Archives for the month of: May, 2013

The Chicago Sun-Times reports that Wall Street investors are very upset by the financial and ethical issues at the UNO charter chain in Chicago.

UNO is a politically connected charter chain. Its founder, Juan Rangel, was co-chair of Mayor Rahm Emanuel’s campaign.

UNO obtained $98 million from the state legislature to build new charters. It turns out that $8.5 million of that money went to companies owned by two brothers of UNO’s number 2 official, Miguel d’Escoto. When the scandal broke, he stepped down from his $200,000 job, then Governor Pat Quinn halted payment on the balance still owed to UNO.

In a conference call with Wall Street investors who had loaned UNO $37.5 million through state bonds, Rangel sought to reassure them. Rangel told the investors:

“We’re talking about a construction grant that has no guidelines…In our minds, there was no conflict.”

Of course, the governor did see a conflict of interest, which is why he suspended state funding.

Investors were also concerned about the recent decision by UNO teachers to unionize, because they are paid $20,000 less than teachers in the public schools.

“Imagine that you are possessed of the surname “Walton” and happen to be sitting on mad coin—say a cool $90 billion. How do you celebrate the occasion that is Teacher Appreciation Day? Do you chip in to give the nation’s teachers a raise, knowing they’ve been hard hit by the recession? Do you send them gift cards to Walmart, the store that hath so enrichethed you? If you are a teacher in Massachusetts, the Waltons have an extra special treat in store for you: a fully-funded gala at the Statehouse urging the replacement of the state’s many non-excellent teachers with fresh new innovators who will share their excellence one renewable year at a time. Happy Teacher Appreciation Day, xoxo Walmart!”

EduShyster describes here the Walton family campaign to create new charter schools in Massachusetts.

The billionaire family is funding almost every part of the campaign in the state where Horace Mann created the nation’s first public schools.

I know this is supposed to be funny. It’s not. It makes me very sad.

There must be something that money can’t buy.

A new blogger enters the national scene!

This blog is devoted to fairy tales and other simple legends that show the fallacies of the corporate reform movement.

This post is about Chicken Little. Remember Chicken Little? He was hit on the head and went to tell the world that the sky was falling.

There are many other great fairy tales, Dr. Seuss tales, myths, etc. to explain the current madness of “reform.”

The one that comes to mind immediately is “the emperor’s new clothes.” Just guess who the emperor is? Who will tell him the truth.

What is your favorite tale that strips bare the pretensions of those who think that testing will close the achievement gap, that privatization is the way to advance equity, and that constant battering of teachers will attract better people into teaching?

Geoffrey Canada gave a TED talk recently in which he did two reprehensible things:

1. He boasted that his charter school has a 100% graduation rate.

2. He used his talk to knock the public schools.

Gary Rubinstein, the extraordinary detective of miracle-school boasting, checked the New York state website. Canada did not tell the truth.

After reviewing the data, Gary writes: “So the 62 graduates in 2012 had been the 97 6th graders in 2006. This does not represent a 0% dropout rate, as Canada implied to John Legend, but a 36% dropout rate.” The graduation rate is not 100%, as Canada claimed, but 64%.

But there is an even dirtier secret that Gary discovered. Canada has TWICE kicked out an entire class. A few years ago, Paul Tough wrote a book about Canada and the Harlem Children’s Zone called “Whatever It Takes.” Tough tells the story of Canada firing the entire entering class–three years after they started sixth grade–because their persistently low test scores embarrassed the bankers and lawyers on his board.

When I debated Geoffrey Canada at Education Nation in 2011, I asked him why he kicked out the class, and he denied it. He said that he had closed the school because its performance was not good enough. That won him a round of applause from the sympathetic audience, but I knew he had not closed the school. Paul Tough’s description of the mass ouster of the entire class was detailed and clear. He fired the eighth graders in May, when it was difficult for them to find high schools that had room for them in New York City’s choice system.

Let me be clear. I admire the work of the Harlem Children’s Zone. The zone offers children and families a broad array of social and medical services. It is a well-funded cradle-to-college-or-career pipeline. HCZ does what all schools should do, if they had the money to do it. I personally like Geoffrey Canada. He is a very likable guy, but he feels compelled to make these outrageous boasts because (I think) it is what the corporate reformers on his board want to believe.

HCZ has the resources to offer amazing facilities and services to those who enroll in its charter schools. Three years go, according to an article in the New York Times, HCZ had $200 million in the bank, and some billionaires on the board, so the school can afford to help children in ways that public schools cannot afford.

“In the tiny high school of the zone’s Promise Academy I, which teaches 66 sophomores and 65 juniors (it grows by one grade per year), the average class size is under 15, generally with two licensed teachers in every room. There are three student advocates to provide guidance and advice, as well as a social worker, a guidance counselor and a college counselor, and one-on-one tutoring after school.” Students also get free health care and dental checkups.

Wouldn’t it be wonderful if all the schools in Harlem offered the same services and small classes? The HCZ high school has classes under 15, with two teachers, but the typical high school class in the NYC public schools is 32-35, with one teacher.

Canada is blessed with the resources that public schools in NYC can only dream about.

Nonetheless, Canada used his time on TED to lambaste the public schools for failing to match his success.

I just wish that Canada would use his celebrity and media access to advocate that all public schools should have the resources he has, instead of castigating them for not being as good as the school he runs, with such munificent provisions.

The New Yorker magazine has a contest each week. On the last page of each issue is a cartoon without a caption. Readers are invited to dream up a caption, and the best one wins.

Now here is our contest. Jeb Bush, Bill Gates, Mike Bloomberg, and Oprah are meeting at a swank island resort off the coast of South Carolina. The news story suggests it is a secret conference convened by Bill.

Question: Why are they meeting?

Ready, set, go.

A group funded by a rightwing think tank calls itself the “Commission on School Reform” and attacks Scottish public schools. The BBC reports the “findings” of the “commission” as objective research, not advocacy.

Sound familiar?

A teacher writes to explain how life in the classroom differs from his earlier life in another field:

I worked in industry for 15 years before switching careers and moving into education. I can honestly say I work harder as a teacher than I did in my job in the communications industry.

I do make comparable pay to my previous job now although it has taken 20 years of service to do it. There were some lean years when I started as an educator. I get paid for 9 months of work and it gets spread out over 12 months. I have yet to actually see “3 months” off. I may, if lucky, squeeze about 4-5 weeks off where I’m not responsible for something directly related to teaching or keeping my professional certification so I can keep my job.

That’s what I had in my previous job after 15 years. I could take my vacations when I wanted to then. I can only take my vacations between mid June and mid August now. I had a health plan that I paid into in my previous job that was very similar to the one I have at my current school. I had a retirement account through a large investment company which I paid into and the employer matched it. I was evaluated once per year in my previous job and had the option to join a union but was not required. I signed a contract each year which I had to negotiate with my immediate superior and the corporate lawyers. That was not easy and I got eaten alive on a few occasions by their New York lawyers. I was evaluated by my superior strictly on my performance in my job and how he as a professional in the same field thought I did.

If I had to base my pay and job security on one test given to a group of 7th and 8th graders who knew nothing about how I did my job, I would have left sooner. I watch my students take some of the state mandated tests and cringe when I see them drawing dot to dot puzzles on a scantron or sleeping during a timed portion of the test. That’s supposed to be a fair evaluation of my performance? No parent, no adminstrator, no other teacher will see that student’s indifference because I’m the one proctoring the test and I can’t influence them in my room while they are testing. They will only see the final numbers or the media spin on the scores.

I think we as professional educators can contribute in a positive way to improving our profession and not trying to excuse away the questionable parts. Our product isn’t perfect yet but we continue to improve on it and it will happen if we don’t have to put up with profiteers and politicians trying to cut the legs out from under us. We can’t do it if we have our ability to negotiate take away or if we have to negotiate with people who know nothing about what it is like to be in front of a classroom full of adolescents everyday. We are professionals. We know our craft as well, if not better, than a politician or a boardmember who was given the position. I work in a state where the legislature seems to have a vendetta against educators.

They have their high paid superpack working to help them stay in office and keep all their perks, which I also pay for. While the union I belong to helps me keep my job and some of the benefits, which as a tax payer I also pay for. But according to the politicians I’m over paid, under worked, and don’t deserve any benefits for the sacrifices I make to do my job in a professional manner. Several politicians who fit that description too. I didn’t go into education to get rich and 70K per year is by no means rich, especially compared to some of our elected officials.

The Chicago teachers deserve the terms they have asked for and the respect that should be given to them. In other countries, it is expected that students thank the teacher each day after class for taking the time to teach them. If we instill that value in our students about their teachers instead of publicly demeaning them, just maybe we could fix some of the problems and indifference that seem to be dragging our kids down and keeping us from being viewed as the best educational system in the world.

I posted a few days ago about a panel discussion in New York City where Paul Vallas made this startling statement: “We’re losing the communications game because we don’t have a good message to communicate.”

He spoke bluntly of the “testing industrial complex.”

Here Valerie Strauss briefly reviews Vallas’ role in Chicago, Philadelphia, and New Orleans, where testing and privatization were key elements of his reforms. It is difficult to see any of those districts today as a template for reform of the nation’s schools. Chicago is in dire straits, As is Philadelphia, and the only thing sustaining the myth of New Orleans is a massive disinformation campaign by the funders of privatization.

I know Paul Vallas and there was a time about a decade ago when I thought he was the most promising leader of school reform in the nation. I was impressed by his energy and his quick intellect.

Because he is so smart, I hold out hope that he might be the first of the “reform” A-team to see the light, as I did around 2005.

By his remarks at the forum cited in the links, he recognizes that teacher evaluation by formula is a mess. From his Philadelphia experience he may have learned that privatization is no solution. He inaugurated the nation’s most extensive experiment in privatization a decade ago, and it failed.

Now Vallas has another chance to get it right, this time in Bridgeport, Connecticut, a small district compared to his previous assignments.

Will he lead the way away from the failed status quo? Will he be first to renounce the failed status quo?

When Jacqueline Kennedy died, a dear friend read this poem by Constantine Cavafy at her memorial service. It is one of those wonderful pieces of literature that has remained with me. I hope you enjoy it:

Ithaca

When you set out for Ithaka
ask that your way be long,
full of adventure, full of instruction.
The Laistrygonians and the Cyclops,
angry Poseidon – do not fear them:
such as these you will never find
as long as your thought is lofty, as long as a rare
emotion touch your spirit and your body.
The Laistrygonians and the Cyclops,
angry Poseidon – you will not meet them
unless you carry them in your soul,
unless your soul raise them up before you.

Ask that your way be long.
At many a Summer dawn to enter
with what gratitude, what joy –
ports seen for the first time;
to stop at Phoenician trading centres,
and to buy good merchandise,
mother of pearl and coral, amber and ebony,
and sensuous perfumes of every kind,
sensuous perfumes as lavishly as you can;
to visit many Egyptian cities,
to gather stores of knowledge from the learned.

Have Ithaka always in your mind.
Your arrival there is what you are destined for.
But don’t in the least hurry the journey.
Better it last for years,
so that when you reach the island you are old,
rich with all you have gained on the way,
not expecting Ithaka to give you wealth.
Ithaka gave you a splendid journey.
Without her you would not have set out.
She hasn’t anything else to give you.

And if you find her poor, Ithaka hasn’t deceived you.
So wise you have become, of such experience,
that already you’ll have understood what these Ithakas mean.

Constantine P. Cavafy

I am re-posting this appeal to help a great group of high school youth.

For their valiant, smart, witty efforts to save their schools and future generations from the blight of high-stakes testing, I name them to the honor roll as champions of public education. May they grow and flourish!

I am a huge fan of the Providence Student Union.

I just donated to them to help them continue their movement and to encourage students in other cities and states to organize against high-stakes testing.

Please consider going to their web page and supporting them. I love their energy, their idealism, their wit, and their creativity.

I share their belief that education should be engaging, exciting, and a source of inspiration and joy. They have energetically protested the soul-deadening emphasis on high-stakes testing in Rhode Island. And they have expressed their own vision for real education.

Best of all, they have mastered the art of political theater to publicize their work.

First, they held a zombie protest in front of the Rhode Island Department of Education building, protesting the state’s dead zombie policies.

Then, they persuaded accomplished professionals to take a test made up of released items from the NECAP test, which the state has inappropriately made a graduation requirement.

Just days ago, they delivered their First Annual State of the Student Address, describing their vision for real education. They timed it so that it was one hour before the State Commissioner Deborah Gist’s annual state of education address to the Legislature. Gist, you may recall, won national acclaim for threatening to fire every employee of Central Falls High School due to its low test scores.

Because of the PSU’s political theater, the Boston Globe came out against the use (mis-use) of NECAP as a graduation requirement.

The Providence Student Union represents the best of American youth. They are independent, creative, active, fearless. They are what we hope for our nation in the future. Help them thrive.