Archives for the year of: 2013

Earlier this week, I was interviewed on NPR’s “On Point.” In the second part of the hour, the show brought on some young woman whose name I can’t remember. They said she used to work for Michelle Rhee and that she worked (or used to work) for Rhee’s TNTP (the New Teacher Project). I recall that her big complaint was that I failed to find common ground with corporate reformers. She said she had interviewed 50 leading thinkers inside the Beltway, and they think there is too much testing. She seemed to believe this was far more decisive than, say, the injurious effects of No Child Left Behind and Race to the Top, or even the copious graphs in the appendix of my new book, which show that test scores and graduation rates in the U.S. are at a historic high point and the dropout rate is at a historic low point.

She then published a piece on Huffington Post, again making her case for “the middle of the road,” which is where she thinks “reformers” like Michelle Rhee are to be found.

Arthur Goldstein responded to her post with this hilarious and biting analysis. He begins by quoting my fellow Texan Jim Hightower, who famously said that “yellow stripes and dead armadillos are the only things you’ll find in the middle of the road.”

The author of the post (sorry but her name eludes me) on Huffington describes me, apparently, as “simplistic.” Goldstein disagrees.

Goldstein responds:

So let’s understand this. The corporate reformers oppose vouchers, but won’t say they do. The important thing is to move the kids from so-called failing schools. Whether or not they address the underlying issues that cause low test scores, like poverty, learning disabilities, or lack of English, is of no consequence. Note also that Levin says nothing whatsoever to suggest these “moderates” oppose privatization or for-profit schools in any way whatsoever. Yet she has the audacity to refer to Ravitch as “simplistic.” Simplistic is a word I’d use for anyone uncritically viewing Levin’s piece.Levin further contends that reformy folk does not overemphasize testing. I’m not sure which astral plane Ms. Levin resides in, but in this one high-stakes tests determine whether or not schools stay open, and whether or not teachers remain employed. Levin praises Race to the Top, which enables this. She seems blissfully unaware there is no evidence whatsoever to suggest that there is any validity whatsoever to value-added ratings. Even as Teach for America inductees actively steal the jobs of laid-off Chicago teachers, Levin musters the audacity to suggest that it does not endorse any radical agenda, and implies that Ravitch is delusional to suggest anything of the sort.  Doubtless if scab labor took Levin’s job, or jobs or her friends and family, she’d beam with approval.

What really amazes me about this column is the complete and utter ignorance of the role of unions. Levin characterizes them as obstructionist, but I’ve watched as my union embraced mayoral control, and then supported it again after it was fairly well-established as an anti-democratic disaster. UFT had a hand in writing the state evaluation law and boasted that “objective” measures only made up 40% of a teacher rating. They must have forgotten that any teacher failing that 40% must be rated ineffective overall. UFT supported charters, and even co-located to start one. UFT supported a failed merit pay program. Of course, that’s not all that unique, since all such programs have failed. And UFT supports Common Core, which adds yet another layer of testing to the tangled web that appears to have eluded Ms. Levin.

If this is the best they can muster against Diane Ravitch, they’d better hope that absolutely no one reads her new book.

Alaska school board member David Cheezem hopes that Alaska can avoid the costly mistakes that other states are making.

He writes:

“Preparing young people for the future was never easy, but it’s harder today than ever before. We really don’t know what future to prepare them for — what job opportunities they’ll have, what skills they’ll need. All the same, supporting public education has never been more important.

“I think we all know how difficult this is. I think we all feel a little anxious. That very anxiety seems to attract a particular species of snake-oil sales representatives to the education establishment. They exploit our anxieties about the future by screaming, “Our schools are failing! Our schools are failing!” at every opportunity. They spin a fairy tale about lazy, villainous teachers, and shiny new “school reform” heroes. The fairy tale hero sweeps down and takes over the school boards, instigates high-stakes tests, and diverts public school funding into for-profit charter and voucher schools.”

How did he find out about the fairy tale in which Chicken Little is the star? He somehow got an advance copy of “Reign of Error” and he knows to be wary and tread carefully when making decisions about the local public schools and the community’s precious children.

This is a fascinating
exchange
between John Merrow and Mercedes Schneider.
Merrow, a PBS correspondent, explains his independence from his
funders.

Here are my two cents. Merrow is the only mainstream journalist to pursue the cheating scandal in D.C., and he took a lot of criticism from rightwing bloggers and other admirers of Rhee’s slash-and-burn tactics. I admire him for his courage and integrity. How many other journalists were willing to admit they were misled?

Schneider, a Louisiana teacher with a Ph.D. In research
methods, challenges Merrow’s positive coverage of the “rebirth” of
the schools on Néw Orleans. She also takes issue with his decision
to abandon his search for what happened in DC on Michelle Rhee’s
watch.

The old Lion vs. the young Tiger.

Merrow writes that the mainstream media has ignored the Rhee story, and Rhee’s admirers have
disparaged him for reporting it at all: “And as for covering
Michelle Rhee, I think my critics ought to be writing Nick
Kristoff, Charles Blow, Bill Moyers, Tom Friedman, Diane Sawyer,
Katie Couric, the editors of the Washington Post and the Atlantic,
Diane Rehm, Jon Stewart and all the other folks who have far more
influence than I. Why aren’t they on this story? The data could not
be clearer: her ‘scorched earth’ approach has been tried, and it is
an abject failure. And why isn’t the failure of the mainstream
media to cover this story a story of its own? “You know that I have
exposed Rhee’s failure to act when confronted with evidence of
cheating; have shown how her basic approach to ‘reform’ all but
guaranteed cheating; have documented the hollow and fatally flawed
nature of every one of the so-called investigations; have given
chapter and verse of the Washington Post’s editorial page shameful
cheerleading (especially when contrasted with the courage of the
Atlanta Journal-Constitution); and have called out the national
media for its failure to report the story. “I went to Dartmouth,
where “vox clamantis in deserto” is a college motto, but being a
voice crying in the wilderness in this case is actually
counter-productive. Right-leaning bloggers dismiss the evidence by
painting this as personal, a vendetta, calling me Ahab or a high
school senior whose prom date stood him up. That would be laughable
if it were not effective–some people want to cling to Rhee’s
narrative, which they have adopted.”

It is odd that both Time and Newsweek put Rhee on their covers, but then refused to follow the story as John Merrow did.

Time is running out on the Bloomberg administration, so his compliant board will vote at its next meeting in October on a record giveaway of public school space to privately managed charters.

The panel, which has a majority of members appointed by the mayor, will consider more than 40 proposals for co-locating schools at two meetings next month. More than 30 of these plans are for new schools.

Communities will debate the proposals, but the mayor’s “Panel on Education Policy” never listens to what communities want. If the past is any guide, there will be cries from parents and students not to force another school into their building, but they will be ignored. The board will follow the mayor’s orders.

Voters overwhelmingly disapprove of the mayor’s education policies–polls show only 22-26% approve of closing schools and opening schools, closing schools and opening schools, again and again-but it’s full speed ahead for the failed policies of Mayor Bloomberg.

Why so many “failing schools” after more than a decade of mayoral control?

No surprise: Sacramento gets new charter schools staffed by inexperienced Teach for America recruits, non-union, of course.

Michelle Rhee’s husband is mayor of Sacramento.

How many would choose a doctor or lawyer with five weeks of training? Raise your hand.

Lots of money from the anti-union Walton Family Foundation, as well as Gates and Broad.

Maybe the foundations think that it’s good enough for poor kids, not for their own.

I will be speaking about “Reign of Error” at Congregation Beth Elohim in Park Slope, Brooklyn, on October 8, in conversation with New Yorker writer David Denby.

This is part of a book series called “Brooklyn by the Book.”

Admission is free but reservations are suggested.

Arthur Goldstein has taught in New York City public schools for almost thirty years. He has been trying to figure when and how teachers and public schools became objects of scorn rather than respect. He found it in “Reign of Error.”

He writes:

In Reign of Error, Ravitch demonstrates how, by ignoring poverty, America has managed to shift blame to public schools for its consequences. That’s clear when the Governor of New York declares schools with poor test scores deserve the “death penalty,” and the mayor of Chicago closes 50 schools in one fell swoop. The fact that all so-called failing schools have high percentages of high-needs kids is either attributed to coincidence or ignored completely. Standard practice is to replace them with privately run schools that generally perform either no better or much worse. Still, no one can argue they don’t place more tax money into the pockets of investors.

Reign of Error shows us corporate reform is largely about where the money goes. Americans are led to believe teachers earn too much, and entrepreneurs like Rupert Murdoch and the Walmart family earn too little. To correct this inequity, corporate reformers work to erase collective bargaining, unionism, teacher tenure, and other outrages that have left middle-class people able to make a living. This, of course, is all done in the name of helping children.

Arthur Goldstein has taught in New York City public schools for almost thirty years. He has been trying to figure when and how teachers and public schools became objects of scorn rather than respect. He found it in “Reign of Error.”

He writes:

In Reign of Error, Ravitch demonstrates how, by ignoring poverty, America has managed to shift blame to public schools for its consequences. That’s clear when the Governor of New York declares schools with poor test scores deserve the “death penalty,” and the mayor of Chicago closes 50 schools in one fell swoop. The fact that all so-called failing schools have high percentages of high-needs kids is either attributed to coincidence or ignored completely. Standard practice is to replace them with privately run schools that generally perform either no better or much worse. Still, no one can argue they don’t place more tax money into the pockets of investors.

Reign of Error shows us corporate reform is largely about where the money goes. Americans are led to believe teachers earn too much, and entrepreneurs like Rupert Murdoch and the Walmart family earn too little. To correct this inequity, corporate reformers work to erase collective bargaining, unionism, teacher tenure, and other outrages that have left middle-class people able to make a living. This, of course, is all done in the name of helping children.

When the U.S. Department of Justice filed suit against Louisiana’s voucher program, on grounds that it threatened to undermine court-ordered desegregation, Jindal went on a well-publicized rant against the DOJ, claiming politics. Suddenly, Jindal presented himself as a leader of he civil rights movement, trying to save poor black kids from failing public schools. His op-eds appeared in the Washington Post, the Chicago Tribune, and other media. Shocking that the U.S. Department of Justice was upholding court orders intended to protect the roghts of black children!

Jeb Bush rushed to Jindal’s side, claiming that the voucher program was already showing amazing results. So did GOP leaders in Congress, including John Boehner.

Of course, none of this was true.

The courts in Louisiana said the funding for the voucher program was unconstitutional. So many voucher schools taught creationism and lacked qualified teachers that the voucher program made the state an international laughingstock.

The test scores of the students in the voucher schools were appallingly low, but, hey, there’s always next year.

Here Louisiana blogger CenLamar shows how cynical Jindal was.

He writes: here about Jindal’s claims:

“Unfortunately, that’s just not true. None of it. The truth is, from the very beginning, Bobby Jindal and John White worked with a group of highly-paid political consultants to market the voucher program, almost exclusively, to African-Americans. The Louisiana Black Alliance for Educational Opportunities (or LA BAEO) was created, seemingly out of thin air, by a national organization of conservative “school choice” activists, and they spent months touring the state and recruiting African-Americans to participate in the program, with very little understanding of the public schools they were attempting to disparage as “failures.” For example, about a year ago, I got into a Twitter exchange with one of LA BAEO’s principal consultants over remarks he had made about Peabody Magnet High School in my hometown of Alexandria. Peabody may not be an academic powerhouse, but it is a damn good school with an amazing campus and a deep connection with its community. But nonetheless, LA BAEO held town hall meetings in Alexandria in an attempt to convince parents to take their kids out of Peabody and, instead, enroll them in voucher schools. It didn’t seem to matter that the voucher schools in Central Louisiana are, with only a few exceptions, fly-by-night church schools with shoddy facilities, questionable finances, and uncertified teachers.

“See, the real issue– and how Bobby Jindal duped John Boehner– is that, on the whole, Louisiana’s voucher schools are significantly worse than the public schools. Jindal and Boehner both argue that Louisiana’s voucher program provides students with the opportunity to seek a “better education.” In reality, however, Louisiana’s voucher program is comprised, in large part, of unaccountable and completely unregulated schools, many of which rely on thoroughly discounted, ahistorical, and anti-scientific curricula.

“Last year, voucher students scored thirty points less on the LEAP test than their peers in public schools. Notably, while Superintendent White and Governor Jindal love to use test results as a way of gauging the performance of public schools, neither of them were willing to make the same argument against the dramatically worse performance of voucher schools.”

CenLamar sums up Jindal’s voucher program: “We’re not sending 91% of Louisiana’s voucher students to the best and most important voucher schools. This is not about integrating African-American students in traditionally and well-established and high-performing private schools; this is nothing to do with integration and almost everything to do with quietly re-codifying segregation.”

Stephen Dyer is a former legislator in Ohio who now works for a public policy organization called Innovation Ohio. In my book, I drew on some of his research.

In this post, he situates my work in a longstanding American tradition. I especially liked these lines:

“As I read the book, I couldn’t help but think of what Alexis de Tocqueville wrote in 1835 — that America’s commitment to education for all its citizens, not just landed gentry, was “the originality of American civilization.” The Land Ordinance of 1785, authored by Thomas Jefferson himself, set aside the heart of every community for “public” education — a true revolution coming from our founders who were mostly well-to-do landowners.

“The thought that every child in our country deserves the same opportunities as the most fortunate among us is a uniquely American gift to the world — our great legacy. Ravitch’s passion is rooted in this understanding. It is what gives her purpose so much strength. And it is what gives her latest work undeniable potency.”