Archives for the month of: October, 2012

Parent groups in New York are trying to block the release of student data to an entity that includes Wireless Generation, a technology company owned by Rupert Murdoch’s News Corporation, in collaboration with the Gates Foundation.

“On Sunday, October 14, at a press conference held at the midtown law offices of Siegel Teitelbaum & Evans LLP, attorney Norman Siegel and New York parents released a letter sent Friday to Attorney General Eric Schneiderman and the New York State Board of Regents, demanding that the agreement between the NY State Education Department and the “Shared Learning Collaborative” be released, setting out the conditions and restrictions on the use of confidential student and teacher data to be provided to this limited corporation. The letter asked that parents be informed exactly what information concerning their children will be shared with this corporation, why the transfer of this data does not violate federal privacy protections, and demanding that the parents have the right to withhold their children’s information from being shared. The letter is posted at http://bit.ly/W6H2qV”

Read the background information here about Wireless Generation, Gates, etc. very important!

A reader points out that the U.S. Department of Education has the following program information on its website:

“The U.S. Department of Education’s Charter Schools Program (CSP) has invested more than $255 million in charter schools this year. The purpose of the program is to increase financial support for the startup and expansion of these public schools, build a better national understanding of the public charter school model, and increase the number of high-quality public charter schools across the nation. More information about the Charter Schools Program is available from the U.S. Department of Education’s Office of Innovation and Improvement here.”

Why is the DOE spending $255 million on privately managed charters that are free to exclude low-performing students or students with high needs? Why does it support a sector that is more racially segregated than community schools in the same district?

Charter schools are not public schools. Charter schools are run by private management. Most charter schools do not have a parent association. Charter schools do not get better test scores than public schools, on average.

Jeff Bryant asks whether Michelle Rhee is the Ann Coulter of education.

Rhee expends great energy insisting that Democrats support the hard-right agenda of ALEC. She tries to sell the idea of a bipartisan consensus to eliminate collective bargaining rights, teacher tenure, test-based evaluation, and privatization via charters and vouchers.

Democrats would be wise to stick to their historic agenda of equality of educational opportunity and public education.

Rhee has no popular base for her agenda. Although she claims two million members, most of those “members” seem to be people (like me) who innocently signed an online petition supporting teachers. When she held a rally in Hartford, Connecticut, last fall, no one showed but media and a handful of onlookers.

What she does have is a load of money, contributed by Rupert Murdoch, the Waltons, and assorted rightwing billionaires. She uses it to support Republican candidates and the few Democrats who endorse vouchers or promise to oppose unions.

Her relentless promotion of the anti-union film “Won’t Back Down” demonstrated her lack of any popular backing. The film had the worst opening weekend in thirty years of any movie in wide distribution (2500 screens), and immediately died at the box office, despite heavy marketing and advertising. The Regal cinema chain (owned by Philip Anschutz, whose company Walden Media produced the film) is now offering two tickets for the price of one. But in these hard economic times, it’s tough to sell a story in which the union members are the bad guys and the entrepreneurs are the good ones.

People often ask me, “Why don’t the public schools learn from the charter schools?”

Good question.

The top-rated charter school in Minneapolis has lessons to teach the public schools. But I doubt that the public schools should copy those lessons or even if the lessons are legal.

First, the charter school takes half as many students with disabilities. Then, it has double the suspension rate of the public schools. That raises the charter’s test scores. Then the media and legislators say we need more schools like that.

That is the lesson.

Very clever but not very original.

Glen Brown, teacher and poet, examines the legal and moral reasons why states should not break their contracts with their employees by calling it “reform.”

Matthew Swope has been teaching physics for ten years. He is a STEM teacher, the kind that every district wants. Before becoming a teacher, he was a Marine, then a police officer. He took a big pay cut to become a teacher. He loves teaching.

Read his words of wisdom:

I am a teacher. Year 10. High school physics. I am a professional educator in a field that demands professional credentials, continuing education, skill and knowledge based licensing exams and background checks including fingerprints so I am deemed responsible enough and safe enough to work with children. I’m a mandated reporter of physical abuse, neglect, and sexual abuse.

There, now I’ve established my bona fides and authority to speak knowledgeably on the subject.

Oh, wait, I have to knock out the ones who claim I’ve only ever taught. I served in and was honorably discharged from the United States Marine Corps. I then spent six years carrying a badge and a gun and worked a beat as a police officer in a city of 180+ thousand people. I’ve done other things than teach.

When I was a cop, if crime went up on my beat they didn’t blame me for not working hard enough. They brought in additional officers to beef up the presence and manpower. They did dispassionate studies of data to identify problems, communicated the results to me, and let me help decide how to address them. They swarmed identified problems with social assistance and community programs, assigned undercover officers to work from the inside, provided more funding for Women’s Protective Services and Children’s Protective Services, brought in the narcotics and gang task forces to assist, assigned volunteers from the DA’s office and City Council to spend weeks riding around with me as observers so they could see what I was up against, and provided me with medical aid and psychological care (mandated after certain stressful incidents like shootings) and never, ever, accused me of not working hard enough or being a good enough cop. Instead, they identified poverty, drugs, poor or absent parenting, and legitimate mental illnesses and disabilities as the root of the problem.

I was provided the proper equipment to do my job and it was regularly serviced and updated. I was provided continuing training in the mental and physical duties of my job.

I got tired of seeing kids as victims or criminals and went back to a school to try and help them from the other side of life. I became a teacher. I took a $24k per year pay cut for this privilege. I saddled myself with 20 years of student loans. I spend in excess of $1000 a year of my own money to provide equipment and student supplies so I can do my job effectively. I take every student in my class, whether it was the year I am doing inclusion teaching or the year I have the AP kids. I turn none away nor should I. As an American citizen, It’s my task and privilege to educate everyone who comes through my school’s door. I make progress with every student but that progress cannot always be measured by a standardized test. I feed some of my kids. I’ve bought them clothing. I’ve visited them in juvie, hospitals, hospices and at the graveside. I’ve been praised, cussed, disrespected, honored and ignored by parents and administration.

I lead my department, my campus academic competition team and my students. I follow my principal and superintendent. I’m responsive to parents.

I love kids and teaching.

I’m tired. I am not respected. I am underpaid.

I am not responsible for what happens outside of my 45 minutes a day with your child. I only accept that responsibility for my own two children.

Please help me do my job for your child and community. Stop demonizing me, my profession, and my fellow teachers. See through the deceptive manipulation of the reform movement and high stakes standardized testing. Don’t buy into the propaganda about teachers unions and how evil they are. Don’t listen to political hacks like Rhee who are only in it for the opportunities to gut the profession and privatize it for the wealthy to plunder profits from.

Let me teach. Allow fellow professionals and administrators to evaluate me fairly and help me if I don’t meet expectations. Listen to me when I speak for I am a professional and I am in it to do the best job possible with the kids I am given.

Help me. I want to help you.

This letter was written by an early childhood educator. It expresses succinctly what many readers of this blog believe to be true:

Dear President Obama,

Please wake up and see that the education policies your administration is promoting are decimating our public schools, harming our children, demoralizing our teachers, and threatening the future of our democracy. Worst of all, your policies are promoting inequities in our education system and diminishing the opportunity every child in the nation should have for an excellent education

Your mandate for more charter schools is fast creating a three-tiered education system in our country. Children of the wealthy and privileged such as your daughters attend elite private or public schools. Children of less affluent families who are relatively able students with better informed parents increasingly find their way to charter schools, many of which have access to private funding and greater resources. But the third tier is left for the majority of poor or working-class children who must attend underfunded, under resourced, mostly inner-city public schools.

I am an early childhood educator and I can say with certainty that your policies are impacting the early childhood field in many negative ways, but that the greatest harm is falling on our nation’s poorest children. They are getting the worst of test-based, restrictive, standardized, rote instruction, while children in more affluent communities continue to benefit from more play and activity-based curriculum. More often the teachers in lower income communities have less training and are therefore more dependent on the standardized tests and scripted curricula that are a result of your misguided policies.

Standardized tests of any type don’t have a place in early childhood. Children develop at individual rates, learn in unique ways, and come from a wide variety of cultural and language backgrounds. It’s not possible to mandate what any young child will understand at any particular time.

Early childhood teachers are leaving the field in great numbers. They can’t teach using their professional expertise and many detest having to follow prescribed curriculum that they don’t agree with. As one teacher said recently, “I see kids with eyes glazed who are simply overwhelmed by being constantly asked to perform tasks they are not yet ready to do. I finally had to leave my classroom and retire early.” (www.deyproject.org).

Please look closely at how your education policies are impacting children, especially our youngest and poorest children. Your focus on competition and market-driven reforms is resulting in greater inequities in our education system and an undermining of our public schools. A vibrant, flourishing public education system is the cornerstone of our democracy. Please be willing to re-examine and reverse the direction of your approach to education. Please don’t be the President who abandoned our nation’s children and our public education system.

Respectfully,

Nancy Carlsson-Paige

Professor Emerita
Lesley University
Cambridge, MA

Whether you are a teacher, a parent, a student, a principal, a school board member, or a concerned citizen, please join the Campaign for Our Public Schools.

Speak out against high-stakes testing and privatization.

Write a letter to President Obama and other elected officials.

Here are instructions
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Nikhil Goyal is a very articulate high school senior who just published a book about what is needed in American education.

He wrote a letter to the editor of the NY Times, and his letter was so impressive that it became the focus for one of the Times’ Sunday dialogues.

That means that the Times invited readers to respond to his letter with their own.

This led to quite an interesting exchange.

The only addition I would make to the discussion is that the test results are used to bash teachers, knock public education, mislead the public about the condition of American education, and lay the groundwork for privatization.

As terrible as the overuse and misuse of testing is in relation to creativity, it is even more terrible in the way test scores are now being used to inflict damage on a basic democratic institution.

EduShyster has written another fabulous post, this one on a theme that readers of this blog know well: What are the “best practices” that turn charter schools into media sensations?

Wherever you live, send this post to whoever covers education. The journalists should pay attention. EduShyster is a terrific teacher.