Archives for the month of: August, 2013

Aaron Pallas is one of the wisest education scholars in New York, and therefore (as we New Yorkers all believe) in the world.

He consistently brings a fresh perspective to the unfolding drama and spectacle that is now U.S. education.

And he is one of the few academics willing to enter the arena and engage with current events.

That is one of the clear benefits of tenure.

In this post, Pallas says that he predicted--with uncanny accuracy–how proficiency rates would change as a result of the Common Core tests.

He also notes the incomprehensible glee with which Joel Klein and Mayor Bloomberg reacted to the news that only one in five students of color are considered “proficient” after a full decade of their policies.

As he observes, Mayor Bloomberg sees everything on his watch as good news, whether scores go up, stay the same, or go down.

Pallas writes:

Here’s the dirty little secret: no one truly understands the numbers. We are behaving as though the sorting of students into four proficiency categories based on a couple of days of tests tells us something profound about our schools, our teachers and our children. There are many links in the chain of inference that can carry us from those few days in April to claims about the health of our school system or the effectiveness of our teachers. And many of those links have yet to be scrutinized.

Does Mayor Bloomberg understand the numbers? Perhaps he’d care to share with us the percentage of children in each grade who ran out of time and didn’t attempt all of the test items, and the consequences of that for students’ scores. Or how well the pattern of students’ answers fit the complex psychometric models used to estimate a student’s proficiency. Or how precisely a child’s scale score measures his or her performance. Or how many test items had to be discarded because they didn’t work the way they were intended. Or what fraction of the Common Core standards was included on this year’s English and math tests—and what was left out.

These are just some of the factors in the production of the proficiency rates that have been the subject of so much attention. And the properties of the test are just one link in the chain.

Hmmm. When no one understands the numbers, not the Mayor who is in charge of the schools, not the scholars who study the schools, not the State Education Department, no one: What does that mean?

 

Broad-trained Dallas Superintendent Mike
Miles is in big trouble.
He is under investigation for
interfering with bidding for contracts and with internal audits;
several of his top staff have quit; DISD teachers are quitting in
large numbers; Miles’ family moved away from Dallas. But he has
good news: Miles’ special assistant is running for a seat on the
school board. Miguel Solis is not only running for the board, where
he can protect his unpopular and tyrannical boss, he is the Dallas
director of Stand on Children. Stand is a national organization
that was once grassroots but now reflects the interests of wealthy
investors in privatization and high-stakes testing. It will be
interesting to see if he has a credible opponent who cares about
public education. Of course, Stand will provide ample campaign
funds to keep the board committed to its program.

Fifty years ago today, I took the train to Washington,
D.C., with my then-husband Richard to participate in the most
important protest of our era. We were not part of a group, though
we knew many groups that were involved. We went on our own, as
citizens, who wanted to add our voices to others to demand a
society free of the racial barriers that denied equal rights to
Americans whose skin color was not white. We knew Bayard Rustin,
one of the organizers of the event, very well. Bayard is not well
known today, his picture seldom appears in history textbooks, yet
he was the great thinker and organizer behind the March on
Washington. He was a close friend of both Martin Luther King, Jr.,
and A. Philip Randolph, the legendary black labor leader. Bayard
has been unjustly neglected in history books because he was gay; he
was also a pacifist. He happened to be brilliant and a great
political strategist. Bayard was a strong believer in coalition
politics. He knew that blacks on their own would be unable to bring
about change, but blacks in alliance with organized labor had the
power to organize great events and make politicians take notice.

 

When we got to the Washington Monument, we found ourselves in a sea
of people of all races and all colors and all ages. Despite
warnings about potential violence (intended to keep people away),
the huge crowds were cheerful, exhilarated, and peaceable. There
was the distinct feeling of joy in the air—the joy that is
associated with breaking free of stale laws, oppressive customs,
and dead ideology.

 

We were, on the Mall, in a new world: a world
where men and women of every background stood together, arm in arm,
to seek a newer world. Massed together, with the Washington
monument at one end of the Mall and the Lincoln Monument, at the
other, we sensed the possibility and reality of that newer world.
It was not a theory. For that brief few hours in time, the theory
was reality, and we knew that change was coming, that it was
inevitable. The only question was not whether it would happen, but
when.

 

Truth? Much has changed, but not enough. Barack Obama is
President, but poverty among people of color remains scandalously
high and racial segregation is no longer treated as outrageous.

 

When the U.S. Department of Justice warned Louisiana that its
voucher program conflicted with desegregation mandates, it was
almost surprising that someone remembered that desegregation is a
good idea.

 

The hottest “reform” idea of our time—charter
schools—has intensified segregation, and neither the U.S.
government nor the Wall Street donors seem to care. Indeed, the
promoters of charters and vouchers have the temerity to dub
themselves as leaders of “the civil rights issue of our time.”

 

 

As if Dr. Martin Luther King, Jr., would have supported a movement to
privatize public education! As if Dr. Martin Luther King, Jr.,
would have supported a movement that seeks to crush and ban
teachers’ unions! The so-called reformers forget that Dr. King was
closely allied with labor unions. They forget or maybe never knew
that when Dr. King was assassinated, he was in Memphis to help
underpaid sanitation workers (all of whom were black) organize into
a union to demand decent pay.

 

So, yes, let us remember the March on Washington. Let us not wait another fifty years to do so. Let us remember the vision of Dr. Martin Luther King, Jr. Let us remember that the promise of that day remains unfilled. And let us
rededicate ourselves to the dream of a day when all children have
equal opportunity to learn and their families have good jobs and
homes and healthcare, and the means to take care of their
children.

In this astonishing post, Mercedes Schneider documents how the Gates Foundation paid for every aspect of the Common Core standards.

Gates paid to develop them; to evaluate them; to promote them. There seems to be no part of the Common Core that was not bought and paid for by Gates.

Does it matter if one very rich man decides to create national standards and call them “state-led”?

Schneider raises the essential questions;

“Can Bill Gates buy a foundational democratic institution? Will America allow it? The fate of CCSS will provide a crucial answer to those looming questions.”

Bill Gates has spent hundreds of millions of dollars in
search of an answer to the question: “What makes a good teacher?”
Arne Duncan, building on his record in Chicago, knows what makes a
good teacher: It is the teacher who raises test scores, and he has
spent billions of dollars to induce every state to agree with him.

Here, the students of Madison,
Connecticut explain what makes a good teac
her. What do
they look for? Someone who is kind and patient. Someone who helps them. Someone who encourages them. There, that was easy, and it
didn’t cost billions of dollars.

Here is the latest creative product of the BATs. It is their version of the Wizard of Oz.

Can you guess:

Who is innocent Dorothy?
Who is the Wicked Witch?
Who is the Good Witch?
Who is the Tin Man, who lacks a heart?
Who is the Scarecrow, who lacks a brain?
Who is the Cowardly Lion?
Who controls the Flying Monkeys?
And who is the Wizard of Oz?

Jonathan Pelto
here reviews
the upside down world of education “reform,”
where evidence-based policy is rejected as insufficiently
innovative, while failed ideas are hailed as bold “reforms.” His
blog is inspired by a great, great article by civil rights lawyer Wendy
Lecker.

Paul Thomas here describes how Mick Zais, state superintendent of South Carolina, misleads the public about the condition of education in his state, about how schools succeed, and what is needed to help them improve.

Having found a high-poverty district that has higher-than-expected test scores, Zais uses this district to push the corporate reform agenda: Success is all about merit pay and “no excuses.”

A great teacher can supply 18 months of “knowledge” in only one academic year, as measured by standardized tests, which we know are great ways to assess “knowledge.”

This is the usual reformy nonsense, which has never stood up to scrutiny.

Paul Thomas taught high school for 18 years in South Carolina and is now preparing teachers at Furman University in South Carolina.

He is an amazingly prolific scholar, and his deep experience informs his scholarship.

 

This is a video that uses the music of “Alice’s Restaurant.”

It is filled with every bit of jargon and pedagogical nonsense that is now official policy in New York state and the nation.

Watch this, listen to the steady flow of mandates, bureaucratese, official baloney, data-driven evaluation, and ask yourself:

What does any of this verbal trash have to do with education?

How does it relate to things of the mind, the heart, character, citizenship, knowledge, the life of children?

Listen, watch, and then decide whether to laugh or cry.

APPR is how you rate, teachers in New York State.

After you listen, if  you are offended by this nuttiness, go here and sign on with the principals of New York State who agree.

Paul Horton is a history teacher at the University of
Chicago Lab School, one of the nation’s finest private schools.
Because he has a keen understanding of history, he is outraged by
the assault on our nation’s public schools. He wrote the following
open letter to a large number of education writers. It should be
widely circulated:

Dear Country’s
Best Journalists,

I am a thirty year
educator and I am trying to send up a red flag to the press that
says: we are in need of good investigative reporting in education.
Too many editorial boards are parroting propaganda from
foundations, Daren Briscoe [Arne Duncan’s press secretary], and
Michelle Rhee.
Why didn’t John Merrow (PBS) connect the dots
on Rachel Maddow when he was given the opportunity? Valerie and Jay
at the Post are fair despite their differences, Ms. Rich at the
Times is beginning to see the big picture, Noreen does excellent
work at the Trib., Kate Grossman is open to listen at the
Sun-Times. Jimmy Kilpatrick at Education News is all over this
stuff as is Anthony Cody at Education Week. So is Jamie Gass in
Boston. Alan Singer at Hofstra is all over Pearson Education
(address copied) especially, and Joel Spring at NYU has the big
picture that everybody needs (go to Amazon). He also has some good
graphics that explain how education reform works even though it
doesn’t (contact him, he is copied, and put in a plug for his new
novel). MIke Shaughnessy at Education News (copied) has done some
great interviews with all of these folks. Christel in Utah (copied)
is a fiercely honest blogger who is a better investigative reporter
than anybody at this point. She might send you all of her research
if you ask nicely. Ben Javorsky at the Chicago Reader is a
fantastic reporter and writer (copied: joravben). For Chicago
Teacher’s Union (CTU) contact Stephanie Gadlin (copied). If you
would like to know why the Common Core Standards are not what they
are cracked up to be, contact a curriculum expert, Sandra Stotsky
(copied) I wish I could send you the e-mail address of my former
student who is the mayor’s chief of staff, but he only twitters, so
it is impossible to communicate………..
Brother (literal) Scott at Harper’s, you guys
need to do a feature story on this! The Atlantic’s publisher’s are
neo-liberals, so we don’t even go there (by the way, I write this
across from the Laboratory Schools in the cockpit of neoliberalism,
the Booth School of Business cafeteria, where all of the world’s
problems get solved, or messed up, depending on how much money you
make, of course).

Brothers (soul) Tavis
and Cornell, please step up on this issue!
On the left and center, we need Kat, Clarence,
and EJ to step up to the plate where Mr. Will is already batting
from the center-Burkean-right (he had a two home-run game last
week, but the Nats can not catch up to my Braves). Kat, I am going
by 53rd Street Coffee to talk Rick Perlrstein(sic) into talking to
you about talking to Krugman and Keller about taking in the right
wing extremist canard hook, line, and sinker. Somebody please send
this to the fearless Bill Moyers!
Ed Ayers, magnificent historian, President of
The University of Richmond, and brilliant and charming commentator
on “The History Guys,” please do a segment on the History of
Education that asks our brilliant scholar of Education and student
of the Lawrence Cremin, Diane Ravitch, to riff with the guys. And,
while I am at it, congratulations to one of my heroes who I am
proud to call my teacher (if only for a week), Ed, on receiving a
well-derserved National Humanities Medal! Ed, please tell these
guys that I am a teacher and very minor scholar with some
credibility and not some right-wing crank.
Diane Ravitch is my hero, she is brave,
fearless, a fellow Texan, and completely dedicated to righting the
ship of education in a very scary tempest. Please read her new book
(go to Amazon) and her blog!
All of us are up against about $50 billion
dollars (combined foundation money), money that can hire full time
Madison Street firms and money that talks to editors
until-they-are-blue-in-the-face-and-say-yes-just-so-they-can-hang-up-or-get-out-of-the-meeting-with-frigging-boring-
people: does this seem familiar, Mr. Weingarten at the
Trib.?

I work for people who
are are the core of the Obama Administration, one of the
President’s best friends is the head of my school board. I am going
to have to be quiet for a while and trust you guys to stand up. I
have to read, write lesson plans, go to meetings, talk to parents,
talk my senior advisees, write a newsletter for the state history
teacher’s association, and, most importantly, try to motivate my
son to pass math. As Ed likes to say about the coming school year:
“the train is roaring down the track and we have to be ready for
it!”

Please listen to the
rail for the hundreds of thousands of teachers out there who can’t
talk. Please share with anybody who might listen if you feel this
is worth worth sharing.
All best,

http://truth-out.org/opinion/item/18133-when-schools-become-dead-zones-of-the-imagination-a-critical-pedagogy-manifesto

Paul
Horton
State
Liaison
Illinois Council for History
Education
History Instructor
University High School
The
University of Chicago Laboratory Schools