Archives for the month of: September, 2012

The Pennsylvania Cyber Charter School is the largest in the state.

More than 11,000 students bringing in more than $10,000 each. Do the math. More than $110 million rolling in annually for a corporation that provides a computer and materials but no custodians or crossing guards or librarians or social workers or…you get the picture. What a business, and all those millions subtracted from public school budgets across the state.

A few months ago, the FBI launched an investigation of its operations.

The board of the school just fired most of its top managers.

But the story gets really tangled when you learn about how this corporation was taking in so much money, making so many business deals, spreading the wealth to old friends, and–wow–no public school would have escaped scrutiny for so long with the financial arrangements described in this article.

Follow the money.

Adam Heenan, a delegate for his school in the Chicago Teachers Union, thanks the readers of this blog for their many messages of support and solidarity. I urge you to read the link he provides to his blog:

Thank you all so much for the weeks of support messages sent our way via social and traditional media. It truly made the difference on my picket line, and was a topic of inspiration each of the seven days. I will be posting more at http://www.classroomsooth.wordpress.com when I get a chance to breathe, but now, I am reveling in lesson planning for tomorrow, and frankly, that feels really good, too.

“Blessed the Organizer who discovers the strength in wounds; blessed are the Agitators whose touch makes the dead walk.” – Thomas McGrath

Valerie Strauss wrote a terrific piece about teacher evaluation in the Washington Post that whacked Rahm Emanuel and the New York Times sharply across their knuckles.

Mayor Emanuel wanted to impose the highest possible weight on test scores to evaluate teachers. The New York Times thinks it is a wonderful idea.

Strauss wrote:

“The Times can say that using standardized test scores to evaluate teachers is a sensible policy and Obama can say it and Education Secretary Arne Duncan can say it and Emanuel can say it and so can Bill Gates (who has spent hundreds of millions of dollars to develop it) and governors and mayor from both parties, and heck, anybody can go ahead and shout it out as loud as they can.

“It doesn’t make it true.

Think of it. All those smart, powerful people agree and they are all wrong. Cue the music about the emperor and his fancy new clothes–not.

Who is hurting the kids? Reverend Jesse Jackson knows.

A lot of pious preaching came from reformers who opposed the Chicago teachers’ strike. They said, “You are hurting the children by keeping them out of school.”

We never hear them say that the Mayor and the school board are hurting the children by denying them small classes, decent facilities, a good curriculum, social workers, the arts, and well-maintained facilities.

The money’s all gone, the reformers say, but there’s always enough to give subsidies to developers and big corporations. The only time the till is empty is when the topic is public schools.

You have heard the news by now that the strike is over. I was lecturing in Chattanooga and meeting with leaders of the community from 2 pm until now. My brother tweeted to ask why I was behind the curve. Oops, offline.

Pundits and commentators will be poring over the Deep Meaning of all this for weeks and months to come. There will be countless articles about Lessons Learned.

Personally, I think we have a good idea already about why the teachers went on strike. No, it wasn’t greed or money. The compensation piece was more or less settled before the strike. Pundits and talk-show hosts who take home hundreds of thousands a year will express outrage that teachers–teachers!–might make $80,000. I ask you, who adds more social value–a first grade teacher in Chicago or a talk show host on national radio or TV?

Why did they strike? After 17 years of reform and disrespect, they were fed up with the bullying. They were tired of the non-educators and politicians telling them how to teach and imposing their remedies. Reform after reform, and children in Chicago still don’t have the rich curriculum, the facilities, and the social services they need.

They were sick of the incessant school closings. They were sick of seeing charter schools open that get wildly uneven results yet are praised to the skies by Arne Duncan and now Rahm Emanuel. They knew that the charter schools are non-union and that the Mayor will use them to break the union.

In the end, the union pitted itself against Rahm Emanuel, Arne Duncan, Chicago’s business and civic leadership, and the Race to the Top. It took on the most powerful forces in the city, and yes, even President Obama, who remained neutral.

And by taking a stand, by uniting to resist the power elite, these teachers discovered they were strong. They had been downtrodden and disrespected, but no longer. They put on their red T-shirts and commanded the attention of the nation and the admiration of millions of teachers. Powerless no more, they showed that unity made them strong. 98% voted to authorize the strike, and 98% voted to end it.

The union was fortunate in having Karen Lewis as its president. She was one of them. She had taught chemistry in the Chicago public schools for more than 20 years. She is one of the few–perhaps the only–union leader in the nation who is Nationally Board Certified, a mark of her excellence as a teacher.

Not only is she a teacher through and through, she is a graduate of Dartmouth. She is neither impressed nor intimidated by the elites who flaunt their Ivy League credentials. Hers are as good as theirs. Maybe better. She is a woman of valor.

Karen Lewis gave courage to her members, and they gave courage to her.

The strike is one of the few weapons available to the powerless. Without the union, the teachers would have been ignored, and the politicians would be free to keep on reforming them again and again and again.

The strike transformed the teachers from powerless to powerful.

The teachers said, “Enough is enough. With us, not to us.”

Regardless of the terms of the contract, the teachers won.

Thank you, CTU.

A reader asked for suggestions. I said I would ask for your ideas:

My sister is an experienced teacher struggling to keep her chin up in an impoverished district serving children whose parents are non-English speaking or meth addicts. She and her staff want to form a book study group this year – looking for ways to enhance their professional practice and their children’s lives – wanting desperately to have positive and productive conversations about this important work during these bleak times. Can you or any of your “followers” recommend some titles for them to consider? A retired teacher myself, I remain passionate about helping those who carry on.
Thank you for any and all suggestions.

Good news!

This blog began on April 24, 2012.

Today, September 18, it passed the one million page view mark.

That’s a lot of people across America and in other countries joining our discussion of better education for all.

I don’t want merit pay or a bonus.

I am grateful that readers here and on every continent are listening, speaking, thinking, contributing and sharing ideas about how to improve education.

Thank you!

Diane

Tennessee Commissioner of Education Kevin Huffman is withholding $3.4 million from the Nashville public schools as punishment for the defiance of the school board. The board voted four times to deny a charter to an Arizona company called Great Hearts, even though Huffman ordered the board to approve the application.

Clearly, Huffman does not believe in local control.

This seems to be an attitude of today’s reformers. Arne Duncan decided to rewrite NCLB to meet his own specifications. He likes mayoral control, where the mayor need not listen to parents or communities. ALEC has model legislation where governors can appoint a commission to authorize charter schools and override local opposition.

One begins to suspect that the reform movement is anti-democratic to its core.

This reader is grateful to the 88 education scholars who protested the misuse of test scores in Chopicago. They told Mayor Rahm Emanuel he was wrong. That takes guts. And it matters. It’s important for teachers to know they are not alone. And they are not wrong.

The reader writes:

Let’s not forget the CReATE group of 88 professors who sent a letter “to Mayor Rahm Emanuel, CPS CEO Jean-Claude Brizard and the Board of Education signed by 88 faculty members from 15 local universities warning that using student test scores in teacher evaluation could do more harm than good. The universities included the University of Illinois Chicago, DePaul University and the University of Chicago.” (http://www.catalyst-chicago.org/notebook/2012/03/26/19951/professors-caution-cps-using-tests-evaluate-teachers )

I think it is no coincidence that Chicago is now the epicenter of the fight against corporate education reform.  With teachers, Ed professors, community groups, and parents all united…it is a powerful force loud enough to actually change the conversation!

I hope other ed professors around the county unite and speak out like our activist profs here in Chi-town did!  It makes a difference.

An earlier post predicted that the faux reforms of the day will collapse like a house of cards when the public realizes the damage done to children and the quality of education. This reader says that the tests that are the foundation for all of the current education reforms–like merit pay and evaluation by scores–are fundamentally and irreparably flawed.

Queue the Kafka indeed! I’ve worked in the educational publishing industry for years, and I have had occasion to read hundreds of state tests. Almost every test that I have read has been RIDDLED with errors–was so full of errors that it looked like some sort of rough draft. Often, the errors on the state tests are such that the officially correct answer is actually incorrect. Here’s an example:

“There are 8 apples on a table. If you take away 2 apples, how many apples do you have?”

The answer is supposed to be “six,” but, of course, the answer to the question that was actually asked is “two.”

I have a standing bet that I can take any one of these state standardized tests and find at least ten errors in it. It’s a bet I’ve never lost. These tests are really sloppily prepared, and as the experience of the teacher in this video indicates, there is little accountability for their quality.

However, the problem runs much deeper than the editorial vetting of the exams. The biggest problem with them is that the supposed research adduced by the testing companies to support the validity and reliability of their tests is a lot of smoke and mirrors. A test of reading ability is like a test on “ability to make one’s way in the world.” What’s being tested is extraordinarily vague, broad, and complex. Suppose that one tested driving ability by giving people an exam that looked at their ability to identify car parts–to distinguish, say, a hub cap from a windshield wiper. Such a test would be very like the state exams that we give to test reading ability.