This is the first review of my new book.
Kirkus sends out early reviews that are read by journalists, librarians, and others in the publishing industry.
This reviewer provides an accurate summary of the book. He or she got the main point and presents it succinctly here.
REIGN OF ERROR
The Hoax of the Privatization Movement and the Danger to America’s Public Schools
Author: Diane Ravitch
Review Issue Date: August 1, 2013
Online Publish Date: July 21, 2013
Publisher:Knopf
Pages: 416
Price ( Hardcover ): $27.95
Publication Date: September 18, 2013
ISBN ( Hardcover ): 978-0-385-35088-4
Category: Nonfiction
“A noted education authority launches a stout defense of the public school system and a sharp attack on the so-called reformers out to wreck them.
“We’ve been misinformed, writes Ravitch (Education/New York Univ.; The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, 2010, etc.), about the state of our public schools. Test scores are higher than ever, the dropout rate is lower, and achievement gaps among races are narrowing. The only “crisis” is the one ginned up by government bureaucrats, major foundations, an odd coalition of elitists and commercial hustlers intent on privatizing education. They’ve made inflated claims about the virtues of vouchers, charter schools, virtual schools, standardized testing (and its efficacy for identifying excellent teachers) and merit pay. With no supporting evidence, they insist poverty has no correlation to low academic achievement, that abolishing tenure and seniority will improve schools, and that overhauling the entire system along business lines is the way to go. Ravitch makes her own proposals for genuine improvement, and if they are as unsurprising as they are expensive—e.g., prenatal care for all expectant mothers, high-quality early education for all, reduced class sizes and a full, balanced curriculum, medical and social services for poor children—they at least leave responsibility for the public school system where it belongs: in the hands of our elected representatives. When it comes to education, notoriously plagued by fads, it’s always difficult to determine truth. Ravitch, however, earns the benefit of the doubt by the supporting facts, figures, and graphs she brings to her argument, a lifetime of scholarship, and experience in and out of government. She’s as dismissive of George W. Bush’s No Child Left Behind as of Barack Obama’s Race to the Top and as critical of former Secretary of Education William Bennett as of the current Arne Duncan.
“For policymakers, parents and anyone concerned about the dismantling of one of our democracy’s great institutions.
“41 graphs. First printing of 75,000. Author tour to Boston, Chicago, Denver, Los Angeles, New York, Portland, San Francisco, Seattle, Washington, D.C.”
A note from Diane: I will also be in Philadelphia, Pittsburgh, and other cities.

Much success. I am awaiting shipment of my copy, ordered in February, on September 17 which coincides with my Austin, Texas daughter’s birthday. Perfect!
I can hardly wait..
I have read all your books, some of them more than once.
Thank you for your voice.
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Great! Mazel Tov!
Review copy?
You know that my review of Death and Life is wildly popular on Amazon – I may have helped sell thousands of books (or not, who knows?)
A book seems suddenly anachronistic. You are chronicling this in real time on your blog, so fast and furious it makes my head spin!
Regards to Mary.
Best, Andy
ANDREW WOLF, Editor and Publisher The Bronx Press and Riverdale Review Newspapers The Bronx NOW! Tourism Magazine 5752 Fieldston Road • Bronx, NY 10471 (718) 543-5200 or (800) 601-9594 x- 105
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Perhaps it is in your book–I hope. But the reviewer leaves out one important element: improvement in the training and formation of teachers so that they may better teach “a full, balanced curriculum.” I have in mind that teachers should have been majors in the subject they will teach, at least In the upper grades of teaching. I would also love to know what Diane’s “full,balanced curriculum” consists of.
Vivian R. Gruder Professor of History, Emerita Queens College, CUNY
Sent from my iPad
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Vivian,
What constitutes having a “major” in a subject area? Is it a certain number of hours? A certain mix of classes in the subject area?
Please help me out with this!
Thanks,
Duane
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I “minored” in Education at Hunter College. It was a 36 credit minor compared to my 30 credit major. I truly appreciated this because my combination of Liberal Arts and Communication courses led me to be a better teacher. On the elementary level we teach every subject. Having a background in history, literature, poetry, art, political science, sociology etc. gave me the ability to supplement my lessons and understand how culture plays an important part in teaching. Communications gave me the ability to speak to a large audience–to understand how listening and receiving information works. Teachers may know their content, but some are not able to convey it to their students leaving students bored or confused.
I think no matter what your major, having a Liberal Arts minor will come in handy when speaking, writing, and listening and making contextual connections.
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In Rhode Island, secondary schools teachers must graduate with a double major in their subject and education. Thirty credits each. I assumed this was pretty much the way all states certified their teachers.
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In RI you can do it one of two ways: either major in your subject area and then get certified to teach (which would require an additional 1.5 years of work including student teaching), or major in education with a concentration in your subject area. (The “concentration” requires the same number of credits in the subject area as it would to major in that subject area.)
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I can’t wait to read it!
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I trust most teachers already understand what is undermining public education. I hope that amongst the people who will read this book a significant number will be individuals outside the teaching profession.
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ImPatiently waiting for my copy to arrive. Hope Diane is able to make it to NOLA for a booksigning…
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Is “ImPatiently” related to “InBloom” in any way?? (just funnin ya)
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🙂
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I will order my copy today. As a retired teacher and former school board member as well, I see the need for people to speak out and put up a fuss. Diane does that every day on her blog and her book will add further fuel to the fire. Michigan needs to reassess its legislators who are pushing the same nonsense that is happening all over the nation. We need to take back our schools from people who can’t see the big picture or any picture at all except their own elitist agenda. In Michigan it is interesting to see how many legislators are in office with no college education. By the way, high school teachers in Michigan have always had to have a major in their subject area and are not just “education” graduates.
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Thank you for using your talent to write this!
Any plans for a return visit to The Daily Show to promote it?
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If The Daily Show invites me, I will gladly accept.
TDS and Jon Stewart are the best!
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eagerly waiting
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Can’t wait for the book to appear! Dr. Ravitch, when you have a moment, could you post a full author’s tour schedule with dates and places? I am sure your fans would love to see you at book signings or other events. Thank you.
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Will do!
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Now we have to wait and see if Dr. Ravitch is given time to actually talk on mainstream media. Will the corporate overlords even invite her to speak on their shows? We know that Charlie Rose is fully under the control of one billionaire in particular, as is PBS. It will be interesting to see how much the elites will allow information about this book to get out. There aren’t enough readers to change anything, but interviews on the “Daily Show ” and others could make a difference. Also, where are the other educational researchers and their books? Why is all of this up to Dr. Ravitch? She can’t fight all these billionaires by herself.
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Good points.
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Alec, you ask “Why is all this up to Dr. Ravitch?” It’s not all on her, it’s on US too. Everyone who reads this blog is responsible. I share things I read by posting on Facebook and asking people to share on their Timelines. I print posts and share them with colleagues at my school. I engage other educators and parents in conversations. We all have a part to play in disseminating a narrative counter to the misinformation the reformers would have us believe.
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Thanks, Alec. I need the help of all parents and teachers. Join the Network for Public Education. Join the Badass Teachers Association. Join any state or local group standing up for public education.
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Amen.
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Very, very exciting! Do you think Bill Gates will put it on his summer reading list?
http://now.msn.com/bill-gates-summer-reading-list-includes-books-by-jared-diamond-and-marc-levinson
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Good to know about your book. I’m in, I’ll put the word out. How about an appearance on Bill Maher? Maybe he’ll invite you and Michele Rhee.
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Thanks for your voice leading the way and speaking truth.
When and where are you speaking in the Philadelphia area?
Hopefully Mayor Nutter and William Hite can take some time to listen to you.
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I will be speaking in Philadelphia at the Free Library on September 17.
Please invite Mayor Nutter and Supt. Hite.
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Congrats, Diane! Here’s hoping that every politician in the land will find someone who can read the book to him or her.
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…and explain it.
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…Using evidence from text and text dependent questions. Rubric assessment also, of course.
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I am reading an advance copy of “Reign of Error,” which I received at the American Library Association Annual Conference. I am president of my town’s board of education — yes, we’re fortunate to still have local control and a student-focused board — and am asking every board member to read the book. It perfectly encapsulates the challenges we face in stopping the damage being done to public education by privatizers. In observing the spurious, well-financed, bipartisan campaign to take over a public good and run it for profit, it has become apparent to me that only true antidote is local, grassroots resistance. That resistance can only grow into a widespread movement when everyone realizes how badly we as a nation are being duped by the privatizers and their wholly owned mouthpieces such as Michelle Rhee and Joel Klein. I recommend that everyone interested in democracy read Dr. Ravitch’s book. Tell a friend. Urge your library (if you still have one) to buy extra copies. Ask them to sponsor a discussion group or start your own. Write reviews in online forums. If you’ still have a duly elected board of education, take some time to determine which candidates truly support open public schools and vote for them. Join us in the solution.
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@tkq: Thank you for your comments.
It all starts with a term much maligned these days: “education.” Of oneself. Of one’s friends, neighbors and colleagues. It leads to discussion and action. Then change.
Self-awareness: “I didn’t know I was a slave until I found out I couldn’t do the things I wanted.” [Frederick Douglass]
Action: “I prayed for twenty years but received no answer until I prayed with my legs.” [Frederick Douglass
I wish you every success in giving legs to your prayers.
🙂
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I think I may purchase an extra copy to loan out to our local school board members. I know a couple of them would probably actually read it. They are still elected, but our governor has removed much of their effective powers.
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Diane, I want to thank you for clearly helping the general population understand what is at stake with the slow dismantling of public education. I have taught 26 out of my 29 years under NCLB, and have slowly watched the joy being pulled out of teaching as testing takes it place. Will you be anywhere close to Columbus, Ohio, on your book tour?
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Congratulations Diane and thank you, thank you, thank you. I am just finishing Left Back. I continually refer to your books at my school and colleagues are reading and starting to engage in discussion. I will miss you in LA as I will be in Europe from Oct. to April. Any overseas promotions planned?
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I got my hands on an advance copy this weekend. Don’t bother moderating your expectations, everybody. It’s as good as we hoped, a banner clear and compelling enough to seize the narrative from the hired corporate reform advocacy industry.
For the past two years, I’ve had a Google News alert up for corporate “education reform”, and the stories have grown from a small trickle to a rushing stream.
Now it’s time to expand the quotes. The movement to stop “Corporate education reform” is about to become the main channel of a historic watershed, I think. Tertiary and quaternary streams will flow in as we organize and unite our specific, local defenses of our own public education, exactly as commenters on this post have outlined.
As soon as the schedule is out, lets mark it on our maps. It looks like this is gonna be one blazing, historic book tour.
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Dr. Ravtich, With all due respect, I don’t think that these groups are the whole answer. We must do what the elites are doing. Did they try to get voters on their side? No! We should gather our money and send our own lobbyists to various state governments. They should start throwing their money around. This is the only way. This is the reality of the political system in America. Money is what drives policy. If every teacher in America donated $100, and this money were used to set up action groups (lobbyists), then maybe we could start to take control back. We could influence (buy) our own politicians and fight what is happening. Voting may help in small local elections, but the only way to swing the conversation nationally is to gather our money, maybe try to turn a billionaire or two to our side, and fight them with money. Another problem is that the media is controlled, but that is another story. They are told what to report, etc.
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“We could influence (buy) our own politicians…”
Any politician who is capable of being bought is very likely to switch allegiances for the highest price.
I doubt working class folks can compete with the sticker price billionaires are willing to pay politicians either, especially since corporate “reformers” see privatization as a low-risk investment, so they’re willing to spend a lot to get their hands on that public funding payoff.
No, what we need are ethical politicians who are willing to take a stand and defend the principles of democracy and public education, no matter how much money is offered to them by profiteers.
It may be challenging to find such politicians today, but I think they can be located amongst the more common stakeholders in public education: parents, teachers and concerned community members.
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How exciting, Diane! I don’t know how you and/or your publisher handle PR, but I would strongly suggest contacting Bill Moyers, as he has been doing such a fantastic job addressing the socio-economic and political perils of our highly stratified, inequitable society and he might be up to doing a full piece on the privatization of public ed and interview you, since he only just touched on privatizing ed in his revealing ALEC exposés.
To add to the list, you might also want to consider contacting Joy Behar, a former teacher, and Stephanie Miller at Current TV, and of course Tavis Smiley and Ed Smith, too.
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Michigan is a must — Detroit, Ann Arbor, or the heart of the beast, Lansing.
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It can’t arrive soon enough!! I’m getting a signed copy. Eagerly awaiting tour dates!!
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The focus on artificial tests magnified what’s wrong with the system. It is horrible to kids. However, the system was NEVER designed to serve all kids. Kids were and are sorted and ranked IN THE CLASSROOM. This also must be fixed. Individualized schools along with quality real education will fix it.
GET OVER IT! START YOUR SCHOOL NOW!
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Pls send advance copy my way so I can review it
Sent from my iPhone
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I get one before you.
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Totally jealous 🙂
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Well I was just being my snarky self.
Who is he to request one when her loyal readers must wait until September 18th.
Did you preorder yet?
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I have a bid Amazon order to do this week. So it will be done.
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Big not bid.
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Congratulations on your new book, Diane! I look forward to reading it. No trip back to Texas? We love having you in Austin! blessings
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Jayne, I will be on Austin in late February, early March. Then returning next summer to meet with big group of superintendents.
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Congrats!!! Also please provide a list of TV interviews.
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Congratulations! This is truly exciting and I am always thrilled when someone from “our side” receives positive publicity. Looking forward to reading it!
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“Reign of Error” hints at the fundamental problem behind the vast majority of the educational malpractices, that of “error”. One of these days, in my Quixotic Quest to help eliminate that error component implicit/imbedded in educational standards, standardized testing and the “grading” of students, teachers, schools and districts I’ll finally get Diane to throw off the vestiges of educational malpractices past and hopefully have her sound out loudly and vociferously against those practices for the fundamental logical insanities that they are. It’s simple Diane, if you haven’t, and you haven’t given any indication that you have that I recall, read and understand Wilson’s Noel Wilson in “Educational Standards and the Problem of Error” found at:
http://epaa.asu.edu/ojs/article/view/577/700 to help me in my Quixotic Quest of overthrowing the sorting and separating regime that harms way more students than most realize.
Brief outline of Wilson’s “Educational Standards and the Problem of Error” and some comments of mine. (updated 6/24/13 per Wilson email)
1. A quality cannot be quantified. Quantity is a sub-category of quality. It is illogical to judge/assess a whole category by only a part (sub-category) of the whole. The assessment is, by definition, lacking in the sense that “assessments are always of multidimensional qualities. To quantify them as one dimensional quantities (numbers or grades) is to perpetuate a fundamental logical error” (per Wilson). The teaching and learning process falls in the logical realm of aesthetics/qualities of human interactions. In attempting to quantify educational standards and standardized testing we are lacking much information about said interactions.
2. A major epistemological mistake is that we attach, with great importance, the “score” of the student, not only onto the student but also, by extension, the teacher, school and district. Any description of a testing event is only a description of an interaction, that of the student and the testing device at a given time and place. The only correct logical thing that we can attempt to do is to describe that interaction (how accurately or not is a whole other story). That description cannot, by logical thought, be “assigned/attached” to the student as it cannot be a description of the student but the interaction. And this error is probably one of the most egregious “errors” that occur with standardized testing (and even the “grading” of students by a teacher).
3. Wilson identifies four “frames of reference” each with distinct assumptions (epistemological basis) about the assessment process from which the “assessor” views the interactions of the teaching and learning process: the Judge (think college professor who “knows” the students capabilities and grades them accordingly), the General Frame-think standardized testing that claims to have a “scientific” basis, the Specific Frame-think of learning by objective like computer based learning, getting a correct answer before moving on to the next screen, and the Responsive Frame-think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback. Each category has its own sources of error and more error in the process is caused when the assessor confuses and conflates the categories.
4. Wilson elucidates the notion of “error”: “Error is predicated on a notion of perfection; to allocate error is to imply what is without error; to know error it is necessary to determine what is true. And what is true is determined by what we define as true, theoretically by the assumptions of our epistemology, practically by the events and non-events, the discourses and silences, the world of surfaces and their interactions and interpretations; in short, the practices that permeate the field. . . Error is the uncertainty dimension of the statement; error is the band within which chaos reigns, in which anything can happen. Error comprises all of those eventful circumstances which make the assessment statement less than perfectly precise, the measure less than perfectly accurate, the rank order less than perfectly stable, the standard and its measurement less than absolute, and the communication of its truth less than impeccable.”
In other word all the errors involved in the process render any conclusions invalid.
5. The test makers/psychometricians, through all sorts of mathematical machinations attempt to “prove” that these tests (based on standards) are valid-errorless or supposedly at least with minimal error [they aren’t]. Wilson turns the concept of validity on its head and focuses on just how invalid the machinations and the test and results are. He is an advocate for the test taker not the test maker. In doing so he identifies thirteen sources of “error”, any one of which renders the test making/giving/disseminating of results invalid. As a basic logical premise is that once something is shown to be invalid it is just that, invalid, and no amount of “fudging” by the psychometricians/test makers can alleviate that invalidity.
6. Having shown the invalidity, and therefore the unreliability, of the whole process Wilson concludes, rightly so, that any result/information gleaned from the process is “vain and illusory”. In other words start with an invalidity, end with an invalidity (except by sheer chance every once in a while, like a blind and anosmic squirrel who finds the occasional acorn, a result may be “true”) or to put in more mundane terms shit in-crap out.
7. And so what does this all mean? I’ll let Wilson have the second to last word: “So what does a test measure in our world? It measures what the person with the power to pay for the test says it measures. And the person who sets the test will name the test what the person who pays for the test wants the test to be named.”
In other words it measures “’something’ and we can specify some of the ‘errors’ in that ‘something’ but still don’t know [precisely] what the ‘something’ is.” The whole process harms many students as the social rewards for some are not available to others who “don’t make the grade (sic)” Should American public education have the function of sorting and separating students so that some may receive greater benefits than others, especially considering that the sorting and separating devices, educational standards and standardized testing, are so flawed not only in concept but in execution?
My answer is NO!!!!!
One final note with Wilson channeling Foucault and his concept of subjectivization:
“So the mark [grade/test score] becomes part of the story about yourself and with sufficient repetitions becomes true: true because those who know, those in authority, say it is true; true because the society in which you live legitimates this authority; true because your cultural habitus makes it difficult for you to perceive, conceive and integrate those aspects of your experience that contradict the story; true because in acting out your story, which now includes the mark and its meaning, the social truth that created it is confirmed; true because if your mark is high you are consistently rewarded, so that your voice becomes a voice of authority in the power-knowledge discourses that reproduce the structure that helped to produce you; true because if your mark is low your voice becomes muted and confirms your lower position in the social hierarchy; true finally because that success or failure confirms that mark that implicitly predicted the now self evident consequences. And so the circle is complete.”
In other words students “internalize” what those “marks” (grades/test scores) mean, and since the vast majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m an “A” student” is almost as harmful as “I’m an ‘F’ student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of society
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Very thought-provoking, Duane. Thank you for sharing.I have been wrestling with the question of the validity of assessments for my young students since I began teaching over 25 years ago. What you have shared helps me solidify my reasons against standardized tests and makes me question even more those tests that I must administer.
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Lehrer,
Glad Wilson’s work has helped with your sorting out your thoughts. Please read the whole work because reading my summary is like reading the cliff notes of Moby Dick (probably less so) as there is so much more to it all than my summary. And also check out his ” “A Little Less than Valid: An Essay Review” found at: http://www.edrev.info/essays/v10n5.pdf
which is a take down of the educational testing bible put out by AERA, APA and NCME’s “Standards for Educational and Psychological Testing”.
None of this educational standards, standardized testing and the “grading” of students has any logical validity to them. All falsehoods and Wilson has proven it. There has been no rebuttal/refutation of his work of which I’m aware (and neither is he).
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Also please pass the word on to all. Read it and become an “expert” at debunking these egregious/pernicious educational malpractices.
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Do your reservations extend to essay tests?
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What exactly do you mean by essay tests? I teach second grade!
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Fantastic paper, Duane. I have saved it to every location in my virtual world. Next step: Pass it on.
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Yes, please pass it on. Noel will be quite happy to find out that his work is finally gaining some ground in these educational debates. As I responded to Lehrer, become an “expert” in exposing these educational malpractices which Wilson has shown to be completely invalid. And thanks for doing so! (and anyone else that does!)
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I think you better up the first printing #…just saying. I already preordered two.
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Southern swing on the book tour?
Many in the ATL would love to throw a big party to welcome you!
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🙂
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Nashville as well, please!
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Come back and speak on Long Island as this new book is published. We need you.
I think we need to crowdsource for public education to take our schools back from Walmart, the Gates and the Broad Foundation. If every teacher crowdsourced $1,000 into a corporation to train public school teachers and administrators, we might be able to stop the injudicious attack on our fabulous public schools.
I love the schools I have worked in for mostly zillions of hours weekly for twenty years, PS 188 in Queens and Denton Avenue School in Herricks, Long Island. My public schools rock, and top the charts. Why are we being sanctioned by public policy? Why aren’t people asking what are we doing right and seeking to emulate our school culture?
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What about Philly?
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Sorry Diane, but you STILL don’t quite get it. You were not misinformed, you were downright deceived.
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Meaning? “deceived” by whom?
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Ok, I found the word “misinformed” in the original post of the review.
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Congratulations, Diane.
So I’m guessing Wal-mart will not be carrying this book?
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HA!
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Now I wouldn’t want to jinx it. They already sell two of her offerings:
http://www.walmart.com/catalog/search-ng.gsp?search_constraint=COMBINED_AUTHOR.3920&search_query=Ravitch%2C+Diane
I just might order me The American Reader–sounds great.
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I will be purchasing several copies of this to give away, and one to keep.
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Can you come back to Raleigh, too? Things are heating up down here and I’m not referring to global warming.
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Can’t wait to read it! Diane, I hear lots of Southern cities calling you. Please consider beautiful Charleston, SC as part of your book tour. We would love to have you!
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Diane,
Your book is sure to be good therapy for all of us suffering through Walker’ anti-public initiatives in Wisconsin. A visit from you on your book tour would be even more therapeutic for Wisconsin public educators!
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Florida is calling you. A visit from you would be so timely before testing season begins.
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Connecticut public school teachers need you, too. For my entire, 34 yr. career, we prepared students for the annual “CT Mastery Test”, spending every day, reviewing formatted questions to familiarize students in hopes of achieving. Creativity, in lesson planning, has long been a “thing of the past”. Highly paid consultants keep hammering away at faculties, how to teach using the “Common Core”. It’s a never-ending path to total destruction. Decision makers at the state/federal government levels never step foot in classrooms to understand the realities of teaching today. Public schools are in a very, sad state & have been ever since the onset of “NCLB”, back in the ’80s.
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Please come to Tucson or even Phoenix where our department of ed is located. We are so misguided here. I have been totally against this testing and have data collected that can proove teaching to test harms the ability to apply knowledge.
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To add to this Arne Duncan will be at our school next week. I am afraid to say anything because I want to keep my job. Plus I doubt I will even get a chance. Probably a good thing for me right now being a new teacher at my school and needing 8 more years for retirement
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Oh, everyone wants you to come to their state and I do too! New Mexico? But first priority is to take care of yourself. Thank you Diane.
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Crosspost to HP a possibility? Sorry, can’t contain myself.
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Charter Schools most often are a “consumer product”.
They (all) do represent the “for profit” industry.
This also includes the “On Line” college/university courses !
Most of the people who have tried these on line courses I know have been severely
disappointed!
There are certain courses of study that need direct “hands on” engagement and human
interaction.
(The ARTS that ‘represent’ all the sensory avenues… ALL need full body experience to
be fully understood and reinforced for the benefit of understanding environment)
Our ‘special needs’ population need to be acquainted with full sensory knowledge to be
able to manage adaptive and successful interaction.
Most of us human beings have sensory variations enough to make understanding each
other a challenge already!
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