Jere Hochman, superintendent of the Bedford Central School District, describes the outrageous pressure on schools. Governor Cuomo put a 2% cap on new taxes, and it requires a super-majority of 60% to lift the tax cap. Many schools are cutting the budget, cutting programs, laying off librarians. More mandates keep coming from the state and federal government.
Do “reformers” protest the budget cuts? Do they protest when class sizes go up or librarians are laid off?
As long as they get more testing, Common Core, and value-added assessment, the reformers are satisfied.
Diane Ravitch's blog 
“Do ‘reformers’ protest the budget cuts? Do they protest when class sizes go up or librarians are laid off?”
The deal is this:
“Reformers” are financially starving the traditional public schools into failure—with then triggers class size increases, gutting the arts, school libraries, P.E. etc., closing and combining schools, deep cuts to teacher salaries/benefits, etc… all things that lead to lower test scores.
“Reformers” then turn around and use the resulting “low test scores”—that THEY are actually responsible for, as they initially and deliberately caused it to happen—as proof that traditional public education is hopeless… and needs to be replaced by a privatized,
market-based system of “public charter schools”
These “public charter schools” are not truly public, however, as there is ZERO transparency or accountability to the “public” whose tax dollars they are using, where they don’t educate all the “public”, eschewing the hardest and most expensive to educate—i.e. Special Ed, ESL, homeless kids, foster care kids, kids with disruptive behavior… and where the de-unionized teachers who are respected and appreciated by the “public” will get poorly paid and receive little or no benefits/retirement or terrible benefits/retirement.
Hmmm… so where does all that money saved go? Why to the unaccountable charter privatization bosses, of course, who now get paid 5-50 times more that what their public school counterparts get paid (when factoring in per-student comparisons). Check out the salaries of Geoffrey Canada, Eva Moskowitz, Deborah Kenny, Michelle Rhee, David Levin, Mike Feinberg, Wendy Kopp, etc.
There’s no sense fixing something that already works… therefore any and all areas where traditional public education is succeeding must be sabotaged ASAP, so they can eventually be privatized. Thus, the gutting of all funding.
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Nice summation of the scam behind it all, thanks.
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Do the reformers and charter operators even know what “bedside” means? No. And they have a large percentage of the few special education students with “speech” classifications!
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And when these ‘public’ charter school need more money to keep their schools running (ie ,making a profit) how do they get a referendum passed to raise taxes? Can they just say they need MORE tax money to run their, very questionable, schools?
We keep looking down the road and seeing more and more charters…they are looking down they road and seeing more and more tax dollars flowing their way with no one to stop them (can we say taxation without representation all over again)
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Dr. Ravitch, would you say all people who want to help improve public schools would be satisfied if
” As long as they get more testing, Common Core, and value-added assessment, the reformers are satisfied.”
Jack, would you consider yourself someone who believes there are some great things about public schools, and some things that could/should be improved? If yes would you say you favor (some) reform – while disagreeing with some/many of the strategies suggested for reform?
When you say there is 0 transparency for public charter schools, have you looked on state department websites that provide information about the performance of district & charter public schools?
When you say that some “charter privatization bosses…now get paid 5-50 times more than what their public school counterparts get paid (when factoring in per-student comparisons), could you please say more about how you figure this?
National Center for Education Statistics (part of the US Dept of Ed) says the average full time public school teacher salary in 2010-11 was $56,069 in current dollars. 50 times $56,069 would be $2,803,450. Are any of the folks that you mentioned paid about $2.8 million?
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Joe, I’m not sure I would make the exact same generalizations regarding what reformers truly want or what would make them happy-or guess how much money they make (even though I can say that somehow the rocketship known as Rhee shot up through an unbelievably brief suck-fest of a teaching career to become a world reknown ed-expert making in ONE SPEAKING ENGAGEMENT more than I make after a decade teaching) but I would say that:
the legislative agenda to under-fund and over-mandate public schools, combined with the insinuation of non-educators who have ventured into the testing/data/curriculum/charter school “biz”-just waiting to pounce on and privatize the victimized schools and the students (and their communities) raises some concerns.
I would say the reform needed was the lifting of bureaucratic restrictions and mandates that have forced traditional public schools into no-win situations. Put ALL kids into public schools together-including the Gates, Rhees, Bloombergs, Cuomos, Kings, Kleins, Murdochs (do satan spawn lizards bear young?)…watch the schools succeed, watch the funding flow, watch the critics disappear.
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“Jack, would you consider yourself someone who believes there are some great things about public schools, and some things that could/should be improved?”
I’ll tell you one great thing that brings tears to my eyes… it’s the sight and sound of a parent bringing a child to the public school office counter, and immediately after that parent shows proof of residency in that school’s attendance area, the child is immediately brought to his / her new classroom while the parent is still filling out the paperwork.
That’s the promise of America… the equal opportunity to receive education for all its citizens.
MORE LATER
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And when the parent does not have proof of residency, they are shown the door. New Trier schools are only for New Trier children. The same goes for Scaresdale of course.
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As I left my building for Spring Break today, it was the first time, in a long time, that I did not feel like I was the protagonist in a cheap horror film who is witness to a constant slaughter. But it was only a temporary reprieve. This week, 6 English teachers were let go from 2 schools in my 4-school district. While this may seem logical in the grand fiscal scheme of things, in reality, this is an egregious error that will be a detriment from which our students may never recover. 30 plus in a class, Common Core and up to 50 % of our evals based on test score…. this horror movie seems to have many sequels in the making!
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Sorry, here’s the link for average public school teacher salaries:
http://nces.ed.gov/fastfacts/display.asp?id=28
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$56,000 huh? Not here. It would take me 18 years to get there with a master’s, and 21 years without. That’s assuming they stop with the cuts and freezes.
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According to National Center for Ed Statistics, average Florida teacher salary in 10-11 was $45,783, more than $10K under the national average.
http://nces.ed.gov/programs/digest/d11/tables/dt11_084.asp
State with highest average salaries are New York, $71,277 (a state Mr. Rendo tells us “does not care about education. Not at all.”) I’m not opposed to an average salary of $71,277. I just think it suggests some people in NY care about education.
Five states with high average salaries, Massachuestts, (69,619), California ($68,067), New Jersey, ($65,666), DC, ($65,290 – yes I know it’s not a state), and Connecticut ($64,280)
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And now the reformers at NYSED have thoughtfully invited high school English teachers to submit “modules” or “units,” but only using the texts that the state has designated at each grade level 9-12. They include this curious wording: “There will be no appeal process for submissions that are not selected for posting on EngageNY.” Does this mean that at some point all high school ELA teachers will be required to teach these “modules,” and they’ve given HS teachers the chance, after what I understand was significant blowback, to post materials as a sort of peace offering, OR is this a gotcha moment when teachers will be required to teach the state-chosen texts? New York Ed. seems to care about being on the cutting edge of reform, ramming through ridiculous tests, and judging teachers on tests that are based on curriculum and test questions that they just released in the last month. Add the tax cap, and urban schools and upstate schools will soon look like Mississippi. But this is the state that promoted the idea of building a plane while it’s flying. How do we put reformers on that plane?
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A bill was introduced by Rep. Schock (R) IL that would limit the power of the Department of Education. The bill has four co-sponsors: Kind (D) WI; Meehan (R) PA; Valadao (R) CA; Davis (R) IL
http://beta.congress.gov/bill/113th-congress/house-bill/1386
Summary: H.R.1386 [113th]
As of 03/28/2013 summary for H.R.1386 – To support the local decision-making functions of local educational agencies by limiting the authority of the Secretary of Education to issue regulations, rules, grant conditions, and guidance materials, and for other purposes.
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WOOO hoooo! Now if you can only keep money/privatizer industry influence out of local decision making.
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“But this is the state that promoted the idea of building a plane while it’s flying. How do we put reformers on that plane?”
As Mr. Teachbad said on his blog, the plane is going to crash in the Andes and we are all going to end up eating each other.
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Is my child , this April going to be tested on material they have not been taught yet?
I just got a pit in my stomach.
Also , what type of information does my school share with the state besides name and score?
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Yes, your child weill be tested on above-grade level material.
Here is what you need to know about the data base:
http://nycpublicschoolparents.blogspot.com/2013/03/inblooms-student-and-teacher-data.html
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Wow! Talk about ruining any confidence for future tests that really matter, GRE’s. LSAT’s etc.
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No, New York State does not care about education. Not at all.
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Depends on your definition of care, and your definition of education. There are many no-bid contracts, tests, databases, appointments, councils, commissions,reports and releases reminding all us NY teachers how bad we are…so I’m guessing they care about something.
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Hochman writes: “The results? Their lack of attention and funding for us to… Cut the pre-school that integrates toddlers with disabilities and typically developing children. Cut kindergarten. Cut art and music. Relegate students with disabilities to isolated resource rooms. Increase class sizes to 30. Eliminate summer readiness programs and parent outreach. Terminate highly motivated newly hired teachers and eliminate continued professional learning for as motivated veterans. Eliminate purchases of new technologies.”
Bedford has class sizes of 30? I find that hard to believe.
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Actually, we have several high school academic core classes 27 to 30. We’ve made significant cuts (millions) in the past four years and face another $4M in cuts. With 16% free and reduced lunch, 22% Hispanic population and making it work our resources are spread widely unlike homogeneous districts where the per pupil $ keeps classes well under that 30.
And, the “we” in my Value-Subtracted Measures piece is not about one district – it’s a national and state phenomenon – a collective “we” in public education. The Bedford’s may be the later ones to be hit but my colleagues across the state are facing insolvency and outrageous cuts today.
And – much of this could be avoided if the State would have the courage to address the millions in unfunded, underfunded, and unreasonable mandates – starting with excessive testing and labeling teachers.
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Thanks. Here’s what I find sobering: Bedford spends about $26,000 per student. (Chicago spends about $10,000.) And even spending $26,000 per student, Bedford has 27-30 students per class? What the heck is going on?
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I heard you speak tonight at theBank Street event. You are a breath of fresh air. I agree with you that the public needs a voice in public education and children along with their teachers deserve to be respected and given the opportunity to explore and be creative. You said we are teaching in a bad era. My question is how can we get the corporations and politicians to see the reality. When will they practice what they preach? They think doubling class sizes will increase test scores hence create effective teachers. Let them make policy after they act on their words. We always ask the kids to “Show the proof'” I challenge politicians and corporations to show me how test mania produces well rounded inquisitive creative children who are prepared with skills beyond test taking and beyond feeling like failures.
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Tova,
Join the Network for Public Education.
Alone, we are powerless.
Together, we grow strong.
Diane
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Gov Andrew Cuomo the self proclaimed ONLY student advocate in NYS is systematically trying to destroy public education. His budget, thankfully tossed by the legislature would have been the fatal blow to many districts. Even though a slight reprieve is in for this year many districts are approaching insolvency due to unfundated mandates, dwindling state aid, and the inability to raise adequate tax revenues due to Cuomo’s tax cap.
Just this week, his latest plan to destroy the collectively bargained agreement on teacher Evaluations sunset clauses which guaranteed a new and improved agreement, was passed by the legislature.
Cuomo’s education commissioner John King has no public school experience and comes from a charter school background. Should we be surprised that public school districts are at risk?
Not to worry yet, parents across the state are becoming more and more aware of Cuomo’s agenda. More and more are opting out of testing. Teachers will actively campaign against Cuomo. The tide will change. The legislature recognizes this and that is why the restored some funding.
We are not done yet.
Back to the original question… The people of NYS care about education, unfortunately our governor doesn’t, our legislature pretends it does, and our education Commissioner is lost in space.
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Yes, but who will the new candidates be? Some more bought out politicians tied to corporatization of public schools? Last Pres. election we had no good choice.
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Well said, Dr. Ravitch.
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I am still a little surprised at the confidence with which some people throw around figures. May I suggest a little caution?
First, Darrell Huff’s classic HOW TO LIE WITH STATISTICS (1954, 1982) reminds readers to be careful about knowing the average salary of any numerous far-flung group down to the last dollar (pp. 13-14). Still good advice.
Second, caution suggested both by Campbell’s Law (1975) and the computer-related acronym GIGO [garbage in, garbage out]. When the Chicago Teachers Union went on strike, there were constant claims that the average teacher in Chicago Public Schools (CPS) made $76,000+ per year. At least two online comments I read claimed that CPS came up with the figure by averaging the salaries of all CPS personnel who were certificated, the ranks of actual teachers-in-the-classroom being swelled by numerous non-teaching administrators with much higher salaries; hence, the average salary figure could be badly (and misleadingly) skewed upward. Impossible under current circumstances to resolve this conundrum, of course, because CPS stood behind a firewall of ‘privacy considerations’ in order to mask the actual data behind the ammunition they were providing gratis to the edubullies.
Just my dos centavitos worth.
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Teaching-oriented Schuele what will
here will not forget when the end comes many years schuler not gone to Schuele, as can their sheep tests! about who is responsible schuler stofe one can go up if the time in their own protest demostration due to expectations! here all teachers agree about all his schuler beheflich! many younger versameln with all schwerigkeiten bekänfen, in their own time forward to continue learning and good matching formations teach all have classes, they do not expect to start about a destiny, which is quite common when comunikiren and decide what is the ideal school in the city! the swchiksal sometimes goes away selsame, a necessary time! Lerhre Verdine not too many! einbitten try at home many schuler private, or looking to install about verschidene siminare long as we einzeigen wertschafliche reasons steudenten! schuler at present time to learn, teach all his selbsbewust, Selbsverwiklung must find their limits to the commandments of solidarity! everyone knows what children need, want to also install känfen everything expected of another time, weill every man for himself next! here schuler shared away from teaching find! notify everyone about her rather further! solidarity is always a demand addressed to the stronger! man is said to have an important goal that seeks power for long känfung each! if any Wiessen what do always put together connections! ideal away precious few good future for nickste gerenation! which, sadly, who you what a vershten itself can not, he can not teach others! Wiessen teach is to be employed when using steudenten can find many perfect ideas teach us must die we! we are wise! hir important because it is very important if you understand a great teaching is to be done and not just hear, schuler can note many of teaching writing for every look! teach not tell you what I learned from the kids, everyone looking at teaching you learn a lot.Ahmad Hesam
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Here’s another example of where NY State is messing up, with Common Core and Alt Assessment, looks like its going to be a missed opportunity to improve learning for our students with special needs. Here’s my post:
http://msspeducatenyc.blogspot.com/2013/03/alternate-assessment-academic-learning.html
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Another Teacher Story: Not So Classic Yet and Not So Happy … Or, Puppets are Running YOUR Child’s School
Posted on March 28, 2013 by 70jamsession
This afternoon, I sat in a circle formation in a classroom with about 25 of my beloved colleagues for whom I harbor nothing but respect and admiration.
We sat and looked at each other.
We had been charged with carrying on conversations about what pre-assessments should look like for English 9-12, as, of course, New York State has not only
bought into but is paying into Pearson millions of taxpayer dollars in the name of the Common Core Curriculum and its intentional emphasis on data and measurement.
Again, we sat and looked at each other.
As we are a group of professionals who value Public Education and our students, a few discussions did begin about requiring writing samples, focusing on the literary
arena not the narrative, and most importantly, harming the youth of our community to the least possible degree with this perilous Common Core paradigm shift.
Then, we sat and looked at each other. Finally, one of the group did venture into the hallway in search of … direction? guidance? The metaphor was not lost on me.
Leadership.
It no longer exists.
How do we leave no child behind? How do we all race to the top? Easy. FEAR. Take away pathways and opportunities for creative thought or expression. Hollow out
the Humanities. Reduce all knowledge to an absolute science, a formula, a bell curve. Eliminate resources in order to stress the survival of the fittest. Most importantly,
crush the spirit. Rid the culture of a teacher on your left and a teacher on your right. Can’t YOU do more with less? What? The students seem anxious and the learning
slow? TEST THEM!
Leadership.
It no longer exists. For, if it did, my colleagues and I, who are a wealth of experience, knowledge, and innovation, would not be sitting in a circle formation in a classroom
simply looking at each other.
Look, I get it! I have a mortgage and a family and a particular lifestyle. I work hard; I’ve worked hard to get here. I get it!
My students and I read a play, A Raisin in the Sun, where an Africa American man in Chicago in the 1950s almost “sells out” to an all-white neighborhood for a profit and
for the avoidance of the integration struggles. His sister laments, “Oh, God! Where is the bottom! Where is the real honest-to-God bottom so he can’t go any farther!”
I wonder about this for me and for my beloved colleagues.
“Selling out” to this testing obsession and to what is so, so wrong for our children would go against every fiber of my being. “Selling out” would erase all my precious memories
of the strength, grace, and dignity of my father, an Industrial Arts Teacher who so delicately and respectfully worked with an almost forgotten population of students.
Yet, as I’ve said, I get it! I not only love my job with the students and my colleagues; I need my job more than ever. My husband and I are taking leadership over our young son’s education.
We cannot put him into the testing factory which has become Public Education. In the fall, he will attend kindergarten at a Montessori school.
Am I already a “sell out” then? Or, perhaps this is actually leadership?
————————————————————————————————————————————————————————–
PARENTS, GRANDPARENTS, TAXPAYERS, CONCERNED COMMUNITY MEMBERS, FUTURE EMPLOYERS OF OUR YOUTH, FUTURE EDUCATORS: WHAT IS HORRIBLY WRONG WITH THIS ANECDOTE?
MERE PUPPETS — PUPPETS OF CORPORATE PROFITEERS — ARE DICTATING WHAT PUBLIC EDUCATION LOOKS LIKE FOR OUR CHILDREN!
How can Pearson, a test manufacturer, possibly understand the relevancy of 21st century brain research, Bloom’s Taxonomy, Gardner’s Multiple Intelligence Theory, the mind/body connection, and/or the impact of a trustworthy, reliable mentor/teacher in the development of lifelong learners? Pearson lives and dies by the bottom line.
Bill and Melinda Gates, step away from my students! You cannot have them! Money, technological genius, and a reputation do not necessarily transform you into a TEACHER! Go pick on someone
your own size, like a robot or something. My students are more than trainable DNA. THOSE WHO CANNOT TEACH, TEST … over and over and over again.
So, parents, grandparents, taxpayers, concerned community members, future employers of our youth, future educators: Which will you choose? Will you “sell out” or will you demand leadership?
Come on! Let’s JAM!
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