Archives for the month of: January, 2013

Pearson has a contract with the state of Texas for five years that is worth close to $500 million.

That ought to bring gold-plated service and products to the children of Texas, right?

Wrong.

Pearson is advertising for test graders in Texas on craigslist!

The graders need only a bachelor’s degree, and they will be paid $12 an hour.

They will be “trained,” of course, but think of it. Their snap decisions will decide the fate of students, teachers, and schools. If they aren’t that good at what they do, children will fail, teachers will be fired, and schools will be closed. Because of decisions made by a temp worker.

Shocking as this is, it is nothing new. Todd Farley wrote a book called Making the Grades: My Misadventures in the Standardized Testing Industry, in which he described his many years inside the testing industry.

For a quick read right now, be sure to open this article, Dan Dimaggio’s horrifying account of his experiences as a test grader.

Here is a sample:

“Test-scoring companies make their money by hiring a temporary workforce each spring, people willing to work for low wages (generally $11 to $13 an hour), no benefits, and no hope of long-term employment—not exactly the most attractive conditions for trained and licensed educators. So all it takes to become a test scorer is a bachelor’s degree, a lack of a steady job, and a willingness to throw independent thinking out the window and follow the absurd and ever-changing guidelines set by the test-scoring companies. Some of us scorers are retired teachers, but most are former office workers, former security guards, or former holders of any of the diverse array of jobs previously done by the currently unemployed. When I began working in test scoring three years ago, my first “team leader” was qualified to supervise, not because of his credentials in the field of education, but because he had been a low-level manager at a local Target.”

So Texas spends nearly $500 million to hire an army of low-wage temps to make fateful decisions about the future of students, teachers, and schools. And of course it is not just Texas. It is every other state in the nation.

Why trust the judgment of a fallible teacher or principal, when you can rely on the judgment of a $12 an hour temp, supervised by a Target manager?

This is crazy.

A reader from Wisconsin points out that Governor Walker’s reforms are not intended to improve the schools, but to turn schooling into a free-market activity:

Thank you Diane for highlighting yet another unproven attempt to inject free market ideology into Wisconsin public schools.

The recent recall attempt exposed the forces supporting Gov. Walker and how they wish to dismantle public education and fill the void with free market principles. Walker rolled out phase two of his anti-public education plan in his State of the State address with more promises to “transform education” and “expand the number of choices for families in Wisconsin—be it a traditional, a charter, a voucher, a virtual, or a home school environment.”

http://host.madison.com/news/local/govt-and-politics/gov-walker-s-state-of-the-state-speech-transcript/article_1281c782-5f75-11e2-b2e7-001a4bcf887a.html

The Wisconsin Policy Research Institute–which provided the first critique you mentioned– is in the same camp (or a suburb) of the MacIver Institute–which sponsored Operation Angry Badger designed to “document the shortcomings of public schools in Wisconsin.”

http://www.jsonline.com/news/wisconsin/leaked-documents-detail-operation-angry-badger-u447pp9-139483133.html

WPRI, MacIver, Citizens for Responsible Government (CRG), and the Tea Party forces supporting Gov. Walker have no intent to improve public education or provide support for our neediest students. A successful public education system with an extensive support network works against the lassez-faire capitalist ideology of these free marketeers.

A reader in Louisiana shows how the budget cuts affect the neediest persons in the state:

 

Louisiana is in the top 5 for cancer deaths, infant death, and AIDS.

Baton Rouge, the capital is #1 in America for new AIDS infections.

And the busline (such as it is) ends well before it reaches the new Women’s Hospital where most of the babies are delivered and women receive ob/gyn care. They have to walk from the last bus stop to the hospital down a 4-lane highway and can only get a van if they have Medicaid. It also makes parents with premature babies (high rate for that too) at Women’s walk down Airline Highway (61) if they don’t have a car to see their child. The transportation issue happened because Jindal closed down the North Baton Rouge ob/gyn clinic. He is also closing down the public hospital in April which will leave North Baton Rouge, the poorest part of the city, with NO hospital. I only wonder how long it will take for us to have a baby born on the median of this busy 4-lane.

Jindal is creating death panels by depriving the poorest neighborhoods, the ones that did not vote for him, of medical care. Lake is also so far away and has so much congestion, that the gunshot cases are likely to die on the way from North Baton Rouge, the highest murder area. The hospital (Our Lady of the Lake) that is supposed to take over for Earl K. Long, the public hospital, which does have limited public transportation is Catholic and refused to take EKL’s ob/gyn care or the prisoners. So they got to pick and choose. Jindal is Catholic.

A reader explains why policymakers and the public are hoodwinked by numbers. Follow the links:

Diane-

I got to this article in the WSJ through the Naked Capitalism blog I read daily:
http://online.wsj.com/article/SB10001424127887323374504578219873933502726.html?mod=WSJ_hp_editorsPicks_4

The Naked Capitalism blog also included a link to this article from 2006 on the same topic:
http://www.auroraadvisors.com/articles/Webber-Metrics.pdf

I forward these because I think they explain why school boards and politicians are hoodwinked by VAM. I know enough about statistics to know that VAM is junk science… but most people (and especially businessmen) want to believe everything can be reduced to a mathematical model and so we find ourselves in VAM-land.

Acting in response to a loud outcry and planned protests, Bobby Jindal has decided not to eliminate funding for hospice care for elderly patients on Medicare. The program has gotten a reprieve until June 30.

But the administration is still looking for ways to cut the costs, such as by cutting reimbursements to providers, encouraging the elderly to get care in homes, not hospices, and reducing the number of people eligible to get end-of-life care.

Count on it: The issue will be back on June 30. And don’t count on anyone in the Jindal administration to act with compassion. That’s not his style.

Julian Vasquez Heilig is a professor at the University of Texas who has a rare combination of gifts:

He is smart, he has a strong command of research skills, and he has a wicked sense of humor.

In these two posts, which seem to be the beginning of a series, he follows the money to see who is making big bucks at the public trough (he uses a different, anatomical term).

This one is about Sandy Kress, the architect of NCLB, who frequently writes opinion article about the virtues of standardized testing and the grand accomplishments of NCLB, but is seldom identified as a lobbyist for mega-testing corporation Pearson.

This one is about Teach for America, which collects millions from the federal government, state governments, school districts, foundations, and billionaires, while charging school districts who hire their recruits. Its most recent 990 form showed that it had raised close to a billion dollars in five years.

Follow Heilig’s blog. It never ceases to educate and/or entertain.

I think the Garfield High teachers are a model for teachers across the nation.

They show that collective action works. If one person speaks up, he or she gets fired.

When an entire faculty resists, together their voice is heard around the world.

Not everyone agrees, of course. Mike Petrilli of the conservative Thomas B. Fordham Institute (where I was a trustee for many years but am no longer) strongly condemns the Garfield teachers. He thinks they are shirking their duty. He thinks they are trying to avoid being held accountable. He thinks they should not compare themselves to Martin Luther King Jr.

I disagree with Mike.

Martin Luther King taught the nation–and the Garfield teachers–about the power of collective action against injustice. He showed them that the powerless, acting in concert, have power even if they don’t have money.

Teachers know better than think tanks that testing has become obsessive and pointless. President Obama has frequently inveighed against teaching to the test. The teachers are exercising their conscience, are manifesting professional responsibility, and are supporting what they believe is right for their students.

Dr. King taught them the power of the boycott. He taught them to stand firm against what they know is wrong. He taught them to have courage regardless of the odds against them.

And lest we forget, Dr. King did not fighting for privatization of public services; he did not demand high-stakes testing for children. He demanded equality of education opportunity, not a regular application of the bell curve. Dr. King demanded an end to poverty and war. He died helping the sanitation workers of Memphis organize a union.

A reader brought this column by Eric Zorn to my attention. It appeared in the Chicago Tribune.

The state of Louisiana is “reforming” hospice care for patients on Medicare. It will stop offering hospice care for many elderly people.

As part of his reforms, Jindal has started closing or privatizing the state’s public hospitals. See here and here and here.

He cuts most where the needs are greatest. This could catapult him to national stardom. The prestigious Brookings Institution in DC recently invited him to discuss his historic efforts to privatize public education.

As the Shreveport Times described the situation:

“BATON ROUGE — The start of February brings an end to programs that care for some of the most vulnerable citizens of the state, those in the final days of their lives and children at risk for mental health problems, the latest casualties of Louisiana’s budget woes.

Gov. Bobby Jindal made the cuts in mid-December to help close a nearly $166 million deficit in the current fiscal year.

And the cuts are only likely to get worse. The governor and lawmakers will have to deal with another $1.2 billion budget gap for the fiscal year that begins July 1, in a poverty-troubled state where so many people look to the state for assistance….

Among the reductions announced in December, doctors and hospitals that care for the poor, disabled and elderly in the Medicaid program will be paid less. Dental benefits to pregnant women through Medicaid will be cut off. Additional cuts are falling on the LSU hospitals that care for the poor and uninsured in north Louisiana. Dollars for juvenile justice treatment programs are shrinking.

The deepest cuts to services were made in the health and social services departments.”

As a New Orleans journalist put it: “In effect, Huey Long’s mantra of “Share the Wealth” has been replaced by Jindal’s dogma of tax virginity and privatization. Where Long preached, “Every man a king,” Jindal now says, effectively, “You’re on your own, pal.””

                                                                                                                                                         StephanieGadlin@ctulocal1.com

 

Chicago Teachers Union Launches Campaign Against ‘High-Stakes’ Standardized Testing, Supports Seattle Teachers Boycott

 

CHICAGO—The Chicago Teachers Union (CTU has  launched a campaign in support of local and nationwide efforts to eliminate standardized non-state mandated tests—also known as “high-stakes testing”—from public schools. Test scores fail as measures of learning when high-stakes testing advanced by corporate education reformers dominates curriculum, and also fail to consider non-classroom stimuli that affects school-age children, especially in urban areas.

 

Children who do not have access to health care, who are hungry, who are fearful of violence in their communities, who do not have books or access to other informal learning at home, whose parents have limited education, and whose families are constantly stressed by economic problems are at an extreme academic disadvantage. These factors are highly related not only to testing outcomes, academic achievement, future education and socio‐economic success, but also to the racial, ethnic and class origins of individuals.

 

The inequitable history of American society, politics, institutions and economic relations are at the root of these outcomes. As a result, when academic outcomes are averaged across subgroups such as race and class, glaring gaps appear.

 

“These issues are the things that are important to our families, not performance on standardized tests,” said CTU President Karen GJ Lewis. “I think it’s important for us to go on record about this because we are likely to start seeing a more active anti-testing movement in Chicago.”

 

“The U.S. has gone far overboard in the overuse and misuse of standardized tests,” said Monty Neill, Ed.D., Executive Director of the National Center for Fair & Open Testing (FairTest). “Now, teachers, parents and community activists are pushing back in places like Chicago and Seattle and even in Texas, where the testing craze began.”

 

Teachers at Garfield High School in Seattle are currently boycotting the district-mandated Measures of Academic Progress (MAP) standardized test. A group of teachers at Curie Metropolitan High School in Chicago successfully boycotted and ended a district-mandated test a year ago. Teachers, parents and students throughout Chicago and the U.S. have serious concerns about a number of aspects of standardized testing, including cultural bias, the disruption of early childhood learning and day-to-day classroom routines, and the lack of accommodations for special needs students.

 

“We see all these actions around the country, from resolutions to strikes to other kind of protests as linked to the loosely-knit resistance of people saying, ‘Enough is enough,’” Neill said. “It’s time to get back to real teaching and learning.”

 

CTU research reveals  a few quick facts on standardized testing:

 

  • ·         Since No Child Left Behind the testing industry has experienced double‐digit growth. In 2008 K‐12 testing was a $2.6 billion industry.
  • ·         Errors in standardized tests resulted in thousands of students flunking, not passing college entrance exams, and incorrect state rankings.
  • ·         CPS candidates in the National Board Certification program reported spending in some cases ten full school days per year (48 hours) on standardized test preparation. (CTU, NBCT Candidates internal survey)
  • ·         Three out of five community college students need at least one remedial course because they are ill prepared for college. Less than 25% of these students earn a degree within eight years.
  • ·         Excessive reliance on standardized tests results and test prepping makes for a poor transition from K‐12 to college.

 

CTU Vice President Jesse Sharkey and his wife, Julie Fain, have delivered a formal letter (Full text below) to the principal of their sons’ school exercising their right as parents to opt their children out of all non-state mandated tests for the current school year.  In correspondence to Dr. Joenile Albert-Reese, principal of Chicago Public Schools’ (CPS) AN Pritzker School, Sharkey and Fain declared that testing is not in the best interests of their children’s education, and will no longer allow them to participate.

 

“I’m a CTU officer, but before that, I’m the father of two school-age children and to that end, I’m against the misuse of standardized tests and support the efforts of teachers, school administrators and other parents to resist the standardized testing insanity,” Sharkey said.

 

_ _ _

 

Joenile S. Albert-Reese

AN Pritzker School

2009 W. Schiller Ave.

Chicago, IL 60622

 

January 15, 2013

 

Dear Dr. Reese,

 

We are writing to inform you that we are exercising our right to exempt our children, Leo Sharkey and Caleb Sharkey from all non-state mandated tests for the current school year. This includes, but is not limited to: NWEA/MAP, REACH, DIBELS, and mCLASS. We will permit Caleb to take the ISAT. In addition, please do not place the grades, ISAT scores, or results of previous standardized tests of either of our children on display in the classroom, hallway, or other public place.

 

During whole class standardized testing we understand that our children will be provided with appropriate accommodations in order to engage in quiet, self-guided activity like silent reading, drawing, writing, or other appropriate activities so as to not disrupt the classroom in any way.

 

We do not take this decision lightly given the high stakes attached to performance on these tests for everyone involved-our children, our school, and our teachers. Unfortunately we do not believe these tests to be in the best interests of our children’s education and cannot continue to allow them to participate.

 

We have become alarmed at the incredible increase in high stakes standardized testing at CPS. This year our kindergartener is scheduled to take fourteen standardized tests. Our fourth grader is scheduled for twenty-four tests, including the ISAT, which is spread over 8 sessions, and REACH assessments in PE, library, music and Spanish. It’s simply too much, and too much of a drain on scarce resources at our schools.

 

These tests carry significant consequences for students, teachers and schools, and we see the effects of this. The curriculum becomes narrowed to cover what is on the tests. Teachers and students become stressed and demoralized. Ceaseless testing is driving out creativity, curiosity, and independent thinking.

 

We note that elite private schools have no use for standardized tests of any kind. They trust their teachers to assess students’ progress with authentic, multiple measures and intense attention given to each student. We are concerned that CPS is going in the opposite direction-towards larger classes with more standardized testing.  We also do not support a competitive culture around testing where prizes are given for results or students’ scores are posted in public (a clear violation of their privacy).

 

We look forward to the time when our schools can nurture the natural inquisitiveness and love of learning all children should have instead of seeing them as data points on charts and spreadsheets. We are proud, grateful members of the Pritzker community. We look forward to many years of working together to improve our children’s education.

 

We are happy to discuss this matter further.

 

Sincerely,

Julie Fain and Jesse Sharkey

 

Former state legislator Mary Valentine has spoken out against the privatization of public education in Muskegon Heights, Michigan. The district had a budget deficit, so the governor installed an emergency manager who turned the children and schools over to a for-profit charter corporation.

Mary Valentine joins the honor roll as a champion of public education, in a state where the governor and legislature are determined to end it.

Please read the following:

Muskegon Heights School District, in Muskegon County, Michigan, is the first school district taken over by a for-profit company. The Emergency Manager in charge of the district, Don Weatherspoon admits what we all know. “It’s like building a plane while you’re flying it.”

Here is a revealing article about it written by Lindsey Smith of Michigan Radio. There are four articles in this series, which can be found at michiganradio.org.

Students in Muskegon Heights are going through a lot of changes this year, because the entire school district was converted to a charter school system. After tackling some tough issues in the first half of the school year, the operators of the charter school system want the public to give them a full school year to put the changes in place.

Former lawmaker: school system’s fate lies in state policies

Muskegon Heights Public Schools faced such a huge budget deficit last spring, the state appointed emergency manager laid off the staff, teachers and all, and hired a charter school company to run the new school district he created.

He says the financial situation was so bad he didn’t have a choice.

But former Democratic State Representative Mary Valentine doesn’t buy that.

“There’s no other alternatives because that’s the way our legislature has worked it,” Valentine said.

Listen
1:22
Mary Valentine has become a vocal critic of the new charter school district in Muskegon Heights. She thinks state policies around schools of choice, charter schools, and school funding are impacting public school districts in negative ways.

Valentine’s been very interested and very unhappy with the changes at Muskegon Heights schools under the emergency manager.

“Anytime you put someone in charge of a school district who will fire all of the teachers and pull that safety net out, it is very clear they don’t know what they’re doing and how they’re hurting children. So why are we putting people like that in charge of our schools?” Valentine asked.

Valentine was a speech therapist in public schools for 30 years. At her home office in Norton Shores, which borders Muskegon Heights, Valentine proudly displays a signed picture of herself and President Barack Obama.

She fears that Republican state lawmakers are looking for cheap solutions to the complicated problems facing cash-strapped school districts and she’s speaking up about it. She wants to see lawmakers put forward “solid, research-backed solutions”.

“If they cost a lot of money then we should pay for them anyway, because it’s a lot cheaper to pay for good schools than it is to pay for prisons and there isn’t any way around it,” Valentine said, “Let’s bite the bullet and do what we need to do to make it a good solid school system.”

Muskegon Heights students, families keep watch on “work in progress”

A couple hundred parents and students spread out in the Muskegon Height High School auditorium for the December school board meeting.

The hot topic on the agenda was mid-year implementation of school uniforms at the high school.

A letter informing parents of the policy change went home less than two weeks before Christmas. Many parents felt that did not leave them with enough time to fit the cost of new uniforms into their budgets before January 2nd. Eventually, the board opted to delay uniforms at the high school until next school year.

“As a student I can honestly say there are bigger and better things to worry about at school right now than uniforms,” 17-year old Trevon Kitchen, a high school senior, told the charter school board.

Kitchen and other students started listing things off for the board. They don’t feel like they have any help researching or applying to colleges. Young, new, teachers can’t keep kids in class under control. Many are unhappy with their class schedules.

Kitchen wants to be a computer engineer. He says he certainly didn’t pick a class about music appreciation.

“Can I tell you what I learned in that class? No, because I didn’t learn anything. I can’t even take a pre-calculus class that I need for college,” Kitchen said.

“If we would’ve been paying attention the first time around we wouldn’t be in this situation now. So we’re trying to get better at it,” Trevon Kitchen’s dad, Roger Kitchen said, speaking in part to the parents in the room.

Listen
1:24
Roger Kitchen, the parent of a Muskegon Heights high school student, makes a heartfelt plea with parents near the end of a tense charter school board meeting December 17th.

“We’re not blaming ya’ll or pointing fingers. You’ve got your hand full,” Roger Kitchen added, pointing at the school board and administrators on stage.

He looks around at frustrated parents as he speaks. “We have to get out of this together. We can’t point fingers because it starts with us. So we got to do better – we got to be held accountable too…We can’t blame them. This starts at home,” Kitchen said.

New system needs time: “We’re building the airplane as we fly it.”

School administrators say they understand things aren’t perfect.

“People should definitely hold us accountable,” Mosaica Education Regional VP Alena Zachery-Ross said. But she cautions that the company, staff, and students need more time to adjust. “I want people to realize that it’s going to take the full year,” Zachery-Ross said.

“It takes time to build a foundation,” Zachery-Ross said, “Any house that’s built too quickly and doesn’t have a strong foundation, in the long run it falls down and it’s not secure. We are building the foundation.”

“Well remember, I said we were building an airplane as we fly it,” Muskegon Height schools’ Emergency Manager Don Weatherspoon said, “Nothing is going to be perfect in its first year.”

Weatherspoon says it’s “very easy for people to develop negative impressions” about the district and says that’s wrong. He says it’s unfair to judge the new system too soon.

He’s expected to hire an outside consultant to independently evaluate the charter companies running Muskegon Heights and Highland Park schools. He’s now managing both school districts.

Listen
0:52
Don Weatherspoon says the community has regrouped around the new school district, and it’s wrong to develop negative impressions.

He points out Mosaica is working with community groups to re-open the high school pool. The company is working on a teacher retention program, and he says student enrollment is higher than he expected.

Last year there were 1,265 students at MHPS. This year there were 1,112 on student count day in October. But Mosaica’s records show attendance had increased to 1,211 by late November. Mosaica had more than 1,400 students in their budget plan that was adopted by the charter school board in July.

Weatherspoon estimates it’ll take the old school district up to 20 years to pay off all its debt. He points to the community’s support for a property tax renewal in November as proof they’ve “regrouped” around the new school system.

“If you look at where this community has been and what it’s done for itself you’ve got to say ‘wow’, because at the beginning of this year there was total despair,” Weatherspoon said. “Now, did some things happen that were disruptive? Absolutely, and there were some hard decisions that had to be made.”

Listen
1:05
Don Weatherspoon on whether he thinks students in the new charter school system in Muskegon Heights are getting a good education.

Could this happen to other cash-strapped Michigan school districts?

Weatherspoon was appointed to run the district in April 2012 under Public Act 4, commonly known as the emergency manager law. That law allowed managers to break union contracts, in this case laying off the school staff, and forming the new charter school district, which then hired Mosaica Education.

He got all that done before Public Act 4 was put on hold and eventually repealed by voters in November. At that point, a former version of the emergency manager law took effect, a version that would not authorize an emergency manager to break union contracts.

“Yes, we were very fortunate that we got (the charter contract) done when we did,” Muskegon Heights Public Schools attorney Gary Britton said in November 2012, shortly after Public Act 4 was repealed.

Governor Rick Snyder just signed a new emergency manager law. It goes into effect later this spring.

Under the new law, the privatization of a school district could happen. Emergency managers will once again have the power to break part or all of union contracts; although there are more stipulations in the new law.

Governor Snyder on privatizing public schools: “The kids don’t care”

Enlarge image
Credit Lindsey Smith / Michigan Radio
Governor Snyder’s tour bus parked in front of a hotel in downtown Grand Rapids just before the November election. Don Weatherspoon and others supporting Public Act 4 rode along.

I got a chance to sit down with Governor Snyder shortly before the November election. He was taking a tour bus across the state to urge voters not to repeal the emergency manager law he signed. Don Weatherspoon was along for the ride.

“Bankruptcy is not a trivial act. It’s a major issue,” Snyder said. The basis for the law was that one city or school district’s bankruptcy will hurt the credit rating of not only that district, but the credit rating of surrounding communities and the state’s too. So the law gave emergency managers broad powers to avoid bankruptcy.

I asked what Snyder thought of a private, for-profit company running a whole public school district, like in Muskegon Heights school (and Highland Park schools).

Listen
0:19
In late October, Governor Rick Snyder says the concern shouldn’t be about who runs schools, but whether students are getting a great education.

“The real question isn’t ‘are they not for profit or for profit?’ It’s ‘are the kids getting a great education?” Snyder answered.

“The kids don’t care,” Snyder continued, “I’ve never had a child come up and say, you know, I need to have a for-profit or a not-for-profit. They want to get a great education, so that’s the driving consideration in this whole discussion.”

The new emergency manager law (Public Act 436) does require managers to submit an “education plan” to the state. But the conditions under which the “emergency” is triggered or resolved are financial, not academic in nature.

The new law provides more options for financially troubled school districts and municipalities up front (options besides the appointment of an emergency manager), and a more clear transition process once the finances are in order.

David Arsen is a Professor in the Department of Educational Administration at Michigan State University’s College of Education. He co-authored a study on Public Act 4 shortly before it was repealed in November that concluded the law “does not address student learning and could even hurt academic performance in high-need communities.”

Arsen says it would be “hard for the very best administrators in the state to avoid deficits” given the situations in such districts. He says state education policies, particularly funding policies, can play a big role in those districts getting into deficits in the first place.

“As much as we’d like to think so, these are problems that can’t be solved simply by changing the boss. It’s wishful thinking,” Arsen said.

Arsen says Public Act 4 didn’t have “basic provisions” for academic accountability. He noted that emergency managers were required to have expertise in business and finance, but the law says nothing about required experience in education if a manager is appointed to a school district.

A read-through of both the now repealed Public Act 4 and the new Public Act 436 shows identical requirements for those individuals considered to be emergency managers.

(a) The emergency manager shall have a minimum of 5 years’ experience and demonstrable expertise in business, financial, or local or state budgetary matters.

(b) The emergency manager may, but need not, be a resident of the local government.

(c) The emergency manager shall be an individual.

Arsen declined to comment on the new emergency manager law, since he has not had adequate time to study it yet.

Public Act 436 goes into effect March 27th, 2012.