Archives for the month of: February, 2013

Marcie Lippsett writes about the bipartisan failure to save Detroit. The public schools of Detroit, like those of Muskegon Heights and Highland Park, have been put under the unilateral rule of an Emergency Manager appointed by the governor. In the latter two districts, the public schools were abolished, and the children were given to a for-profit charter chain. In Detroit, public education is being privatized and snuffed out with all deliberate speed. All of these districts are majority black, which perhaps made it easier to eliminate self-rule. Among those in power, no one cared, and no one heard those who did care.

Marcie writes:

“Detroit Public Schools like all of Detroit, died in the Riots of 1967. I am 53 years old and have watched (not in silence) this Apocalypse and loss of life, liberty and the pursuit of happiness. Detroit is a complete bipartisan failure of leadership at the local, state and federal level. And while former Governor Engler and current Governor Rick Snyder have willfully moved the devastation along, former Governors Blanchard and Granholm did not have the passion, or courage to make the rebuilding of Detroit and surrounding cities a priority. Detroit is the worst of the largest (dwindling) school districts across the U.S. but it is far from the worst in MI.

“Children in Muskegon Heights, Inkster, Flat Rock,Pontiac, Highland Park, River Rouge, Hamtramck, Lincoln Park, Southfield, Oak Park, Ferndale, Lapeer, Brandon, Avondale and Taylor have little reason to go to school. Then there are the students with IEPs and the students that we turn into the disabled and they really have no reason to attend school.”

Bill Gates wrote an editorial in the Wall Street Journal last week about how to solve all the world’s biggest problems.

The answer he said was: Measurement.

This writer, Cathy O’Neill, disagrees. It is not that measurement is unimportant but that measurement is not neutral.

What matters most is who decides what to measure.

Most researchers in education recognize that value-added measurement has serious flaws and unintended consequences.

The teachers whose students produce the highest gains may be teachers who spend every class period doing drills for the test.

The teachers whose students see the smallest gains may have students who don’t speak English or who are gifted and at the top.

If you understand the limitations of the measure–the standardized tests–then you will be reluctant to let them determine which children are considered smart, which teachers get a bonus, which teachers are fired, and which schools will close.

A group of scholars in Oklahoma have reviewed the state’s simplistic A-F report cards for schools and proposed a better way to look at school effectiveness. The Tulsa World provided a link so perhaps many people in the state will see it.

Jeb Bush pioneered this grading system on Florida. It puts far too much emphasis on test scores.

Three worthy parts of the review:

1. The fact that these scholars did this report matters

2. Good bibliography

3. Conclusion:

“The work of schools and school leaders might be compared to gardening, that is, tending to the growth of a great variety of life. Gardeners are not preoccupied only with the harvest alone. They bring to bear all kinds of knowledge, skill, and information, adjusting what they do constantly to enrich the environment of the garden, providing nurture and protection from everything that might harm it. Gardeners know that the harvest at hand is important, but that care for soil conditions, monitoring surrounding vegetation, and assuring availability of supplementary water and fertilizer are just as important; future harvests will benefit from the enhanced general conditions of the garden. The metaphor suggests that accountability in schools cannot be defined in the same way quality assurance is attained in manufacturing. Schooling more resembles what Thomson (1967) calls an intensive technology, in which the processing of nonstandard raw material relies on constant response to new information. The metaphor and the theory both point to accountability for process elements and capacity building as well as outcomes; a focus on outcomes alone would not adequately serve the complexities of schooling or the long-term goals of our society. The collaboration among Oklahoma’s education stakeholders could benefit by a metaphor that reminds us of the importance a long- term perspective has for effective school improvement.”

Mercedes Scneider continues her dissection of the nonpartisan National Council on Teacher Quality. This post examines the qualifications of Wendy Kopp.

You may have heard that former Governor Jeb Bush regularly parades the “Florida miracle,” perhaps preparing for a 2016 run at the presidency. The formula, we hear, is testing and accountability, grading schools, charters and vouchers, and of course, online courses and schools.

This Florida teacher wrote a comment and gives a different view from the trenches:

I will go out on a limb here and argue that there IS no “Florida miracle.” I taught in a Miami-Dade high school for 6 years and I watched our school grade go from a C to a D back to a C, stay a C, and then up to a B…I think it was also an F at some point in there. During that time, did I see any change in the “quality” of student? Nope. Did I see any change in the quality of the teachers? Nope. Did I see any change in the quality of the coursework? YES. It went DOWN year after year, as more and more emphasis was placed on testing, and less and less on everything else. As end-of-course exams were introduced, the quality went down still further, as classes were disrupted even more for testing and test prep. And while the class size amendment was the one and ONLY good thing left in FL education, that too has pretty much gone out the window, at least in high school, as “core classes” were redefined to mean “FCAT classes.” My last year teaching (last year) I had up to 38 students in my French classes. The quality of my classes definitely went down, though not because I was lazy or incompetent or any of the other things teachers are called all the time…but simply because to keep a class of 38 from dissolving into chaos, you have to have a pretty teacher-centered class going on all the time. That is not ideal for a language class, but then again, neither is having a class of almost 40 kids all doing their own thing (which, as any teacher knows, means each one playing with a phone or worse).

There is no Florida miracle. Education has only gotten worse over the past few years, no matter how schools, districts and the state itself game the system. And, contrary to what the media will tell you, it is NOT teachers’ fault, unions’ fault, and I won’t even blame it on the kids or their parents this time. It is the fault of education “reform” led by Jeb Bush et al.

Want to know who is pulling the stings of he corporate reform movement?

Keep your eye on ALEC, short for the American Legislative Exchange Council.

This is a secretive group of about 2,000 state legislators, major corporations and far-right think tanks.

The goal of ALEC is privatization and advancing the interests of corporations.

ALEC drafts model laws and its members introduce them in their state, sometimes verbatim.

ALEC has model was for charter schools, vouchers, online charter schools, for-profit schools, and laws to weaken or eliminate collective bargaining, teacher tenure, and certification. It wants a free market.

Recently, ALEC debated Common Core and came close to passing a resolution opposing the standards as a federal takeover. But Jeb Bush intervened and persuaded his friends to remain neutral.

Some of the corporate sponsors dropped out last year because of ALEC’s sponsorship of the “Stand Your Ground” legislation in Florida, invoked by the man who killed an unarmed black teen.

Here is a list of ALEC’s education task force members.

You may see some of your state legislators on the list.

To learn more about ALEC, read this informative article by Julie Underwood, dean of the school of education at the University of Wisconsin-Madison.

ALEC Exposed is the best website to learn about ALEC’s ambitious plans to privatize and deregulate many spheres of American society while benefitting big corporations.

When I blogged at Education Week, I wrote a post about ALEC. Its policy director wrote to say that President Obama shares many of ALEC’s goals. It is a strange time we live in.

EduShyster has generously written a guest post for readers of this blog.

She has timed this post with the release of Michelle Rhee’s memoir, which makes its debut today. (No one knows who wrote Rhee’s book, but some Washingtonians think they know.)

In honor of the day, EduShyster has collected a recipe from Adell Cothorne, the brave principal who filed a whistleblower lawsuit about the cheating that she saw in the D.C. public schools. Cothorne is now baking cupcakes for a living, having temporarily stepped away from a toxic climate in education.

Here is EduShyster (click on her link to get her usual great graphics):

 

Let Them Eat Cake

In case you’ve somehow managed to miss it, today marks the release of Michelle Rhee’s new advertorial, Radical: Fighting to Put Students First. So to mark this special occasion I’d like to propose a toast, although not to Rhee, whose ghastly edu-celebrity may at last be waning (see book sales, declining number of).  Let’s raise our collective wine boxes in honor of the woman who has emerged as perhaps the sharpest thorn in Rhee’s side: former Washington DC principal and whistle blower extraordinaire Adell Cothorne.

If you are a regular reader of Diane’s blog, you are likely familiar with Adell’s story; it’s one we certainly haven’t heard the last of. Adell has spoken out, boldly and bravely, about Erasergate, the epidemic of answer changing on standardized tests that took place while Michelle Rhee was in charge of the DC public schools. Her story stings in part because it was Adell’s admiration of Rhee that drew her to Washington in the first place. But when she witnessed what she was convinced was test tampering by teachers at her school she spoke up, and when officials failed to act she filed a whistleblowing suit, alleging that the DC Public Schools were defrauding the government.

The details of Adell’s case are widely available; as she likes to say, for the first time in her life she can now be Googled. I’m interested in what it means.This story of cheating and what appears to have been an official cover up (which is why Michelle Rhee is now lawyering-up) has major implications, and not just for Rhee’s own ever more tarnished legacy. The corporate reform project that seeks to distill teaching, not to mention students, down to a single test score, also hangs in the balance. The teachers in Adell’s school were under immense pressure to raise test scores, so raise test scores they did. Here’s how Adell describes her own cause: “I sincerely hope that my telling the truth brings about a TRUE discussion about the impact that tying teacher evaluations to assessment has on public education.” I hope so too.

Taking on Rhee, Inc. hasn’t come without personal costs. Adell gave up her job as principal and abandoned, at least for now, the doctorate she was close to finishing, a study of the use of culturally competent instruction to eliminate the achievement gap for elementary school-age African American males. She says that she felt she had no choice but to walk away from her job and her studies because of a fight that felt more important than either. “I needed to do what was right for not only those kids in DC but all students. Testing is killing our education system.”

In the coming days we’ll be treated to endless news stories and puff pieces about Michelle Rhee. Thanks to the bravery of Adell Cothorne, much of this coverage will now include words like “investigation,” “tampering,” “suspicion” and “cheating.” So let’s toast to Adell and hope for better days ahead. And since a little something sweet is just the thing to accompany that toast, why not sample a fresh baked cupcake? Adell thoughtfully provided the following recipe, one of dozens of varieties that she bakes at her new shop, Cooks n’ Cakes. She named this one in honor of Michelle Rhee and Rhee’s successor, Kaya Henderson. It’s called “Let Them Eat Cake.”

 

Let Them Eat Cake Cupcakes

Preheat oven to 325

Place the following ingredients in your favorite mixing bowl:
2 sticks of butter
1 ¾ cups sugar
2 teaspoons vanilla extract
3 large eggs

In the bowl of your electric mixer, or with a hand mixer, beat the butter and sugar until light and fluffy. Add the eggs, one at a time, beating well after each addition. Beat in the vanilla extract.

In a separate bowl combine the following ingredients:
2 ½ cups of cake flour
1 tablespoon baking powder
½ tsp. salt

Add to mixing bowl and mix on low for 2 minutes

Add 2 cups of milk and mix on low for 2 minutes

Add 2 oz. oil to the mixing bowl.  Mix on low for 1 minute

Pour batter into prepared pans

Bake for 20 minutes

Announce “Let them eat cake” before eating.

 

 

 

Wednesday, Feb. 6th, 2013 is the National Day of Action to support Garfield High School and the other MAP test boycotters who are facing possible 10 Day Suspensions without pay for refusing to force students to take an unfair, counterproductive and bad standardized test.

Information about the Day of Action can be found here: http://scrapthemap.wordpress. com/2013/02/02/national-day- of-action-to-support-seattle- map-test-boycott/

Share the Facebook Day of Action page here by going here: https://www.facebook.com/ events/366568146775772/

Sign the Support the Seattle Teachers Petition here:

https://www.change.org/petitions/seattle-public-schools-support-seattle-teachers-refusing-to-administer-the-map

Call, email, and write to Seattle Public Schools Superintendent José L. Banda to let him know that you support the boycott:

Superintendent José L. Banda  superintendent@seattleschools.org

Office of the Superintendent  (206) 252-0180
MS: 32-150
P.O. Box 34165
Seattle, WA 98124-1165

Read more about this historic boycott in Garfield teacher Jesse Hagopian’s op-ed in the Seattle Times here: http://seattletimes.com/html/opinion/2020158085_jessehagopianopedxml.html

And various resolutions and letters of support can be found here: http://scrapthemap.wordpress.com/solidarity-statements-2/ and http://brianpjones.tumblr.com/post/41098555088/educatorssupportghs and http://www.democracynow.org/2013/1/29/seattles_teacher_uprising_high_school_faculty

Michelle Rhee will be speaking at New York City’s Cornell Club, to promote her new book “Radical”, on Tuesday Feb. 5, 2013 at 6 PM. (6 East 44th St (between 5th and Madison, map here.) ,

New Yorkers for Great Public Schools, Class Size Matters and other pro-public education parents and advocates will be there to protest Rhee’s destructive policies and proposals, including her push to eliminate ANY caps on class size. More on how Rhee wants to undermine and privatize our public schools, see the parent Rhee-port card here.

For more information about the rally by pro-education advocates, email info@classsizematters.org .

Every year the sixth-grade students at Albert T. Lawson Intermediate School in Essex Junction, Vermont, build an igloo. It is part of a multidisciplinary study of polar regions in Mr. Gustafson’s class, a tradition for 30 years. Last year, there was so little snow that the students missed out on this beloved tradition. But, this year, the snows came, and here is the igloo. Students will remember this forever!

What does your school do to create joy and great memories for your students?

As we head deep into the winter season, we need to think of all the good things around us, the little miracles that we witness and take part in.

Please share.