Archives for the month of: September, 2012

John Thompson has a good article at Huffington Post asking why President Obama did a “Nixon-to-China” maneuver with education.

That phrase “Nixon-to-China” comes up again and again, and Thompson makes a telling point: It describes a political decision, not an education policy. The President’s education policy is indeed very little different from that of the GOP. As Thompson puts it, “It is a political gamble designed to beat up on two of the Democrats’ most loyal constituencies, teachers and families with children in urban schools, to show the “Billionaires Boys Club” that the administration could be tough on its friends.”

Is this a wise political strategy? “Secretary of Education Arne Duncan’s “reforms” opened the door to Scott Walker’s and John Kasich’s attacks on collective bargaining. Worse, Duncan and President Obama mostly stayed silent as workers fought back in Wisconsin and Ohio. Had the administration joined with workers, perhaps the Wisconsin recall election would have been won. Regardless, if the administration remains silent in Chicago, fed-up teachers could stay home in droves. That would be a case of chopping our noses to spite our faces, but it would be understandable if teachers allowed our outrage to rule.”

Hopefully, the President has told the Mayor to settle, and to do so without humiliating the teachers.

But the question will remain: Why is the Obama administration wedded to the carrot-and-stick policies of the GOP? Why is it so devoted to handing public schools over to private management despite the lack of evidence that private managers in non-union schools are more successful than public ones?

A pre-K teacher in New York City expresses alarm at the proliferation of developmentally inappropriate mandates:

The debate is already on about what constitutes quality early childhood education and, private schools not withstanding, in NYC and thanks to NYS for including common core in pre-k, it is not a good thing.
In our continuing effort to “win the gold medal” in education, we have lost sight of what it means to be a child in the United States.
Despite volumes of research on the subject of early childhood learning, many have pushed down the curriculum into pre-k so far as to make it not a community of learners but small people struggling to memorize useless information will do nothing to enhance right brain thinking and develop children into adults who are able to be actual thinkers rather than drones.
Children develop along specific biological pathways. Some develop some parts of their development sooner than others. Children are not on a trajectory of development. Some will start speaking sooner but take a little longer to get all those gross and fine motor skills. Some will be “ready” for the challenge of a super structured classroom that we see today and others will need a more experiential environment.
I have posted before that I teach pre-k in a NYC public school and have seen the decline in developmentally appropriate practices over years.
This last year the cots were removed from my room because resting took away from instruction.
This was tried several years ago when NYS mandated no naps, fewer trips to the bathroom and less hand washing, citing that in pre-k we were losing 60% of instructional time with all those frills. Pre-K teachers ignored the mandates and eventually the state rescinded. Sadly, they are back again.
There was a time when every child in my class was celebrated for his/her personal accomplishments. Today each child is judged not by what they can do, but rather by what they can’t do. This makes no sense.
Many children in pre-k are seen as “at risk” simply because they are not meeting some arbitrary benchmark on a statistical timeline. The “suits” need to read “Leo the Late Bloomer”
I don’t want want to sound paranoid and think everything is a conspiracy, but some days it’s difficult not to think that way.
I teach in a NYC community where there is high poverty and all the collateral damage that goes with it. I think quite often my students are set up to fail so those who have big money and big titles and no educational background point and say, “see, these children are not capable of learning more than just rote learning” The “suits” can create low level employment for thousands, some of whom had more capabilities but were shuttled into a narrow educational tunnel from which escape is very difficult.
Once again, I invite those who would take away from my students all the things that their children enjoy in their schools, both public and private, to create schools that look like the schools their children attend rather than create what I sometimes call “practice prisons”.

A reader responds to a post that contained advice from Margaret Haley, written almost a century ago:

It’s truly amazing how little has changed in America’s fundamental view of education in the past century.  Despite all the changes in the outward trappings of schooling, i.e., technology and science, we keep clinging to the fantasy that schools are factories that produced “educated” children; and that education can be managed like any other business:  Teachers became factory workers, children became workpieces or products, and administrators became floor bosses and executives.  All of this was done in the name of “efficiency”, which really meant “on the cheap”, and reduced the idea of education to little more than test taking.  The few who tried to remind the nation of what a real education looked like were shouted down by the industrialists and financiers and the popular press that fawned over the captains of industry and fanning the flames of discord among the general population.  

So, if our business leaders are now dissatisfied with the quality of education they have no one to blame by themselves.  Of course they can’t do that, since that would mean exposing the whole failure of the idea of “managed education”.  Also, they now no longer want to lower their taxes; they want to start taking tax revenues themselves.  So, again we return to the same invectives and lies that worked so well a century ago.

We desperately need a real debate in America about a definition of public education that supports our democracy, provides a strong foundation for adult success, and can be reliably supported by the public.  Sadly, we continue to move forward into the past.

The Los Angeles Times printed a thoughtful editorial about the teachers’ strike and about evaluating teachers by student test scores.

These days it is unusual to find an editorial or opinion column asking whether the tests were designed to measure teacher quality. They were not. Frankly, the test publishers ought to be yelling bloody murder about the inappropriate use of the tests, but they are making so much money that it’s hard to hear their complaints or to expect them.

I wish more writers would look at the research about the inaccuracy and instability of value-added assessment. I wish they would think a bit about how this high-stakes testing invariably leads to teaching to the test, narrowing the curriculum, score inflation, and cheating.

The one thing it does not produce is good education. If it did, we would see it in all the best private schools. But not a single one of them uses value-added assessment or even standardized tests. That would insult the intelligence of their teachers.

Chicago Tribune says two sides near settlement.

A comment from a reader:

Stay strong. In Madison we’re organizing a couple busloads to come down Saturday and show our solidarity. You came to us when we needed it most; now it’s our turn to come to you. Stay out there and stay strong.

    A reader remembers an important radio program about school reform. Listen up.

    The strike in Chicago reminded me of an episode of This American Life from 2004, 10 years after “school reform” began in Chicago. It tells the story of one amazing public school that did a lot with very little. When “reform” began, the school culture deteriorated. This is a very moving account, and worth an hour to listen.

    I have been writing This American Life to do a follow up to this story, or perhaps a series of episodes on school reform. I encourage the readers to do the same.

    http://www.thisamericanlife.org/radio-archives/episode/275/two-steps-back

A careful review of the Brookings study of New York City’s privately-funded voucher program finds that the program had no significant effects.

The authors of the voucher study, Paul Peterson of Harvard and Matthew Chingos of Brookings, wrote an article in the Wall Street Journal claiming that their study proved “the success” of vouchers. The study was widely cited by news media and voucher advocates as “proof” that vouchers improve college-admission rates for minority students.

Sara Goldrick-Rabb of the University of Wisconsin says that the study does not confirm the authors’ inflated claims. The National Education Policy Center, which published Goldrick-Rabb’s review, writes:

In her review of the Brookings report, Goldrick-Rab observes that the study identifies no overall impacts of the voucher offer, but that the authors “report and emphasize large positive impacts for African American students, including increases in college attendance, full-time enrollment, and attendance at private, selective institutions of higher education.”

This strong focus on positive impacts for a single subgroup of students is not warranted. Goldrick-Rab notes four problems:

· There are no statistically significant differences in the estimated impact for African Americans as compared to other students;
· There is important but unmentioned measurement error in the dependent variables (college attendance outcomes) affecting the precision of those estimates and likely moving at least some of them out of the realm of statistical significance;
· The authors fail to demonstrate any estimated negative effects that could help explain the average null results; and
· There are previously existing differences between the African American treatment and control groups on factors known to matter for college attendance (e.g., parental education).

“Contrary to the report’s claim, the evidence presented suggests that in this New York City program, school vouchers did not improve college enrollment rates among all students or even among a selected subgroup of students,” Goldrick-Rab writes.

http://nepc.colorado.edu/newsletter/2012/13/vouchers-college

Andrea Gabor has a valuable post about industrial history.

The lesson from the past is clear, she says: Everyone benefits when there is trust and collaboration.

Gabor thinks it is necessary to get beyond the punitive tactics of the present–the idea that lots of teachers must be fired–and to identify evaluation models that seek to support the ongoing development of teachers.

There are important issues of tone that affect–and that erode–trust.

Some years back, Anthony Bryk and Barbara Schneider wrote an important book called Trust in Schools, in which they concluded that no school reform could take place without trust. Trust, they said, is the glue that makes reform work and stick.

It is not up to the teachers to build trust; their work is crucial but they are at the bottom of a very sharp pyramid. Building trust is the task of leadership.

It is also a test of true leadership.

Stephen Dyer raises the question about whether Ohio will follow in Florida’s path and open an investigation of the K12 for-profit school. In Ohio, K12 has classes of 51 students to a single teacher even though it is paid to have a ratio of 20:1.

That is way profitable for K12, though not for the students.

Dyer’s article includes a link to a story about the sharp drop in K12’s stock price that occurred after news of the Florida investigation broke. That story points out that K12 is under investigation in Georgia as well as Florida.

You do have to wonder at what point Secretary of Education Arne Duncan might speak out against the poor quality of online for-profit charter schools and other for-profit entrepreneurs that raid school budgets and produce terrible results. Will he?