Archives for the month of: December, 2013

Reader Sharon Sanders posted this comment:

 

The intentional destruction of our economy and educational system has been perpetrated by libertarians, right-wing and religious extremists, as well as corporatists, who want every last penny for themselves and their doctrines through private prisons, charter schools, private armies, a biased corporate media– everything, while they ship our factories and jobs overseas. There can be no economy and no way out of poverty until America rises up and realizes what’s being done to them. There can be no economy without jobs. Now there are few jobs except low-paying ones where people must work two or three to make ends meet, forcing children to grow up without adult supervision and time to care for, help them, and love them. It’s all intentional.

These multinational corporations are determined that only the elite few shall be well-educated–after all, no one else can afford good college educations today. They want to profit from phony standards for schools, unaccountable charter schools, while they dismantle collective bargaining rights and pensions, not only from teachers, but from every workerr in this country and overseas. We will have no country ever again worth two cents until and unless these greedy corporatists are forced to keep their hands out of our schools, until we give each and every child the right to the best education possible with excellent thinking skills, challenges, necessary facts, real history, civics, building a base of knowledge and critical thinking for the future. I’m afraid these extremists have so overtaken our country, that there may be no turning back–but we must keep fighting. I taught at a time when creativity and thinking and knowledge were highly regarded and excellent public schools were respected.

Patrick Walsh teaches in a public school in Harlem. He reviewed “Reign of Error” here.

I love this review!

He writes:

“As I write, historian Diane Ravitch is simultaneously the most feared and revered figure in American education. To the corporate education reformers, a group Ravitch has come to identify as privatizers of our public schools, she is a colossal and authoritative thorn in the side. Composed of billionaires Bill Gates, Eli Broad, members of the Walton family of Walmart fame, more hedge fund managers than can be named, and the most powerful political figures in the country including Barack Obama, these are people who are very used to getting their way. And get their way they have: For the past 10 years the privatizers have utterly dominated educational discourse, successfully forging untested and radical changes upon the system, using their virtually unlimited wealth to purchase anything and anyone who stood in their way while funding front groups by the dozens to block the way of others.

“But Ravitch is a conscience that can’t be purchased. She is also an apostate. While serving as U.S. assistant secretary of education under George H.W. Bush, Ravitch was a proponent of standardized testing and “accountability,” which constitutes the base of much education reform. But in time Ravitch did something unique in the Brave New World of education: She looked for evidence of success in the various reform policies and found fraud and failure. This led her to a period of radical reconsideration.

“Then Ravitch did something extremely courageous and rare: She publicly admitted she had made errors in judgment. Even more, she concluded that some of the policies she had championed were actually harmful.

“To the privatizers, Ravitch represents the authority and integrity they are quietly and desperately trying to discredit or purge altogether.

“To reformers, Ravitch remains more than a problem. As the reforms themselves grow ever more strident, standardized and, yes, totalitarian in structure, Ravitch embodies the institutional memory that no totalitarian system can abide.

“This is but one of the reasons that Ravitch has become so revered by teachers who bear the brunt of the reforms. Teachers bear witness to what the reforms are doing to their profession and to the students in their charge. For teachers, politically orphaned, Ravitch is a crusader who has done what their politicians, and, sadly, even their unions, have refused to do. She has spoken truth to power to the richest people and the most powerful political figures in the United States who have aligned themselves with the ruthless drive to privatize our schools, the most vital public trust in this nation.”

Please read the rest of the review. It is beautiful.

The New York Times has a predictable editorial about gifted students, referring to PISA scores as evidence of failure and complaining that educators are not nurturing the talents of the best and brightest students.

What is notable about the editorial is what is missing:

1. Little to nothing about budget cuts that have devastated most state and district education budgets in recent years.

2. Little to nothing about the billions diverted to standardized testing, which does not encourage gifted students.

3. Nothing about the appalling poverty rates that crush the spirits of gifted students who are living in terrible circumstances. Perhaps the Times should think about their recent series about a homeless child (“Invisible Child”) in New York City, likely very gifted, but living in abject squalor.

4. Not a word about the resurgence of racial segregation, which dims the hopes of children of color.

5. Frankly, the editorial’s assumption that nations with the highest test scores contain the most gifted students is dubious. There is no evidence that the test scores of 15 year olds predict anything about the future economy or the future winners of Nobel prizes.

Once again, the New York Times editorial board demonstrates the limits and pitfalls of conventional wisdom.

This is a wide-ranging interview with Christine Romans on CNN.

Romans has two school-age children, and I think she gets it.

It only takes about 3 minutes, and we cover a lot of ground.

I say things that are obvious and common sense but seldom heard on mainstream television.

It has become clear that the nation’s biggest corporations are avid supporters of the Common Core State Standards.

None has been more aggressive in supporting Common Core than Exxon Mobil.

Although normally you would expect to see ads from this company promoting the virtue of their products, they have invested large sums in promoting Common Core on television, YouTube, and news print.

In this discussion with Tom Brokaw, the CEO of Exxon Mobil says that we need CCSS so we can compare states, but that is what NAEP does.

Rex Tillerson, CEO of Exxon Mobil, wrote to Governor Corbett and top legislators in Pennsylvania, warning them to stop the delay on the Common Core.

I don’t understand this. I googled Exxon Mobil and Common Core, and got over 40,000 hits.

Has anyone seen a statement in which Exxon Mobil executives have shown any genuine knowledge of the Common Core standards? Have they read them? Do they know the research or are they just repeating talking points? Their ads spout cliches and generalities about higher standards and reaching higher.

Would Exxon Mobil executives please take the PARCC test or the Smarter Balanced Consortium test of Common Core and publish their scores?

At some point the PR bubble will burst, and the public will realize that school choice solves no problems and that charters and vouchers perform no better and often worse than regular public schools.

Blogger Steve Hinnefeld analyzed Indiana’s growth scores and found that public schools usually showed greater gains than charters or religious schools.

Hinnefeld writes:

“You can download 2012-13 growth scores for all the schools in the state from the Indiana Department of Education website. Sort and rank them, and what do they show?

For Indiana’s 1,400-plus public schools, the median score – the value at which half the scores are higher and half are lower – was at the 51st percentile in math and the 50th in English. That’s about what you’d expect: Most Indiana schools are public schools, so naturally the median score will be in the middle.

For private schools reporting growth scores, median scores were at the 46th percentile in English and only the 40th percentile in math.

For charter schools, median scores were at the 46thpercentile in English and only at the 36th percentile in math.”

This is the great secret of our time: Our public schools are doing a better job than the competition.

Believe it or not, USA Today published a powerful article by Oliver Thomas, a member of its Board of Contributors, acknowledging that the latest PISA rankings reflect the crisis of poverty in the United States. Our Students in low-poverty schools are doing fine; some analyses place them at the very top. But the more poverty, the lower the test scores.

He writes:

“As researchers Michael Rebell and Jessica Wolff of the Campaign for Educational Equity at Teachers College, Columbia University, have noted, there is no general education crisis in the United States. There is a child poverty crisis that is impacting education.

“Here’s one data point worth remembering. When you measure the test scores of American schools with a child poverty rate of less than 20%, our kids not only outperform the Finns, they outperform every nation in the world.

“But here’s the really bad news. Two new studies on education and poverty were reported in Education Week in October. The first from the Southern Education Foundation reveals that nearly half of all U.S. public school students live in poverty. Poverty has risen in every state since President Clinton left office.

“The second study, conducted by the National Student Clearinghouse Research Center, reveals that poverty — not race, ethnicity, national origin or where you attend school — is the best predictor of college attendance and completion.

“Chew on that. The causes of poverty are complex and varied: excessive immigration, tax policy, and the exportation and automation of manufacturing jobs. Yet the list of solutions is strikingly short. Other than picking a kid’s parents, it amounts to giving all children access to a high-quality education.

“Here’s the catch-22. While the only long-term solution to poverty might be a good education, a good education is seldom available to children living in poverty.

“One reason is that spending on education has not kept pace with the rise in child poverty. While poverty grew by 40% in the Midwest and 33% in the South from 2001 to 2011, educational spending per pupil grew by only 12% in these regions over the same 10-year period.”

Unfortunately, the article goes on to praise the Gates Foundation for providing college scholarships to low-income students but fails to recognize that Bill Gates has done more than any single individual (other than Arne Duncan) to promote the idea that we can’t “fix” poverty until we “fix” schools. He has promoted Teach for America, charter schools, and teacher evaluation as the way to “fix” schools. Better to do something about poverty. It is a scandal that the world’s richest nation has nearly one-quarter of its children living in poverty, and the best we can do is to privatize school management and test students with greater frequency.

EduShyster has written a hilarious and accurate description of Sweden’s love affair with privatization.

School choice advocates swooned over the Swedish model.

But something very bad happened on the Road to Utopia.

Read her post and learn from it.

A recent article by business columnist Eduardo Porter in the “New York Times” was titled “Americanized Labor Policy Is Spreading in Europe.”

This is what the “Americanization of labor policy” means:

“In 2008, 1.9 million Portuguese workers in the private sector were covered by collective bargaining agreements. Last year, the number was down to 300,000.

“Spain has eased restrictions on collective layoffs and unfair dismissal, and softened limits on extending temporary work, allowing workers to be kept on fixed-term contracts for up to four years. Ireland and Portugal have frozen the minimum wage, while Greece has cut it by nearly a fourth. This is what is known in Europe as “internal devaluation.”

“Tethered to the euro and thus unable to devalue their currency to help make their goods less expensive in export markets, many European countries — especially those along the Continent’s southern rim that have been hammered by the financial crisis — have been furiously dismantling workplace protections in a bid to reduce the cost of labor.”

Cutting back on workplace protections is sure to increase income inequality while shrinking the middle class.

Porter writes that “These policy moves are radically changing the nature of Europe’s society.”

“The speed of change has certainly been very fast,” said Raymond Torres, the chief economist of the International Labor Organization in Geneva. “As far as I can tell, these are the most significant changes since World War II.”

“While most of the debate over Europe’s response to the financial crisis has focused on the budget austerity enveloping the Continent, the comparatively unheralded erosion of worker protection is likely to have at least as big and lasting an impact on Europe’s social contract.

“It has a disastrous effect on social cohesion and a tremendous effect on inequality,” argued Jean-Paul Fitoussi, an economics professor at the Institut d’Études Politiques de Paris. “Well-being has fallen all across Europe. One symptom is the rise of extremist political parties.”

“Europe’s strategy offers a test of the role played by labor market institutions — from unions to the minimum wage — in moderating the soaring income inequality that has become one of the hallmarks of our era.

“Inequality across much of Europe has widened, but it is still quite modest when compared with the vast income gap in the United States.

“The question is whether relative equity can hold as workplace institutions that for decades protected European employees’ standard of living give way to a more lightly regulated, American-style approach, where the government hardly interferes in the job market and organized labor has little say.”

This is a model that will ill-serve Europe and which should shame our political and economic leaders. Translated, it means that the rich get richer, the middle class shrinks, and the poor feel hopeless.

The 1% say that charter schools and Teach for America will close the gap that their policies created. They know it isn’t true, but it changes the subject enough to allow them to keep enlarging their share of the pie.

Paul Horton, a history teacher at the University of Chicago Lab School, wrote this letter to the editorial board of the Chicago Tribune:

Dear Tribune Editorial Board,

You will have us all (teachers) drinking Hemlock very soon with the absurd editorials on Education that you publish.

You should interview Nobel Laureate Gary Becker. He spoke for our students yesterday, and he fully supports all of your editorial positions. He is really smart because everything comes out perfectly in his mathematical models. Nothing can exist outside the market. Forget “externalities”!

Will you publish teacher VAM scores?

Everything on your editorial page is right out of George Saunders fiction: we will have robocops who shoot innocents here instead of in Yemen, we will have roboteachers and robograding, robofiremen, and we will have no public sector. Most importantly, we will have no public sector unions. Everyone except the Ivy educated (plus Chicago and Stanford) will make $12 an hour because we (union members) are all too lazy, good for nothing, and shiftless: definitely inferior genetic material.

Your readers on the North Shore are eating your stuff up: teachers are the new PWT (I can say it because this is who I am–Lincoln was too, read Honor’s Voice).

We need Common Core scripted lessons so that the inferior genetic material we are can not mess up learning. This is all eugenics in a different form: science is truth, statistics are truth, the Illinois Policy Institute, the Broad Foundation, and the Joyce Foundation are truth. Truth is privatization, if it is not digital, it has no worth, and rational choice for the one percent is freedom. Nothing else we get comes close.

How did your pages report Mandela and the ANC in 1962? MLK in 56? The big picture pattern that you present has an impact over time. The Rauner-Rahm jingo eats it up almost as much as your future owners who are making you beg for crumbs (Broad or Murdoch?).

You need a good Swiftian kick in the ass every day!

“Serendipity”?

Happy Holidays!

Paul Horton
Chicago History teacher, AFT Local 2063