal’s program of privatization: vouchers, charters, tuition grants to private entrepreneurs, virtual charters, Common Core. He is the corporate reformer par excellence, ready and willing to privatize and extinguish public schools.


Things went well until Jindal realized that the Common Core had turned toxic and threatened his presidential ambitions. Jindal abandoned it, White stuck with it. They had a celebrated feud. But the Board of Elementary and Secondary Education backed White, and he survived.


Mercedes Schneider predicts he won’t survive the new Governor-elect, John Bel Edwards, who said during his campaign that White must go. Edwards is a supporter of public education; his wife is a teacher.


How can Edwards get rid of White when he has the support of the BESE? As Mercedes explains, the governor controls the budget. He also has the power to push through an ethics bill that would knock two members off BESE, including the state director of TFA, whose organization receives contracts from BESE.


Edwards spoke to a meeting of the Louisiana Federation of Teachers and told them that he would not close charters or end vouchers. But he says he will insist on greater accountability. That is not a great message, but at least the war on teachers will end.

Mercedes Schneider posted a transcription of his remarks and video to clarify what he said. On charters, he said that the decision to open charters should be made by local school boards, not the state board. As he spoke, the BESE is preparing to impose more charters without any local control. Edwards wisely noted that when a state bypasses the community, the voters are less likely to support bond issues for their schools, which are no longer theirs. Edwards also noted that some of the worst schools in the state are voucher schools. In a somewhat contradictory point, he says voucher schools should only serve only kids trapped in failing schools, but why send a child from a low-performing public school to a failing voucher school?

Note to Governor-elect Edwards: Please hire Mercedes Schneider, experienced teacher, dogged researcher, and skilled writer, as your education advisor.

Peter Greene writes about the reformers’ panicked reaction to Hillary’s factually correct statement about privately managed charter schools.


She dared to say:


“I don’t want to say every one – but most charter schools, they don’t take the hardest-to-teach kids, or, if they do, they don’t keep them.”


This is is a matter of fact, not opinion. The U.S. General Accounting Office issued a report chiding charter schools for their low numbers of English language learners. The report said that charters enroll only 8% of ELLs, compared to 11% nationally. However, in urban districts, ELLs are typically well above 11%. And as Peter points out, citing EduShyster, some of Boston’s high-performing charters have no ELLs, nada, zip, zero.


In city after city, charters have been sued for excluding students with disabilities. The GAO found the same gap that existed for ELLs. And again the actual gap was understated because charters were compared to the national average, not their own district. In addition, charters prefer the mildest disabilities and leave the most severely disabled students to the public schools. In Minneapolis, a public school was handed over to a Gulen charter, which promptly excluded 40 students with autism.



The Washington Post editorial board, one of the nation’s most persistent supporters of charters, cited “evidence” from the Center for Education Reform, whose organizational raison d’etre is promoting charters and vouchers.


Reformers may be willing to abandon some of their failed policies, but not charters. They are the Holy Grail, the sacred cow, the replacement for public education. They are the linchpin of privatization.




Jamaal Bowman wrote a powerful and important letter to Governor Andrew Cuomo. Bowman is a Néw York City middle school principal.

Please read and share. Help it go viral. It is an incisive critique of corporate reform. When did it become “liberal” to attack unions, career teachers, and public education? This used to be the agenda of the far rightwing of the Republican Party.

He writes:

“I hope this letter finds you and your family in good health and good spirits. I write not only to you, but also to those who share your view of public education….

“I also want to personally thank you for allowing me to provide testimony to the common core commission at the College of New Rochelle…..The work of the commission, along with your hiring of Jere Hochman as Deputy Secretary of Education, has me very excited about the direction in which we are moving.

“My excitement turned to devastation however as I watched your November 17th interview with David Gergen at the Harvard Kennedy School of Public Leadership [link to video is in Bowman’s post]. As an education practitioner for sixteen years, it was both frustrating and disheartening to watch the two of you pontificate about public education in what I consider to be a dangerous and irresponsible manner.

“Your discussion was wide ranging; covering topics from police reform to the new construction at LaGuardia Airport. As the conversation shifted to education, you told the audience that you are in constant conflict with the teacher union. You shared that your “unabashed” support for charter schools, to which you refer to as “laboratories of invention,” as well as your teacher evaluation mandate, are two of the causes of this conflict. You also went on to share your excitement around the possibilities of technology as a means to help circumvent the “machine” of the teacher union bureaucracy.

“Mr. Gergen, to whom you refer to as one of the experts and craftsman of his generation, recklessly framed the conversation in a way that greatly mis-categorizes the public education narrative. Mr. Gergen stated that teacher unions don’t want “young smart” people from Teach for America entering the profession. He then went on to praise charter schools as places that provide “24/7 support to children and families,” and “really work with the children themselves.” While Mr. Gergen made these comments, you nodded your head enthusiastically in agreement.

“There are two things that are incredibly careless about this conversation. First, it lacks a valid and reliable research base. Second, the two of you have a platform to really shape public discourse. As such, you must take extra special care to avoid facilitating misinformation regarding public education or any other topic. If you don’t, the perpetuation of child suffering will continue in schools throughout the state — as it does in schools all over the country.

“What does the data tell us about these widely discussed topics? First, public schools as a whole “outperform” charter schools. I place the word outperform in quotes because of our narrow view of what it means to perform in public schools today. The few charter schools that are celebrated for closing the alleged “achievement gap” have faced extreme criticism and scrutiny for their draconian test prep and recruitment practices, and boast incredibly high student and staff attrition rates. Some may argue these practices are the price to pay for achievement, but consider these questions:

“Are we ready to accept the instability and emotional trauma that comes with schools designed around draconian test prep practices?

“Does high performance on standardized assessments truly equate to what we all mean by achievement?
Research shows otherwise: In 2003, the “gold standard” of charter schools, KIPP, had a graduating class that ranked fifth in New York City on the math standardized tests. Six years after entering college, only 21% of that cohort had earned a college degree.

“In the landmark book, ‘Crossing The Finish Line: Completing College at America’s Public Universities,’ former college presidents William G. Bowen and Michael S. McPherson found that student high school G.P.A. was more predictive of college success than S.A.T. scores.

“As you can see Mr. Governor, high performance on standardized tests alone do not equate to a quality education. What research identifies as a determinate of quality schools, lies in a well rounded curriculum inclusive of both academic and adaptive skills, where students get to solve problems creatively, work with their peers, and experience both teacher and student centered pedagogy.

“As to your comments regarding charter schools serving as “labs of invention,” allow me to remind you that some of the most innovative schools in the country are public schools right here in your state. From the NYC iSchool, to Westside Collaborative, to Brooklyn New School, to Quest to Learn, there is amazing work happening in unionized public schools that we all can learn from. Charter schools that promote silent breakfast, silent lunch, silent hallway transitions, and have teachers walking around with clipboards to give demerits to students who misbehave, do not sound like labs of invention to me — they sound like labs of oppression.

“Your statement related to wanting teacher evaluations because “right now we have none” is categorically false. Teachers have been evaluated throughout my entire career. With regard to the new evaluation system, the issue isn’t that teachers are averse to evaluations, they just want evaluations that are fair and just. An evaluation that is 50% aligned to invalid and unreliable tests, created by a 3rd party for-profit company, aligned to new standards and curriculum with minimal teacher input, is both unfair and unjust. What makes matters worse is by continuing to turn a deaf ear to the research on child and brain development, we continue to have an achievement gap that will never be closed by an evaluation system tied to test scores.

“Furthermore, why are charter schools exempt from your teacher evaluation plan? That also doesn’t seem fair or just.

“Regarding Mr. Gergen’s comments, teacher unions aren’t afraid of “young smart” teachers entering the profession. On the contrary, that is what they want! Teacher unions oppose Teach for America (TFA) because the majority of TFA recruits leave the classroom within three years, with most leaving the profession entirely. This obviously creates a continued vacuum in our most vulnerable communities and has indirectly undermined the recruitment and stability of teachers via traditional pathways. Further, Teach for America has been around for 25 years and our so called “achievement gap” has grown. Their impact has been a net zero at best for the profession.

“Mr. Gergen also seems to think only charter schools support students and families 24/7. To this I say check my phone records, and the phone records of educators throughout the country. We all love our students as our own children and we are constantly in touch with families into the evenings and on weekends to support them with whatever they need. Mr. Gergen disrespects and undermines the profession with these nonsensical statements.

“Lastly, regarding your excitement for technology, technology is simply a tool to help us get things done more efficiently and effectively. It will not in and of itself “revolutionize public education” as you say. The education revolution begins with a paradigm shift driven by the needs and brilliance of the children we serve.

“If we really want to transform public education, Mr. Governor, we have to stop investing in purchasing, administering, and scoring annual assessments from grades 3-8. We know 3rd grade reading scores predict future outcomes, so let’s invest heavily in early childhood education, teacher training, and school support. Lets focus on birth to age eight programs, implement a strong literacy and Montessori curriculum, and institute portfolio based assessments and apprenticeships in grades 6-12. If we do this, you will have a model education system for the world to aspire to.

“Mr. Governor, you, like many of your elected colleagues, are lawyers, not educators. I am an educator. I have been throughout my professional life. I do not know the law, and would never try to speak with any conviction about what should happen in a courtroom. What’s most dangerous about the public education discourse is the fact that finance, tech, government, and the “elite” are all driving the conversation without educators included. They have the audacity, to make life-altering decisions for other people’s children, while sending their children to independent schools.

“The masses of people, which are our most vulnerable, continue to be handled without empathy or care. Empathy requires that we walk in the shoes of others; something that charter reformers, common core advocates, and Teach for America has never done.

“In closing, I want to turn your attention back to your announcement of the Common Core commission. Do you realize that in that speech you mentioned the word “standards” ten times, and the word “tests” fifteen times, while only mentioning the word “learning” one time? Standards and tests are meaningless if they aren’t grounded in learning. Learning is innate, natural, and driven by the needs of children. This is why we must change the conversation from standards and testing to teaching and learning. This fundamental flaw in ideology continues to lead our education system down a destructive path.

“Further, although you and Mr. Gergen discussed innovation as essential to moving the education agenda forward, during your Common Core commission announcement the words creativity, collaboration, and communication, which many experts believe are pillars of innovation, received a total of zero mentions. Innovation is not just about using a computer, tablet, or smartphone; innovation is a way of thinking, doing, and being.

“Thank you Mr. Governor for all that you do for our state. In the future please be mindful to handle the topic of public education with extreme care. Be weary of your pro charter school advisors. The charter school money train and gentrification plans are well documented. Our work isn’t about teacher unions, charters, or technology; our work is about children — and the future of our democracy.”

“I believe that unarmed truth and unconditional love will have the final say in reality.”
Dr. Martin Luther King Jr

In this post, a high school history teacher says that his students are utterly confused by the new requirements for high school graduation.

So is the teacher.

“Fortunately for our students, the ODE has made the path to graduation simpler by making it more complex. Students may graduate through an acceptable score on a certification in a vocational field. OR They may graduate through receiving a remediation free score on a college entrance test (scores not yet verified). OR They may graduate by earning 18 combined points on the aforementioned state assessments with a minimum of 4 points from 2 assessments in mathematics, a minimum of 4 points from 2 assessments in English Language Arts, and a minimum of 6 points from assessments in Biology, American History, and American Government equaling a total of 14 points with the 4 additional points picked up when students score 3 or higher, which is to say “Proficient or Above.”

“Does that make sense? My sophomores couldn’t explain it to me either, and they’re expected to graduate under that system. Fear not, I provided a thorough and engaging explanation replete with visual aids and low brow humor that seemed to do the trick. I could not, however, provide them with a satisfactory explanation as to why they “have to deal with this sh*t.” (Their words, not mine)….

“Look, maybe my scenario here is confusing. On a very basic level, this new testing system is terribly problematic. The issues lie in the fact that it is new, and being created as we go, but also in the nature of the convoluted paths to graduation themselves. The sheer number of variables at play here are impossible to fathom, from student strengths to test performance, low scores in these areas, but not those, 2 points here, other scores there, nothing formalized until very late. Now, take this level of absurdity and factor in real problems like hunger, poverty, instability in the home, disability, health problems, you name it, and you have a recipe for disaster.

“What seemed like a more humane system to someone is turning out to be nothing short of a nightmare. And now the tests are changing again in ELA and Math. Who knows what new issues may arise?

“How many students will be adversely affected? I don’t know. The ODE deals in percentages, I deal in human beings, the 140 plus sophomores I’m teaching. Like the one who told me, “I left half that math test blank. We hadn’t even learned that stuff yet.” Or the other kid who said, “There were some questions…I didn’t even know what they were asking.” These are good people, hard working kids that we’re simply grinding through this machine for some political rhetoric regarding career and college readiness….

“I have no interest in a punitive high stakes testing system. I am only interested in “Proficient and Above” percentages inasmuch as they impact the kids I teach. I am ashamed to be a part of the implementation of such a system, and I work every day to attempt to remediate its terrible impact. Like many of you, I am angry.”

This comment was posted today. I don’t usually disclose the names of writers unless they disclose it themselves. I googled the author and she is real.


Having worked for Eva from 2006 to 2012* I got to know Paul Fucalaro and saw him in action. I saw him belittle and undercut teachers, and browbeat students with merciless drill. Since Harlem Success was not open in 2002, his methods preceded Eva’s adoption of them. If the Queens School you mention was PS 65, its principal was also brought on board for HSA”s start. Mr. Fucalaro is a large man, not subtle or gentle in his methods, probably significantly scary to young children. Avuncular maybe, but a little sinister too. Early on, ( 2008, 9?) he and I were asked to evaluate a young teacher who was up for re hire. She was one of those young people who genuinely love children and interacted with them intuitively and effectively. She was also knowledgeable in science, the subject she was being hired to teach. We both walked out of our observation agreeing how impressed we were. The next thing I knew, she had been fired. The word in those days when people were let go was that they ” didn’t get the school culture.” We now know that means they wanted to treat children as human beings rather than “test taking machines,” or robots who cannot question, talk, play, laugh, or, God forbid, enjoy learning.
If tests were NOT used as a measure of success, or Success, it is doubtful Eva would have gotten this far. Not until schools, charter or otherwise, are judged by their success as places of learning, creativity and joy, and the scourge of test prep and drill is gone, will real teachers, not taskmasters like Mr. Fucalaro, feel welcome in them.

Annette Marcus


* I worked on setting up an inquiry based science curriculum for Success Academies. It was fairly free of test prep until 4th grade. When Eva extended HSA into MIddle school and wanted students to take high school regents exams in 6th and 8th grade, I quit.


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