Archives for the month of: September, 2012

I discovered a new blogger who is spot-on: EduShyster

He or she seems to be writing from Massachusetts and has a wicked sense of humor.

This post is called “The Scratch n’ Sniff Guide to Phony Education Reform Groups.”

There are certain tell-tale signs. For example, no one in a leadership role ever went to a public school. Its “experienced” teachers had two years in TFA. Its policy agenda is exactly the same as ALEC.

This post challenges a charter cheerleader to find a single charter school in Massachusetts with the same demographics as Lawrence and a low attrition rate and high scores.

This blogger has wit, style, and knowledge, a powerful combination.

And to show my exquisite sense of political balance, here is a guide to reform groups by the Center for Education Reform, which advocates for vouchers, charters, homeschooling, online for-profit virtual schools–anything but public schools.

I link two different articles here, each of them explaining the dilemma in which we find out society today.

On the one hand, there is the potential strike of the Chicago Teachers Union. This situation pits a Democratic mayor against the city’s public school teachers, who stand united (98% voted to authorize a strike). They should have been his allies. President Obama will need their votes in two months.

On the other, there is a growing realization that the new jobs created since the recession of 2008 are low-wage jobs. The middle class is losing ground. Many new college graduates find themselves working at a fast-food chain or in retail sales, not making enough to pay off their student loans. The jobs they expected to get have disappeared.

What is happening to our country? The middle class is shrinking. The rich are getting richer. Income inequality is growing. The ranks of the poor and the near-poor are expanding. There is a full-court press to eliminate collective bargaining or reduce the power of unions, rendering them toothless.

The attack on unions is an attack on the middle class. It is an attack on an institution that builds a middle class. Unions were an essential part of the movement to create a middle class, allowing poor people to find jobs with a pension, health benefits and a decent wage. As unions wither, the middle class will shrivel even more.

Unions were an important ally in the civil rights movement and they have been fundamental in promoting the economic progress of black and Hispanic workers.

Consider this guest post on the Shanker Blog by Norm and Velma Hill, veterans of the civil rights movement and the union movement:

With a lot of prodding from [A. Philip] Randolph, the AFL-CIO… came to recognize the deep connection between labor rights and civil rights. The civil rights movement has moved the same way, acknowledging organized labor as by far its strongest ally. In a 1961 speech, Dr. King spoke to this, declaring that “Negroes are almost entirely a working people. Our needs are identical with labor’s needs: decent wages, fair working conditions, livable housing, old age security, health and welfare measures, conditions in which families can grow, have education and respect in their community. That is why blacks support labor’s demands and fight laws that curb labor.”

That is why the labor hater and the race baiter is virtually always a twin-headed creature, spewing anti-black epithets from one mouth and anti-labor propaganda from the other. That is why, at the time of King’s assassination in 1968, he was preparing to lead a march in Memphis, Tennessee, in support of black sanitation workers who were striking for union recognition. And that is why, for generations of black Americans and other minorities, a “good” union job was understood to be a path to the middle-class.

Still today, the benefits of trade union membership for African Americans, women, and other minorities are clear. According to one recent estimate, the wages of black union members are 31 percent higher than the wages of African Americans who are not union members. The union wage advantage for women workers is 34 percent; for Latino workers, it’s a whopping 51 percent. That being true, the decline of the union movement should be of special concern. In the mid-1950s, about one-third of the workforce belonged to unions. Today the proportion is down to not much more than 10 percent.

Some black and Hispanic entrepreneurs have done well during this period of growing income inequality. But black and Hispanic poverty remains deep and entrenched. Destroying unions eliminates the good jobs where black and Hispanic workers earn more. Access to the middle class becomes harder when unions are eliminated.

As the non-union charter sector expands, teachers’ unions are weakened. 88% of charter schools are non-union. It is easier for them to fire expensive teachers or to fire teachers who don’t conform or to fire whistle-blowers. There is no evidence that non-union charter schools are systematically more successful than public schools with unions. Here and there, you will find a high-flying non-union charter school, but you can find many more high-flying unionized public schools. On average, charters do no better than public schools when they enroll the same students and have the same resources.

So, yes, we need a rebirth of unionism. Yes, working people need protection from predatory employers who care only for lowering costs, no matter what the human cost. This country must restore a balance and sanity to its policies, and that won’t happen as long as the most powerful figures are joined in an effort to destroy unions and to privatize public education.

P.S. A personal disclaimer: I do not belong to a union. I never have.

Yet another charter school study finds no difference between performance of charter schools and public schools.

Why do reformers continue to push charters as the “answer” in cities across the nation, like Philadelphia, Indianapolis, Detroit, etc.? Do reformers read research?

This one was conducted by Mathematica Policy Research and the charter-friendly Center on Reinventing Public Education at the University of Washington.

Here is the summary from the U.S. Department of Education’s “What Works Clearinghouse”:

What is this study about?

The study examined the effect of non-profit charter-school management organizations (CMOs) on middle school student achievement, high school graduation rates, and post-secondary enrollment rates. Researchers estimated the effectiveness of each CMO separately by comparing the outcomes of CMO school students with those of matched non-CMO school students.

What did the study find?

The study found that, on average, CMOs did not have a statistically significant impact on middle school student performance on state assessments in math, reading, science, or social studies. Similarly, there was not a statistically significant impact of CMOs on graduation rates and rates of post-secondary enrollment for high school students. However, there was substantial variation in the direction, magnitude and statistical significance of the impacts for individual CMOs.

Citation

Furgeson, J., Gill, B., Haimson, J., Killewald, A., McCullough, M., Nichols-Barrer, I., . . . Lake, R. (2012). Charter-school management organizations: Diverse strategies and diverse student impacts. Report prepared by Mathematica Policy Research and the University of Washington’s Center on Reinventing Public Education. Princeton, NJ: Mathematica Policy Research.

Gary Rubinstein, who teaches math at Stuyvestant High School in New York City, went to a preview of “Won’t Back Down.”

He had some trepidation because he had heard the speculation about its content.

But being an intrepid movie goer, he decided to watch it for entertainment value.

He reports that it is not a very good movie.

He critiques the many inaccuracies and inconsistencies in the movie.

This parent trigger law, unlike any in the real world, requires the approval of a majority of both parents and teachers.

The teachers in the movie are unhappy because their union contract will not permit them to stay after school to help kids who need help.

The principal is a cheater with enrollment data, but the teacher who knows it doesn’t report him.

At the happy ending, after the parents and staff have dumped the one terrible teacher and their awful union, they create their own non-union charter school. This is unlike the real parent trigger laws that have been promoted by charter chains trolling for new business, by Michelle Rhee, Jeb Bush and ALEC. Apparently none of the corporate sponsors makes an appearance.

If you see it, let me know what you think.

Last year I was invited to participate in NBC’s Education Nation. I had a head-to-head discussion with Geoffrey Canada. This year, I received an invitation to sit in the audience.

Now as a perk, I have been invited to a special screening of the parent trigger movie and its world premiere. Imagine all those private school parents and Wall Street titans sitting about and feeling sorry for the children trapped in those dreadful public schools.

So, I was doing this thought experiment, now that the elites are so excited by the idea that parents should be able to seize control of a public school and turn it over to a private operator.

What if the people in the New York Public Library decided to sign a petition and seize control? We could give it to some corporation to run. Maybe we could rent it out to a department store or sell it off for condos.

Think Occupy Wall Street. Only this time, the powerful think it is a good idea. Curious that they think it is thrilling to imagine parents seizing control of public schools and turning them over to charter operators. How would they feel if it was a facility that actually mattered to them?

We are pleased to announce an exciting new addition to the Education Nation program at The New York Public Library’s Stephen A. Schwarzman Building: on Sunday, September 23rd, from 3:30 to 4:30 p.m.  ET, msnbc’s Alex Wagner, host of “NOW with Alex Wagner,” will convene stars of the new filmWon’t Back Down Maggie Gyllenhaal, Viola Davis and Rosie Perez, along with parents, experts and teachers for Parent Engagement, a panel discussion about engaging communities in improving struggling schools.  Portions of the taped panel discussion will be included in a live msnbc special broadcast on Sunday evening, from 6:00 to 7:00 p.m. ET, from the red carpet of the Won’t Back Downworld premiere.

As an Education Nation Summit guest, you are also invited to attend the World Premiere of Won’t Back Down on Sunday, September 23rd, at 7:00 p.m. ET at Clearview’s Ziegfeld Theatre. Walden Media and Twentieth Century Fox describe the film as a story of two determined mothers, one a teacher, who look to transform their children’s failing inner city school.  

Just received from AFT press office:

AFT Statement in Support of Chicago Teachers Union 

WASHINGTON—Statement of AFT President Randi Weingarten in support of the Chicago Teachers Union.

“Yesterday, on a call with her fellow AFT executive council members, including the union’s three national officers, Chicago Teachers Union President Karen Lewis reported on the status of the CTU’s ongoing negotiations with Chicago Public Schools, the CTU’s hope for a settlement, and its preparations for a strike if a settlement is not reached.

“Chicago’s teachers want what is best for their students and for Chicago’s public schools. And they want to work in an environment that respects their work and their role as partners with administrators in ensuring that every Chicago child has a chance to succeed. The AFT and its members stand with the CTU.

“Chicago teachers have already agreed to a longer school day—and offered ideas to make it not just a longer day but a better day by investing in art, music and other subjects that expand and enrich our children’s minds. And they’ve galvanized parents and community to support these ideas.

“No one takes a strike lightly. CTU members feel that a clear message has been sent by the school district that they and their work are not valued. This message is demonstrated not simply by the school board’s denial of agreed-upon pay raises, but also by Chicago Public Schools’ exclusion of the CTU from conversations it had with outside groups about potential school closings.

“CTU President Lewis and CTU members are committed to working around the clock to reach a fair, substantive agreement that keeps them where they want to be: on the job, in the classrooms, educating Chicago’s students. That will remain their goal if a strike is not averted.”

 

In New York City, when the Department of Education decides to close a school, all the teachers have to scramble to find a job. Some do, some don’t. If they can’t find a job, they join the Absent Teacher Reserve and they are known as ATR.

The ATRs are assigned to different schools, often every week. They are paid, but they have no position. Sometimes they substitute. This teacher was told to help out around the office.

Being an ATR doesn’t mean that you got a bad evaluation. They just had the bad luck to be in the wrong school at the wrong time.

This is the way teachers are treated in New York City.

Paul Thomas reminds us that poverty is destiny if we do nothing about it.

Finland figured this out and it has a strong system of social protections for children and families.

If we keep expecting schools to close the achievement gap by testing more, by adopting higher standards, by closing schools with low test scores, by evaluating teachers by test scores, and by offering carrots and sticks to teachers, we are deluded.

To make sure that poverty is not destiny, we have to take concrete steps to improve the lives of children and families.

I received the following comment from a TFA advocate, in response to a blog about the outspoken and brilliant Camika Royal:

In my experience with TFA, which stretches across over a decade, at local and at national levels, Dr. Royal is not the exception, but a shining example of the kind of person who joins, then runs (she was on staff for a number of years) TFA and who then moves on to contribute in thoughtful ways to education. Granted, she is exceptionally incisive, but the difference between her and many other TFA alumni is one of degree, not of kind.

Whatever it may look like from the outside, TFA is one of the most self-critical organizations I have ever seen, always questioning its own presumptions and seeking ways to more effectively serve students and schools. If you disagree with its premise, that’s fair. If you say that a number of its young teachers are arrogant, you’re right. But they are not the majority, and they don’t reflect the ethos of the organization. To be critical of TFA is merited, but the wholesale TFA bashing that has become a sport on this blog and elsewhere is simple-minded scapegoating that distracts from the real issues, which are much more nuanced than the good guy/bad guy scenario that appeals to lazy thinkers. More importantly, it is a missed opportunity. Whether you agree with its mission or not, TFA is an efficient and well-run educational organization, which is why it thrives even in difficult times. That’s a rare animal in our world, and we ought to be asking not how we can take it down, but what we can learn from it to apply to our own efforts.

This was my response to the comment:

TFA would be regarded in a positive light if it did the following things:

1. Recognize that five weeks of training is not adequate to make a “great” teacher.
2. Stop boasting that its first-year teachers are better than veteran teachers
3. Stop sending young recruits to take the jobs of experienced teachers who were laid off in budget cuts (that’s called “scab”)
4. Stop claiming (as Wendy Kopp does) that we don’t have to fix poverty, we have to fix the schools
5. Return to its original mission of sending young people to high-needs schools that are unable to find teachers.

Peter Goodman is one of the most astute observers of education in New York City.

His blog “Ed in the Apple” is a must-read for education buffs.

In this one, he says that the Department of Education puts more emphasis on burnishing the Mayor’s education reputation than on actually solving any problems.

The Mayor has had unlimited control of the city’s public schools for a full decade. No one could challenge his decisions. The laughable “board” rubber stamps whatever he wants.

He has relied on two strategies only: testing and choice.

He has closed over 100 schools, opened hundreds of small schools, and to the extent possible, eliminated neighborhood schools. Every parent is supposed to be a smart shopper.

The mayor’s PR machine works overtime. Every initiative is a success the day it is announced. When the initiative disappears, it happens quietly without press releases. Test scores went through the roof, until they collapsed in 2010 after the state admitted score inflation. At that time, the New York Times pointed out that there was no change in the black-white achievement gap over the previous eight years.

Data rules, except when it doesn’t.

The graduation rates have gone up but 80% of the city’s graduates who apply to the city’s community colleges require remediation in basic skills.

The Mayor’s one-man reign comes to an end in 2013 unless he anoints his successor and pours millions into his or her campaign coffers.

The Mayor is generally well-liked but parents don’t approve of his education policies, and voters are ready for him to ride off into the sunset.

The one thing he has proved beyond dispute is that a full 10 years of “reform” based on testing, choice and school closings does not improve education or the lives of children.