Archives for the month of: December, 2012

Fred Smith worked for many years for the New York City Board of Education as a testing expert. Now he is a watchdog to guard against the misuse of tests. He writes opinion pieces and advises parent groups about the excesses of the testing industry. For non-New York City folk, Tisch is Merryl Tisch, the head of the New York State Board of Regents, which never sees the harm in adding more tests. The Tweed Courthouse is the building that houses the leaders of the NYC Department of Education. Klein is Joel Klein, former chancellor of the schools. Walcott is Dennis Walcott, current chancellor. Polakow-Suransky is the deputy chancellor, once a progressive, who now oversees the city’s obsessive testing regime and answers very question with the promise that the Common Core will bring Utopia and an end to all concerns.

The Night Before…

‘Twas the night before Christmas and all through the state

Tisch was telling the Regents that she couldn’t wait.

The new year was coming, surely bringing the best;

Every school overflowing with test after test.

The Common Core Standards would arrive any day,

Educational nirvana was well on its way.

And in the Tweed Courthouse joy was also in season.

Tests, yet more tests on top of tests were the reason.

Dasher Klein passed the torch to Walcott, the Dancer;

Year-round testing, K-12 was the obvious answer.

On Bloomberg’s A team was no reindeer named Cupid,

But Polakow-Suransky was left to play stupid,

Explaining how tests were mere all-purpose tools

For holding back kids, judging teachers and schools:

If test prep and drilling took the entire school day,

Such a sacrifice was but a small price to pay.

If History was lost and Music and Art,

Well, you know everybody has to do their part.

If kids are nervous and are sick or are stressed,

That’s kinda sad, but the state and Fed say we must test.

When tests make special need and ELL kids feel dumb and sob,

Again, blame the Fed, we’re only doing our job.

If teachers feel pressured and are tempted to cheat,

We’re sure that’s so rare it’s not worth a tweet.

When teachers are rated by tests that won’t let them teach,

Hmm. I’ll get back to you soon. That’s not part of my speech.

If teachers don’t add value and their names make the press,

I really don’t like that either, I must confess.

When teachers quit because they can’t stand the grinding,

We’ve not done a survey that proves what you’re finding.

And so on and so forth on this Christmas Eve.

Here’s a list to check twice of things I believe:

If children come first, then parents come second.

That’s a clear truth that never gets to be reckoned.

So Albany and Tweed, you must let in the sun;

You and the privateers are not Number 1.

And that goes for Pearson and all of the charters;

We’ll call you if we need you! How’s that for starters.

Don’t keep parents in the dark about testing you’ve planned.

And spring tests on our children with your high hand.

Inform us of field tests and all other exams;

We’re not here to be led around like little lambs.

Let us decide to opt out or give our consent,

If we think taking these tests is time that’s well spent.

Be sure to assess what’s important to measure,

The work kids can do and the growth that we treasure.

Not the bubble sheet tests sold by grubby green vendors

To the grinches on Tweed Street—education’s pretenders.

That’s the kind of New Year that I hope will be seen;

Merry Christmas to all and Happy 2013.

~fred

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A reader suggests that we change our views of the proper goals of education:

“As important as core curriculum standards are they should not be the primary mission of public education. We would do well to adopt the four ancient civic virtues of Wisdom, Courage, Justice and Temperance as guidelines for student learning, K-12. Elegant in their simplicity and effective across the curriculum, they are the invaluable virtues of a healthy democracy. Free of religious cant and easy to remember, they are a most effective tool for students to gauge the relevance of what they learn. They are what we need and want from our public schools but are afraid to ask for.”

This article is a Christmas gift from me to you.

Leon Wieseltier of The New Republic has written one of the most eloquent explanations of why we need teachers, schools, and universities.

At a time when we hear hosannas to online learning, home-schooling, inexperienced teachers, the business model of schooling, for-profit schools, and the commodification of education, this is bracing reading.

Here is the way that Wieseltier’s wonderful article ends:

“THE PRESIDENT IS RIGHT that we should “out-educate” other countries, but he is wrong that we should do so only, or mainly, to “out-compete.” Surely the primary objectives of education are the formation of the self and the formation of the citizen. A political order based on the expression of opinion imposes an intellectual obligation upon the individual, who cannot acquit himself of his democratic duty without an ability to reason, a familiarity with argument, a historical memory. An ignorant citizen is a traitor to an open society. The demagoguery of the media, which is covertly structural when it is not overtly ideological, demands a countervailing force of knowledgeable reflection. (There are certainly too many unemployed young people in America, but not because they have read too many books.) And the schooling of inwardness matters even more in the lives of parents and children, husbands and wives, friends and lovers, where meanings are often ambiguous and interpretations determine fates. The equation of virtue with wealth, of enlightenment with success, is no less repulsive in a t-shirt than in a suit. How much about human existence can be inferred from a start-up? Shakespeare or Undrip: I should have thought that the choice was easy. Entrepreneurship is not a full human education, and living is never just succeeding, and the humanities are always pertinent. In pain or in sorrow, who needs a quant? There are enormities of experience, horrors, crimes, disasters, tragedies, which revive the appetite for wisdom, and for the old sources, however imprecise, of wisdom—a massacre of schoolchildren, for example.”

This is a wonderful gift catalogue that will give you laughs and solace on this special day.

EduShyster has created some priceless selections for the discerning shopper of edu-shlock.

Dear Readers,

I can’t bring myself to say “Merry Christmas,” because this Christmas season has been blighted by the tragedy in Newtown.

We are still in mourning for the twenty babies who were lost there, the precious children who were so cruelly taken from their families.

We are still in mourning for our brave colleagues, the educators who died defending the children, their children.

Let us all this holiday season stop to honor their memory.

Let us rededicate ourselves to do what is right for the children of our nation.

Let us promise to stand fearlessly for the values of compassion, kindness, and fellowship.

Let us reject the culture of violence and death.

Let us embrace the meaning of the words: Peace on earth, goodwill towards all.

Because so many who share in this community are educators, let us continue to educate, to lead others from ignorance to knowledge, to educate the public, to bring light where there is now darkness and despair.

Know that you are not alone.

Peace to you all,

Diane

Earlier today I posted about four teachers in Louisiana who started a recall campaign against Governor Bobby Jindal and the Speaker of the Louisiana House. The odds against them were overwhelming. They had no organization, no money, and no political experience. They didn’t collect enough signatures to get on the ballot. They confronted a powerful political machine. They filed their reports late and were fined for doing so.

A reader wrote:

“Success is not measured by what a person accomplishes
but by the opposition encountered and the courage that is
maintained in the struggle against overwhelming odds…”
– Orisen Swett Marden

Joshua Starr is superintendent of the Montgomery County public schools. He has stepped forward as an outspoken critic of standardized testing. He is emerging as a national voice against the national obsession with testing, ranking and rating students, teachers and schools. He has a different agenda: education. He recently was criticized for failing to follow the lead of ex-superintendents Rhee, Klein and Brizard, none of whom has a record of success.

Here, Carol Corbett Burris, principal of South Side High School in Rockville Center, Long Island, New York, expresses support for Starr.

Starr is working with Charlotte-Mecklenburg, N.C., superintendent Heath Morrison to counteract the failed national agenda of No Child Left Behind and Race to the Top.

Eduardo Andere is one of Mexico’s leading education researchers. Here, he comments on a post by Stephen Krashen about the PISA results.

Well, maybe Mr. Krashen is right! The analysis below may help to buttress many people’s view why American education isn’t so bad after all:

The education of Nobel Prize winners

By Eduardo Andere M .

The 2012 Nobel Prize edition is over. Most Nobel awards throughout history have been assigned to people of a country, whose pre-university education is deemed, by the fans of league tables, mediocre or deficient.

In the international league table OECD’s PISA game, the US is located at around the mean result. For example, in the latest published PISA results, 15 to 16 years old American students ranked somewhere between the 21 and 29 position in mathematics out of 34 OECD countries. Mexico and Chile are tied at the bottom. Finland and South Korea, meanwhile, top the list. So, the U.S. is closer to the bottom than it is to the top.

Most disappointing is the fact—the critique goes—that US pre-university education is among the most expensive in the world. While Americans spent in 2007 (latest published data) $ 129,000 per elementary, middle and high school student, the Finns spent 87 000, and the South Koreans 80 000 (OECD 2010). This makes each PISA point cost the U.S., $87, while Finland and South Korea pay 53 and 49 respectively.

Let’s see what happens at the other end of the educational and knowledge pyramid. The Nobel Prize is one epitome of the educational, scientific and technological apparatus. The award is given in five categories: physics, chemistry, medicine, literature, economics and peace. In many cases an award is given to several winners, so there are more winners than prizes. In 2012, for example, there are 10 winners and five awards: two in physics, two in chemistry, two in medicine, two in economics, one in literature and one, peace award, to the European Union.

Of the nine human-recipient awards, five are American by birth, one is Moroccan, one Japanese, one British, and one more, Chinese (literature). And of the eight who have university affiliation (because the literature prize has not so) six are affiliated to U.S. universities.

Historically, from 1901 through 2012, 555 awards have been granted to 863 people, of which 246 are US nationals. From a total of 620 university-related laureates 321 are affiliated to US universities. And if one looks at the top ten universities with Nobel laureates nine of them are American.

China, whose Shanghai province and the Special Administrative Region of Hong Kong, obtained outstanding results in PISA 2009, has a total of 10 Nobel winners in history. Finland, South Korea and Singapore, the top countries in basic and high school education, have earned three, one and zero Nobel Prizes.

If one delves deeper into science, technology and innovation, the United States shines with most of the production in all three areas. And within the realm of business success in the knowledge era, all, or almost all star companies in the 21st century, which permeate the lives of all of us, such as Google, Apple, Amazon, Intel, Facebook, Dell, Yahoo, Microsoft, Wikipedia, YouTube, PayPal, and Twitter, among others, are of U.S. origin.

So, what is going on? If the Nobel contest is the point of a knowledge iceberg, the so-called quality education assessment of students, schools and teachers is missing something. How come the shooting stars of basic education pale in higher leagues?

http://eduardoandere.net/english/publications-in-english/articles/the_nobel_prize_winners.pdf

If you want to know why Finnish schools are so admired, consider the following:

Finnish schools do not have standardized testing until college entry. Admission to teacher education is highly selective. Teaching is a prestigious career. Child poverty is very low. Finnish schools emphasize the arts, physical activity, and a broad curriculum.

If you can’t visit Finland, read Pasi Sahlberg’s book Finnish Lessons, which is now being read around the world.

Pasi Sahlberg just won the Grawemeyer Award for 2013 for this major book. Please send a copy to President Obama so he can learn about the ingredients of great education policy.

If you don’t have time to read the book (you should make time!), read LynNell Hancock’s article in the Smithsonian magazine about her visit to Finland. Hancock was education editor for Newsweek and now teaches at the Columbia School of Journalism.

Last spring, four teachers in Calcasieu Parish in Louisiana decided “enough is enough” when Governor Bobby Jindal rushed through his legislation targeting teachers and attacking public education. They decided they would launch a campaign to recall Jindal and House Speaker Chuck Kleckley. None had ever been politically active before.

You have to understand that Bobby Jindal–at this moment in time–owns Louisiana politics, lock, stock, and barrel. The teachers’ campaign was akin to a petition drive against the emperor of Rome.

Their campaign didn’t get very far. They didn’t have an organization or money, and they didn’t collect enough signatures to get on the ballot.

“The petitions required signatures from at least one-third of the registered voters in an election district. In the case of Jindal, it would have been about 965,000 signatures statewide. For Kleckley, it was roughly 9,000 signatures.

In each case the required reports were filed 56 days late. When they were filed, the reports reflected little financial activity.

The Jindal recall campaign showed $525 in receipts and no disbursement.

The Kleckley effort showed $1,600 in receipts and no disbursements.”

The Republican party spent $100,000 to quash the recall effort, and it filed a complaint with the state Ethics Board because the teachers did not file their campaign disclosure documents in the required 45 day period; they were 11 days late.

The two teachers who led the effort, such as it was, were fined $1,000 each.

I had planned to ask readers of this blog to raise the money to pay their fines, but an anonymous donor in Louisiana has already stepped up and done it.

The teachers were acting on their own, as citizens in a democracy. I would have gladly shown my support for them.

This is the same Ethics Board that ruled a few weeks ago that it was no conflict of interest for a member of the State Board of Education to award a contract to a business that had given him or her a campaign contribution.