Archives for the month of: July, 2013

An earlier post linked to an article by Scott Waldman in the Albany Times-Union, in which Waldman pointed out that rankings accurately reflect the socioeconomic status of families in the schools, not the quality of the schools. He asked, what do those school rankings really demonstrate?

This letter came from a superintendent in the area of upstate New York about which Waldman wrote:

 

I am the superintendent of one of the high performing schools Waldman identified. He is, of course, absolutely accurate. The issue has always been poverty–urban, rural, and increasingly, suburban. It is easier and more expedient for politicians and naysayers in general, to attack schools–their costs, their teachers, their calendar, their curriculum–rather than address the root cause of the discrepancies–multi-generational systemic poverty. We have known about the impact of poverty on student achievement for hundreds of years. We have known how standardized test scores are skewed by zip code for years. Even the inventors of standardized testing (in the very early twentieth century) argued that they should be used judiciously because they are so sensitive to environment. I know an urban educator very well, who constantly states that it is not that his kids (grade five) can’t learn–indeed, they have already learned some skills about survival that are much more compelling than their ELA scores. The problem is that the things they have learned can not be reduced to a multiple choice test.

 

David Coleman, the architect of the Common Core and now president of the College Board, once famously said–in a presentation at the New York State Education Department–that as you grow older, you learn that “people really don’t give a s–t what you feel or what you think.” And so students will be reading more “informational text”–not prose, not nonfiction, but “informational text,” which sounds like instruction manuals or textbooks. But it turns out that some very important people think that it matters very much what you feel. They even care what you think. One of them is the celebrated poet ee cummings.

You see, if we learn to think critically, we will think critically about the advice of those who tell us what to do and how to think and when it is appropriate to feel, or not.

“since feeling is first”

e.e. cummings

since feeling is first
who pays any attention
to the syntax of things
will never wholly kiss you;
wholly to be a fool
while Spring is in the world

my blood approves,
and kisses are a better fate
than wisdom
lady i swear by all flowers. Don’t cry
—the best gesture of my brain is less than
your eyelids’ flutter which says

we are for each other: then
laugh, leaning back in my arms
for life’s not a paragraph

And death i think is no parenthesis

Just when vouchers seemed to be in trouble in the Arizona legislature, Democrat Barbara McGuire changed her vote to preserve this stealth attack on public schools. Blogger David Safier says no one should be surprised by her last-minute switch.

Janet Barresi, the dentist who is Oklahoma’s superintendent of schools, has decided to withdraw from the PARCC testing consortium because of the state’s disastrous experience with online assessment this past spring. Oklahoma’s not ready, she says, doesn’t have the technology, and can’t afford it.

The corporate reform group Stand on Children is disappointed. How will people compare children in Oklahoma to children in Maine if everyone writes their own tests?

Educators in the state are perplexed.

Is Common Core about common standards or common tests?

At a time when many states are taking a second look at the demands of the Common Core and the associated testing, Florida’s Tony Bennett has become even more zealous as a cheerleader for both.

Coach Bob Sikes wonder where his priorities lie: with the needs of Florida or the demands of the Common Core and PARCC.

Oklahoma just announced it was dropping out of PARCC because it cost too much and the state just experienced massive computer glitches in state testing.

Bennett doesn’t care.

Is this about Bennett’s allegiance to Jeb Bush?

Corporate reformers cling passionately to the myth of the New Orleans miracle because it is all they have. The New York City miracle evaporated in 2010 when the State Education Department acknowledged that the state scores were inflated. The DC miracle never happened. The Vallas miracle in Philadelphia vanished on day one. Arne Duncan’s amazing score gains in Chicago disappeared.

All that is left is New Orleans. The media loves to find miracle schools and districts, but anyone who looks beyond the press releases soon discovers that the Recovery School District is the lowest performing district in the state.

So the reformers say, “But look at our gains.”

Mercedes Schneider takes apart those claims here.

George Schmidt was a high school teacher in Chicago who was fired by Paul Vallas for releasing the contents of a standardized test that he was required to administer to his students. Here he responds to a post called “In Defense of Paul Vallas,” written by Diane Fager, who was on Vallas’ staff in Chicago.

Schmidt writes:

By the middle of the 20th Century, reporters were trained to check for accuracy, not to simplify reality into “two sides to every story” stuff.

“If your mother says she loves you, check it out!” was a motto of reporting that came out of Chicago.

It’s a compliment to Diane Ravitch’s blog that Paul Vallas dispatches one of his former minions to blow smoke into the eyes of people taking a closer look at the actual Vallas record.

Diane Fager’s versions of the wonders of the Paul Vallas record typifies the way in which Vallas has always tried to manipulate the media. He does it by working directly himself or through surrogates, often former subordinates like Fager. When I read the original anonymous testimonial, I thought it came from Cozette Buckney; Phil Hansen is no longer available to sing Vallas’s praises because he’s dead… The Vallas fan club has been around (and usually well compensated) for a long long time.

One of the wonderful things about the educational leadership career of Paul Vallas was how intensely he worked the press.

From the day he was announced as the mayor’s choice (because of his “business acumen” ????) to head Chicago’s schools (Vallas’s actual private sector business experience had been at his family’s suburban restaurant; his other work was overseeing patronage as Chicago’s Mayor’s Budget Director, the job he had before he became the Business Roundtable’s choice for the first CPS CEO), Vallas was intense about his publicity stuff.

Reporters who wrote (or spoke) even a line that wasn’t to Vallas’s liking would either hear from him directly (often in late night phone calls) or from a well-paid surrogate (as in the present case). Those who asked him impertinent questions (or who laughed at the absurdity of his claims and hypeactive posings) usually got the “I’ll get back to you on that…” stumper that was patented here in Chicago. Those of us who actually published the facts about Vallas’s regime (most famously for me, the actual content of the CASE tests Vallas had spent millions of dollars on in Chicago) could expect enormous pressure (in my case, a million dollar “copyright infringement” lawsuit and termination for “copyright infringement…”) and usually (as in the case of Grady Jordan, who wrote about Vallas’s racism) slanders or worse.

One day, the Paul Vallas event will become a case study for reporters to study in school, just as the Harvard Business School uses case studies. But for now the whole spin cycle is still spinning, so we’ll have to continue adding to the portfolio now that the Connecticut courts have added a new chapter.

For the rest of the USA, Paul Vallas is the first reason to quarantine anything or anyone emerging from Chicago as a “school reformer.”

But there is a fine history to all this…

And since Diane Ravitch is a historian first, it’s fun to do the history here in the present tense.

Paul Vallas became “Chief Executive Officer” of Chicago’s public schools in 1995, as soon as the (Republican majority) Illinois General Assembly had passed the “Amendatory Act of 1995” beginning “Mayoral Control” of large, largely minority urban school systems. The Amendatory Act was the beginning of it all, and Paul Vallas was the first of the non-educators to get the top job of reforming public education.

Even before Vallas took over the public schools of Chicago, he was spinning his narrative with the help of certain reporters who had opted for good storytelling over accuracy and boringly checked-out facts.

I remember the Chicago Sun-Times, in an early “Who is Paul Vallas?” story, quoting Vallas’s Mom — yes, his mother — about how hard he worked at high school football because our humble hero was not very talented but always substituted hard work and grit for whatever… That motherly endorsement came as if that, for some reason, was why he should, with no education experience (but with a long record as a Democratic Party and City Hall hack), become the head of the nation’s third largest school system.

This episode is just the latest in one version of the Vallas Spin. Testimonials.

The other (which has probably happened, but Our Pal Paul is too humble — and/or too busy busy busy — to go directly to Diane Ravitch…) is to call the person making the original report.

By the time Vallas’s star was rising in Chicago, the media were in decline. Chicago’s City New Bureau (for decades the training ground for reporters in Chicago) was terminated. No longer would reporters (from famous ones like Mike Royko and Kurt Vonnegut to the average street reporter) be taught that reporting began and ended with accuracy under the famous motto: “If your mother says she loves you, Check it Out!” No, by the time Vallas was creating his clip files, a reporter could quote Vallas’s mother with a straight face and not have an editor send her back to basic training! By the time Vallas was finally dumped by Mayor Daley in May – June 2001, even the Vallas media manipulation machine had worn out its welcome and Vallas’s frenetic phone calls to favored reporters weren’t taken as a good thing any longer. Also, some of the reporters who had done Vallas’s dirty work (based on “inside” dirt against Vallas’s enemies) were also leaving the business. (I go once a year to spit on the monument to one of those guys, a reporter who turned pundit and ended his career disgraced by the number of times he ran Vallas’s slanders as his own words in the Sun-Times…).

Vallas was out in Chicago in July 2001. He told the press he was going to relax and spend some time with the kids, maybe play a little baseball blah blah blah. At the time, I told people it was really sad for Vallas to pull that one on his own kids, since it was clear he was already looking to make a political bed for himself in Illinois or Chicago. Sure enough, within a few months, Paul Vallas was running for the Democratic Party nomination for Governor of Illinois. During that time, we published an extensive refutation of just about every claim Vallas was making, including a resume padding (he claimed “teaching” experience he never had and that stuff about eye glasses) and some typical tall tales (nobody ever saw that “600 page…” thingy Vallas supposedly authored, for example, just as nobody has ever seen evidence of this claim by Vallas’s person here that Paul was a “historian”)…

Anyway, we’ve reprinted some of those old articles at http://www.substancenews.net this week just so readers in 2013 could note that had people been paying attention to the accuracy of the facts in 2002 (and before, as we published them in Substance) maybe Philadelphia, New Orleans, and now Bridgeport would not have spent hundreds of thousands of dollars (or more) on the Vallas Hoax. But the method hasn’t changed, as we can see here. A humble saint Paul Vallas is, whose entire life has been dedicated to the children, Paul Vallas’s has. Often in history these kinds of versions of reality get treated unkindly in fiction. I’m thinking of Gradgrind in “Hard Times” or so many of the others satirized by Charles Dickens. But Paul Vallas and his Vallasizations of reality (as well as the “Vallas Method”, most recently exemplified here) are still costing public school districts dollars and time. So it’s worth returning to a story about which the facts have long been clear.

“If your mother says she loves you, check it out!” still holds.

In a recent post, I criticized Alabama for setting goals based on race, ethnicity, and disability status. I said it was unAmerican. Our goal as a society is equality of educational opportunity. There is something repulsive, to me at least, in saying that schools will set targets based on the color of children’s skin, their parents’ income, or other factors. We know that not all kids will end up at the same point by the end of each year, but we should not predetermine what we expect. I think the goal should be to treat each child as a unique human being and be sure they have the opportunity and resources they need to get a sound education.

But I must apologize to Alabama. Other states have similar race-based, ethnicity-based, disability-based goals.

Apparently they do this to satisfy the requirements of the federal government, either NCLB or the Obama waivers.

Why is the government setting targets for test scores? A standardized test should be used–if at all–diagnostically, to identify what kind of extra help students need. Instead, states are trapped in stale NCLB thinking. It hasn’t worked for 12 years. Why expect that tinkering will fix what is inherently wrong?

Stop measuring with a broken stick. Standardized tests are one indicator. Turning them into the be-all and end-all of schooling is wrong. It corrupts education. It causes otherwise thoughtful people to expect more of the tests than they can deliver. We need better goals than test scores. By relying on them so much, we sacrifice qualities that matter far more and debase schooling.

This is accountability run amok. This is the kind of policy that should be openly discussed and debated. We cannot allow it to be institutionalized and made permanent. It is an embarrassment to our democracy.

I was uneasy with the name , but I got over it.

The reality is that the Badass Association of Teachers fills a need. Teachers have been beaten up in the media, and have seen state after state strip away their academic freedom, their rights, their status in the community.

I was invited to join and to write an address to the BAT. This is it.

And here it is in full (by the way, I am uncomfortable with the name lie many others, but our struggle requires militants and BAT is the point of the spear):

Message of Support from Diane Ravitch to the Badass Teachers Association

Dear Members of the Badass Teachers Association,

I am honored to join your group.

The best hope for the future of our society, of public education, and of the education profession is that people stand up and resist.

Say “no.” Say it loud and say it often.

Teachers must resist, because you care about your students, and you care about your profession. You became a teacher to make a difference in the lives of children, not to take orders and obey the dictates of someone who doesn’t know your students.

Parents must resist, to protect their children from the harm inflicted on them by high-stakes testing.

Administrators must resist, because their job is changing from that of coach to enforcer of rules and regulations. Instead of inspiring, supporting, and leading their staff, they are expected to crack the whip of authority.

School board members must resist, because the federal government is usurping their ability to make decisions that are right for their schools and their communities.

Students must resist because their education and their future are being destroyed by those who would force them to be judged solely by standardized tests.

Everyone who cares about the future of our democracy must resist, because public education is under attack, and public education is a foundation stone of our democracy. We must resist the phony rhetoric of “No Child Left Behind,” which leaves every child behind, and we must resist the phony rhetoric of “Race to the Top,” which makes high-stakes testing the be-all and end-all of schooling. The very notion of a “race to the top” is inconsistent with our democratic idea of equality of educational opportunity.

We live in an era of ignorant policy shaped by politicians who have never taught a day in their lives.

We live in a time when politicians and policymakers think that all children will get higher test scores if they are tested incessantly. They think that students who can’t clear a four-foot bar will jump higher if the bar is raised to six feet.

We live in a time when entrepreneurs are eyeing the schools and their budgets as a source of profit, a chance to monetize the children, an emerging market. Make no mistake: They want to make education more cost-effective by eliminating your profession and eliminating you. Their ideal would be 100 children in front of computers, monitored by classroom aides.

You must resist, because if you do not, we will lose public education in the United States and the teaching profession will become a job, not a profession. What is happening today is not about “reform” or even “improvement,” it is about cutting costs, reducing the status of teachers, and removing from education every last shred of the joy of learning.

It is time to resist.

Badass Teachers, as you resist, be creative. Writing letters to the editor is good but it is not enough. Writing letters to the President is good, but it is not enough.

Be creative. The members of the Providence Student Union have led the way. They staged a zombie march in front of the Rhode Island Department of Education to demonstrate their opposition to the use of a standardized test as a high school graduation requirement. They invited 60 accomplished professionals to take the released items from the test, and most failed. This convincingly demonstrated the absurdity of using the test as a requirement for graduation. When the state commissioner of education who was the main backer of the tests scheduled her annual “state of education” speech, the students scheduled their first “state of the student” speech.

Act together. A single nail gets hammered. When all the nails stick up, the people with the hammers run away. When the teachers of Garfield High School in Seattle boycotted the MAP test, they won: the test was canceled and no one faced retribution.

Be brave. When you stand together and raise your voices, you are powerful.

Thank you for counting me as one of your own.

I salute you.

Diane Ravitch

Remember last year when Governor Bobby Jindal rammed through his voucher proposal, whereby more than half the state’s children were eligible for a voucher to attend any private or religious or entrepreneurial school? Remember that critics said that Superintendent John White gave out vouchers without due diligence and that the school that got the most vouchers had no classrooms, no teachers, and no curriculum for the influx, which would triple their enrollment? And remember that White said that “parents know best” and that it was not his role as state superintendent to tell anyone how to educate their child?

It is also worth remembering that Jindal’s voucher plan (and charters and online charters and course choice for entrepreneurs) was saluted by Jeb Bush’s Foundation for Excellence in Education hailed the plan as a formula for bold change. And Bush’s “Chiefs for Change” issued a statement endorsing the program; then-Indiana superintendent Tony Bennett called it “student-centered” and said, ” “Students will no longer have to settle for failing schools. Countless families will be able to select the best education option for their unique student’s needs. And superintendents and principals will be empowered to hone faculties of talented, dynamic, and effective educators. Armed with these bold reforms, Louisiana will soon lead our country in quality public K-12 education.”

That was then, this is now.

Well, now we know that White has barred New Living Word from accepting vouchers, not because of the quality of its education but because of financial improprieties. It seems that they were receiving more money from the state for voucher students than they charged their own students, and the church now owes the state nearly $400,000.

Today the New Orleans Times-Picayune published an editorial saying that the vouchers awarded to this school were a waste of taxpayers’ dollars.

Not only did the school overcharge the state, but test scores were abysmal there, as they were in many of the voucher schools.

The editorial says:

“LEAP scores for third- through eighth-graders released in May showed that only 40 percent of voucher students scored at or above grade level. That compares with a statewide average of 69 percent for all students.

Seven schools in Jefferson and Orleans parishes posted such poor results that they are being barred from accepting new voucher students this fall, although they can keep those they already have.

New Living Word’s iLEAP scores for third-, fifth- and sixth-graders were substantially lower than their counterparts in Lincoln Parish public schools and the state as a whole, according to the Department of Education report.

Those poor results wouldn’t have triggered the school being removed from the voucher program this year, though. A school has to post three years of poor LEAP results before getting sanctioned.”

Lot of critics warned that vouchers should not be paid for out of the state’s Minimum Foundation Budget for public schools; the Jindal administration ignored them, and the voucher funding was struck down by the state’s highest court.

Lots of critics warned that the state should set consistent standards for all schools receiving public dollars, but the state ignored them.

In a democracy, public officials would do well to listen to their critics before committing to a disastrous and radical course of action.