Archives for the month of: April, 2013

The education industry won another battle in Florida, defeating solid opposition from every parent organization in the state.

The Florida House of Representatives passed a “parent trigger” bill, allowing unsuspecting parents to turn their public school over to one of the charter corporations that have–shall we say– undue influence in the legislature.

This is a big win for Jeb Bush, Michelle Rhee, and so-called Parent Revolution, funded by the Waltons, the Gates, the Broads. Parents like us. Regular folks.

The only consolation in this sordid affair is that parents are not stupid. The parent trigger was passed in California more than two years ago, and to date, only one school has swallowed the Kool-Aid. Desert Trails Elementary School was targeted by Parent Revolution, which sent in its paid organizers, gathered parent signatures, and after a series of court battles, won the right to hand their school over to a charter operator. But by the time the dust settled, only 53 parents out of a school with more than 600 children voted to choose a charter.

We will await to see the results of that famous victory. Walton, Gates, and Broad pumped millions into this effort to privatize public schools, and so far they have won only Desert Trails.

Wish someone had told them that a charter operator in that town lost his charter only a year earlier because of financial self-dealing.

Crazy Crawfish has a devastating critique of Louisiana’s plan to turn over confidential student data to inBloom, the company created by Gates and Rupert Murdoch to assemble a vast database for vendors.

Superintendent John White sent out a letter to county superintendents, trying to assure them that there is nothing unususl or invidious about outsourcing private student data to a national database.

Crazy Crawfish used to work in the state department of education. He gives a line by line of John White’s little white lies.

Yesterday, I published a post about how critics were raising questions about Jeb Bush’s financial ties to certain corporations.

I linked to an article in the Tampa Tribune. However, the link was dead. The article had disappeared.

A reader found it. Not on the Tampa Tribune website but here, where it has been preserved for readers. A testament to a free society.

Read here for first summary.

Will post again when new stories available.

Wayne Slater, senior political writer for the Dallas Morning News, tweeted this:

@WayneSlater Put a fork in school vouchers in Texas — ban on taxpayer money for private schools passes overwhelming in conservative TX House

I bet the rural Republicans balked at destroying their communities’ public schools.

Patrick Wolf, the “independent” evaluator of the Milwaukee voucher program remains incensed that the National Education Policy Center did not notice that he dropped the attrition rate of students in the Milwaukee voucher program from 75% to 56%.

I, the humble historian, still wonder what is so impressive about Milwaukee, one of the lowest-performing cities on NAEP. If the voucher students get the same test scores as kids in public schools, and Milwaukee is low-performing, what does that say about the efficacy of vouchers? And, I dunno, but 56% still looks like a huge attrition rate. If all those students dropped out from the voucher schools, what does it say about vouchers? But what do I know? I am far, far below Dr. Wolf.

Kevin Welner, the director of the National Education Policy Center, responds here, including a comment by Casey Cobb, who wrote the original review of the Wolf analysis for NEPC.

Welner writes:

“In a new post on Education Next, Patrick Wolf asserts that the “dust up” emerging from his first post was “avoidable.” But he never addresses the main way it could have been avoided: if he had been honest with his readers the first time around, instead of implying ignorance or wrongdoing as a cheap way to scores some points against Diane Ravitch and (to a lesser extent) NEPC.

Wolf’s new post includes no statement to the effect that he made a mistake in leading readers to believe that Casey Cobb (and therefore NEPC and Diane Ravitch) had concocted the 75% figure out of thin air. Nor, obviously, does he apologize for misleading his readers or for his baseless attacks on Cobb, NEPC, and Ravitch.

The only mistake he acknowledges was “in the form of the initial 75% program attrition figure.” That is, my colleagues incorrectly put the 75% figure in our report, and we then corrected it to 56%. That’s of course true, but what’s odd is that he doesn’t address the core issue. When he wrote the first Education Next post, why was he not honest with his readers? Why did he attack based on an argument that is, at best, misleading?

Here’s what an apology looks like, honestly and straightforwardly admitting a mistake: “Dr. Wolf, you are correct that NEPC’s editing process failed to notice the discrepancy between the 75% figure and the 56% figure. We apologize, and we will correct our postings to accurately note that the SCDP report was changed during the writing of our review.” This morning, I also reached out to our expert reviewer, Casey Cobb, who poured through his notes and drafts, forensically piecing together whatever information he could find – and he responded to me with an honest note that he’s allowing me to post below. In my view, Casey and NEPC both made mistakes in this process, but those mistakes were small and understandable – readers can decide for themselves.

But more importantly, those small mistakes in no way change or mitigate what – without some explanation – looks like a deceitful attack. Reading Wolf’s new blog, I’m left to believe that he considered Cobb and NEPC (and Ravitch) fair game since we failed to figure out the miraculous transformation from 75% to 56%. But his initial point didn’t argue that. It didn’t say, “We originally published the report using an incorrect figure of 75% attrition, and it seems that Cobb and NEPC were confused by the switch,” or even “Those credulous fools used the 75% that we’d originally posted instead of noticing that we’d changed that figure to 56%. Haha – joke’s on them.” Instead, he hid his knowledge of the source of that 75% figure and attacked us as being incompetent or deceptive.

If Wolf were driving down the road and swerved to intentionally hit a person who had slipped off the sidewalk, I dare say he couldn’t excuse his behavior by arguing that the pedestrian had wrongly left the sidewalk. Did I mention that he was responsible for greasing down the sidewalk the previous day?

Here’s the note sent to me by Casey Cobb:

It would be helpful in future reports if the SCDP and Patrick Wolf flag such corrections and identify to readers what was “updated and corrected” when they post corrections. The apparently erroneous 75% attrition figure that mysteriously turned to 56% wasn’t explicitly identified in the “corrected” report.

Yes, in my review of the originally released report, which does not indicate “draft,” or “work in progress,” or anything of that sort, I referenced what Wolf and his colleagues wrote about the 75% attrition from their sample. Then, during the process of editing and creating many drafts of my review, this “updated and corrected” report was posted on the SCDP website.

The updated report’s face page still indicates a publication date of “February 2012,” but three pages in reads, “Updated and Corrected March 8, 2012.” The website on which the report can be found still says, “Posted by UArk Dept. of Ed. Reform – February 1, 2012 – DER Publications, MPCP – Final Reports, SCDP, SCDP Milwaukee Evaluation” (http://www.uaedreform.org/updated-student-attainment-and-the-milwaukee-parental-choice-program-final-follow-up-analysis/).

I have no recollection or record of how the 56% number was captured and added. I can only surmise that I downloaded this newer version during the latter stages of my review, perhaps while traveling and using a different computer (and so needing a new copy). I obviously didn’t notice anything different, and I continued on with my review citing the new 56% figure (which, again, contained no footnote or indication of the change from 75%–that would have been helpful to those of us who are memory-challenged). Yes, this was a mistake; I certainly missed the inconsistency in the final edits of my review.

The NEPC review needs only one correction. In the current version, the Summary of the Review and Section III make reference to the 75% sample attrition rate; in Section V, the reference is made to the “updated and corrected” 56% rate. I will take responsibility for indicating via footnote that updated figure in Wolf’s revised report is now “56%.” An explanation can be added to indicate that the review took place during a period in which the Report #30 changed and that an updated version of Report #30 was posted on March 8th which did not indicate what items were corrected. Hopefully, if changes to SCDP reports occur following their original posting in the future, authors provide information on what was actually updated.

Patrick Wolf, in what can only be perceived as a patronizing tone, asks that, “While Casey Cobb is correcting his review of our report, he should also revise his charge on page 4 that, ‘Curiously, it [meaning the report] fails to state how many program-switchers there were, when they switched and in which direction, and how many graduated.’” But then he goes on to admit my statement was, in fact, true; the report does not address it. Yet he still laments that I didn’t refer readers to a journal article identified in the report as forthcoming (that is, not yet published) that speaks to this very issue not addressed in Report #30. Now we are all free to read it.

Patrick Wolf is right that the 75% vs. 56% attrition rate is not the main issue here, although either number raises questions about construct validity (what the treatment actually was). Other more substantive issues remain unaddressed by him and his colleagues. For one, explaining why it is they rely so heavily upon a .10 level of statistical significance when the industry standard is.05. And then why this is brushed off in lieu of grand summary statements of the program’s success? Perhaps adherence to commonly accepted scientific standards gave way to a desire to promote voucher-like programs.

Finally, I want to add my voice to the call for Wolf to release the Milwaukee data that he and his colleagues used, to generate their claims, so that other researchers may analyze it dispassionately – attrition rates and all.”

The Atlanta cheating scandal has caused some reflection on the system that incentivizes unethical behavior.

It is important to say again and again that cheating is wrong. Those who cheat should be punished.

But who will correct the system that cheats children of education?

This reflection by TeacherKen on a column by Eugene Robinson raises important questions about the misdirection of education by the unrelenting demand for ever higher scores.

A reader sent these late-night reflections to me:

“I drifted off to sleep last night, the phrase “No Child Left Behind” kept ringing in my ears. It sounds so noble… No – Child – Left – Behind – surely that is good for our country. Yet, at the same time my eyes were closing, the disturbing aparthied maps that Jersey Jazzman posted were flashing before my eyes.

In the corners of my mind, memories of 1984, by George Orwell churn. Newspeak (the removal of negative terms from language) reappears today. “Newspeak is engineered to remove even the possibility of rebellious thoughts—the words by which such thoughts might be articulated have been eliminated from the language.”
http://www.sparknotes.com/lit/1984/section11.rhtml

Samples: Newspeak Reform Dictionary and Guide to Phraseology:

“No Child Left Behind”
Phrase meaning: self-explanatory
Reality: Yes, there are many children left behind. Can we find them in these maps?
http://jerseyjazzman.blogspot.com/2013/03/school-closings-new-apartheid.html

“AchieveNJ”
Word meaning: Achieve – attain; realize; accomplish
Reality: “AchieveNJ doesn’t even make the attempt to correct SGPs for poverty!”
http://jerseyjazzman.blogspot.com/2013/03/nj-ed-commish-cerf-wrong-on-poverty.html

“Community Engagement”
Word meaning: Oh… forget about the real word meaning… what difference does this section make?
Reality: “DONT allow the opposition to frame the standards or the new tests negatively: In particular, get in front of any opposition that seeks to characterize the new standards and assessments as a “one-size-fits-all” approach…”
http://www.achieve.org/

“Education Reform Toolkit”
Reality: School Closure Guide by the Broad Foundation

“Privacy”
Reality: “States must collect, coordinate, and use K-12 and postsecondary data to track and improve the readiness of graduates to succeed in college and the workplace…follow students through K–12 into postsecondary AND THE WORKFORCE and establish feedback loops to the relevant stakeholders…” (emphasis mine)
http://www.achieve.org/P-20-data-systems

What would George Orwell have to say about this today?”

The Tennessee legislation to cut welfare benefits for families if kids don’t raise their test scores was passed by the committee and now goes to the House Government Operations Committee. It is scheduled for a vote in the State Senate on April 4.

If adopted, Tennessee will let the starving begin.

Will President Obama denounce this dreadful legislation? Will Secretary Duncan? Will DFER? Will Bill Gates?

Where are the reformers who put students first?

LG, a longtime reader, wrote a letter to Senator Stacey Campfield (R) in Tennessee, who sponsored the legislation to cut the welfare benefits of poor families by as much as 30% if their children don’t raise their test scores. The legislation is inherently discriminatory, she writes, because it singles out poor families for punishment.

This raises interesting questions. How about increasing taxes on wealthy families whose children don’t raise their test scores? Senator Campfield would get way more letters from them! And people would begin asking who made the tests so important. And whether they should be used to mete out punishments and rewards. That would be a boon for the anti-testing movement.

LG writes:

Dear Senator Campfield,

Thank you for your reply.

This is a radical solution for a very important issue. How can anyone reconcile this same targeting strategy for middle and higher income families whose children are in the same academic position?

What is proposed in this bill is discriminatory in that it does not solve academic performance issues by making some rules for some of the people to follow while leaving the others to continually fail in schools. Where is the incentive for middle or upper level income families?

A large concern is for the children at lower income levels who have not yet been identified as having learning disabilities. As you said, no system is 100% perfect, including child study services. Some children may not be identified as learning disabled for years–should their families be punished by this?

I would think a better bill would target the inequality in our economic infrastructure. Apply more oversight to the assistance programs to help people get out of situations of poverty. Provide opportunities for employment, and offer health care for families who struggle. Stop discriminating against the poor and provide solutions to aid in their upward mobility.

If this is about holding parents accountable, why hasn’t this bill been piggy-backed with parental accountability for all income levels? To make any solution about money on all levels is also flawed because people with access to money may try to “buy” results or intimidate those reporting grades. The poor do not have the luxury of “buying” their way out of anything. What your bill proposes is segregating the population into haves and have-nots and then creating different rules for the have-nots. This solves nothing in the way of making positive changes in academic progress.

Instead, hold parents accountable for communicating with schools or attending parent sessions by other means. If a parent is abusive toward a child, there are laws protecting the child. It is difficult to prove if a parent is uninterested in the academic well-being of a child, but perhaps there could be requirements for ALL parents of academically-struggling children by law that do not involve financial burdens.

This bill is anti-American, and should not be pursued. As a public servant, it is your responsibility to find another way to reach these students. Singling out low income families is discrimination, no matter how good the intentions behind the act.