Archives for the month of: May, 2013

Uri Tresiman of the Dana Center at the University of Texas spoke to the annual NCTM conference about the true needs of American education.

This is an important speech in which he shows how shallow current reforms are and how deeply poverty affects children’s performance in school.

I intend to post this speech twice this week. It is that powerful.

I may post it more than twice.

It meant a lot to me because Dr. Treisman agreed with what I have been saying. We will not narrow the achievement gaps unless we act to reduce poverty. He does not say–nor do I–that schools don’t matter. We agree that schools and teachers matter very much. But so does poverty.

A few days ago, I wrote that if we halved the child poverty rate–now a scandalous 23%–then achievement would score. A faithful reader and blogger who works for a conservative think tank wrote offline to disagree with me. He said that we don’t know how to reduce child poverty, and he doubted that it would matter much even if we did. He countered that if we increased the number of charter schools, then achievement would soar.

I challenge him to watch Dr. Treisman’s speech. Pay particular attention to his evidence about the effects of charter schools.

Dr. Mercedes Schneider decided to review Dr. Steve Perry’s dissertation.

Dr. Perry, until recently, was CNN’s education expert.

She was not impressed.

Now this is an interesting idea that needs to be deconstructed. Mayor Bloomberg, reputedly worth $20 Billion, suggests that some young people should skip college and be a plumber.

On one hand, that’s good advice for young people who are not interested in going to college. Many, even some who should go to college, can’t afford to go because the cost is so prohibitive. In recent years, the states have shifted the costs to students and made college unaffordable for students unless they are willing to take on heavy debt.

On the other hand, if Mayor Bloomberg really believes this, he should not have gutted so many of Néw York City’s fine vocational programs.

If the mayor is serious, he might look into the German apprenticeship system, which seems to work well. Germany has taken care not to outsource its manufacturing base (as our corporations did), and it has far fewer college graduates than we do.

This writer teaches in Pennsylvania. He wants to know when he will have time to teach again. He says about some 40 days of the school year are now devoted to testing. His students plead with him to know when will they have a “regular” day again? When will they have a day when he is teaching and they are learning?

When will our legislators figure out that testing is not teaching? That test scores do not go up because of taking more tests? That children don’t learn more when they get more testing and less instruction?

A reader in Michigan insists that the for-profit charter operator in Muskegon Heights obey the law protecting students with disabilities. If every activist did the same, it would force the charters to serve all children. She should get the ACLU to help her.

“If you look up Michigan legislator in the thesaurus it directs you to “stupidity” with a footnote to see the Term Limit fiasco of 1992. That being said, for those against the Charter movement MI charters were delivered a fairly major setback this past Thursday.

“I filed a formal complaint this past January against the Mosaica-run Muskegon Heights Public School Academy (first all-charter district) pursuant to alleged violations to the IEPs of every student age 3-26 and on 10 substantive violations. The soup to nuts (or rotten eggs) of special education violations. The MI Dept. of Ed found NONCOMPLIANCE for ALL 10 allegations. The director of special education was fired 6 weeks ago over this complaint (and a second for children, birth to age 3 that will be out in several weeks) and corrective action that includes compensatory education for the students has been ordered.

“This complaint highlights (or lowlights) the complete failure of Mosaica and these Charters to deliver even a semblance of a free appropriate public education. I will next file a complaint with the U.S. Dept. of Ed Office of Civil Rights and allege the denial of FAPE. So while I have never met a parent in this regurgitated emergency manager-run district…score a victory for the children…and those of us fighting for public education.”

Last Sunday, I published a beautiful poem by Cavafy. In reply, Will Fitzhugh (founder of “The Concord Review,” which publishes history papers by high school students) sent this one to me. He probably did not know that this is one of my favorite poems, and it has special meaning for me. When I graduated from San Jacinto High School in Houston in 1956, my home room teacher Mrs. Ratliff gave me two snippets of poetry as a graduation gift. Each line had a message for the recipient. One of her gifts was the last line of this poem.

Alfred, Lord Tennyson [1833]

Ulysses

It little profits that an idle king,
By this still hearth, among these barren crags,
Match’d with an aged wife, I mete and dole
Unequal laws unto a savage race,
That hoard, and sleep, and feed, and know not me.

I cannot rest from travel: I will drink
Life to the lees: All times I have enjoy’d
Greatly, have suffer’d greatly, both with those
That loved me, and alone, on shore, and when
Thro’ scudding drifts the rainy Hyades
Vext the dim sea: I am become a name;
For always roaming with a hungry heart
Much have I seen and known; cities of men
And manners, climates, councils, governments,
Myself not least, but honour’d of them all;
And drunk delight of battle with my peers,
Far on the ringing plains of windy Troy.
I am a part of all that I have met;
Yet all experience is an arch wherethro’
Gleams that untravell’d world whose margin fades
For ever and forever when I move.
How dull it is to pause, to make an end,
To rust unburnish’d, not to shine in use!
As tho’ to breathe were life! Life piled on life
Were all too little, and of one to me
Little remains: but every hour is saved
From that eternal silence, something more,
A bringer of new things; and vile it were
For some three suns to store and hoard myself,
And this gray spirit yearning in desire
To follow knowledge like a sinking star,
Beyond the utmost bound of human thought.

This is my son, mine own Telemachus,
To whom I leave the sceptre and the isle,—
Well-loved of me, discerning to fulfil
This labour, by slow prudence to make mild
A rugged people, and thro’ soft degrees
Subdue them to the useful and the good.
Most blameless is he, centred in the sphere
Of common duties, decent not to fail
In offices of tenderness, and pay
Meet adoration to my household gods,
When I am gone. He works his work, I mine.

There lies the port; the vessel puffs her sail:
There gloom the dark, broad seas. My mariners,
Souls that have toil’d, and wrought, and thought with me—
That ever with a frolic welcome took
The thunder and the sunshine, and opposed
Free hearts, free foreheads—you and I are old;
Old age hath yet his honour and his toil;
Death closes all: but something ere the end,
Some work of noble note, may yet be done,
Not unbecoming men that strove with Gods.
The lights begin to twinkle from the rocks:
The long day wanes: the slow moon climbs: the deep
Moans round with many voices. Come, my friends,
’Tis not too late to seek a newer world.
Push off, and sitting well in order smite
The sounding furrows; for my purpose holds
To sail beyond the sunset, and the baths
Of all the western stars, until I die.
It may be that the gulfs will wash us down:
It may be we shall touch the Happy Isles,
And see the great Achilles, whom we knew.
Tho’ much is taken, much abides; and tho’
We are not now that strength which in old days
Moved earth and heaven, that which we are, we are;
One equal temper of heroic hearts,
Made weak by time and fate, but strong in will
To strive, to seek, to find, and not to yield.

This reader faults the Common Core standards for claiming that students should engage in “close reading” of texts without context or background knowledge. In this post, he explains that this does not “level the playing field,” as every reader has different background knowledge to decipher meaning in text.

A teacher in Miami asks these questions. Can you answer and help us understand?

“I am writing out of anxiety and fear .. I have been a bit down for a year, I realize I may have to switch careers or move to another state.

“I could be wrong but I feel the greatest school reformation in the US is occurring in Miami-Dade county public schools.

“Miami-Dade is the 4th largest district in the country (392 schools, 345,000 students and over 40,000 employees). Miami-Dade has a WEAK union (right to work state)… The union is so weak, it feels as if the union is part of the school system.

“Miami insights

– teachers contribute 3% of our salary for retirement
– salary tied to Testing
– VAM
– weak union
– Eli Broad award
– Common Core
– $1.2 new technology bond (My fear, Bill Gates’ cameras will soon be in the classroom.)
– charter schools/ virtual schools
– 11,000 new immigrant students a year, 68,000 esol .
– financially, it is difficult for teachers to make ends meet … Miami is an expensive city, I wonder if some teachers are on Food Stamps and or have lost their homes — our salary scale is shocking
http://salary.dadeschools.net/Schd_Teachers/

***( I have been teaching 14 years but I am on step 11 due to frozen salaries ($42,128) , I just advanced a step, $300, which the school system considered a raise ( it was a step)….. No cost of living expense was factored in)

– the school system pays for teachers health insurance but high out of pocket expenses (Dr visits, prescriptions are VERY high, I pay an additional $2,400 a year with dental & vision) .

What do you see happening in Miami Dade County public schools??

Are my fears a reality???”

A teacher in Miami asks these questions. Can you answer and help us understand?

“I am writing out of anxiety and fear .. I have been a bit down for a year, I realize I may have to switch careers or move to another state.

“I could be wrong but I feel the greatest school reformation in the US is occurring in Miami-Dade county public schools.

“Miami-Dade is the 4th largest district in the country (392 schools, 345,000 students and over 40,000 employees). Miami-Dade has a WEAK union (right to work state)… The union is so weak, it feels as if the union is part of the school system.

“Miami insights

– teachers contribute 3% of our salary for retirement
– salary tied to Testing
– VAM
– weak union
– Eli Broad award
– Common Core
– $1.2 new technology bond (My fear, Bill Gates’ cameras will soon be in the classroom.)
– charter schools/ virtual schools
– 11,000 new immigrant students a year, 68,000 esol .
– financially, it is difficult for teachers to make ends meet … Miami is an expensive city, I wonder if some teachers are on Food Stamps and or have lost their homes — our salary scale is shocking
http://salary.dadeschools.net/Schd_Teachers/

***( I have been teaching 14 years but I am on step 11 due to frozen salaries ($42,128) , I just advanced a step, $300, which the school system considered a raise ( it was a step)….. No cost of living expense was factored in)

– the school system pays for teachers health insurance but high out of pocket expenses (Dr visits, prescriptions are VERY high, I pay an additional $2,400 a year with dental & vision) .

What do you see happening in Miami Dade County public schools??

Are my fears a reality???”

What if you were a product of public schools and found yourself years later getting a graduate degree in business management at Oxford University? Your British friends are very taken with ideas like accountability and competition. Maybe they saw “Waiting for Superman” and they too want to close the achievement gap.

What would you tell them?

Susan Altman found herself in that situation and she explains it here. This is a young woman with a keen sense of values. She has had a good education.

This is how she begins the explanation:

“Data isn’t everything.

“Did anyone here get really fired up for practicing the GMATs? Would your 9 year old self have loved school if you practiced 3rd grade GMATs all day, every day? Of course not. Testing is miserable, uncreative and doesn’t inspire us to be lifelong learners.

“The education reform movement is driven by a vision of the world that isn’t grounded in the messy (and potentially wonderful) reality of education. Instead, these policies come from a world of numbers, data, and a deep, compulsive desire for statistics. Which is fine if you are running a business and profit is the only outcome. But education is not a business. Test scores are not currency. And doing well on a test does not serve as proxy measure for “received a high quality education.”