Archives for the year of: 2013

Our policymakers claim that their decisions are based on data.

What our policymakers seldom admit is that numbers by themselves are not reality. They are representations of reality. To draw conclusions from numbers, you must be awfully sure that you are measuring what matters and that your measurements are accurate.

In this post, the Red Queen in Los Angeles warns us that some of our leaders are guilty of making a “common, insidious mistake of believing that just because some concept is quantified it holds inherent meaning.”

Not so.

“Without knowing what a number represents – what it measures, how and why – without that backward tie to reality, any mathematical modeling has no practical interpretation, no meaning.”

The Chicago Public School board has made its decision, but the struggle is not over.

Parents are suing the school district.

The media sees the injustice of the massive shutdown of public schools and the shifting rationales for the draconian decision.

Articles in the Chicago press lambaste the Mayor’s indifference to the well-being of children.

Here is a video that summarizes the showdown. Parents and teachers will have their day in court, and eventually, at the ballot box.

Jason Stanford says that so long as there are high stakes attached to testing, there will be cheating.

Arne Duncan says districts need more test security.

A new report by the federal GAO documents instances of cheating in 33 states.

When Duncan was asked about a moratorium on high stakes, he couldn’t give a straight answer.

Stanford says:

“Removing the high stakes from standardized tests would take away the incentives to cheat and return testing to its original, intended purposes—to diagnose where schools and students need improvement. Sec. Duncan can do better than holding a meeting, issuing a report, and calling it a day, but until he addresses the root causes—to paraphrase the Japanese submarine commander’s famous phrase—the cheating will continue until morale improves.”

I received this email from a teacher who decided the only way to save public education was to run for mayor. He deserves our support.

“I am a Minneapolis teacher running for Mayor of Minneapolis. I am bright but politically inexperienced. I wouldn’t have dared enter the race except that Minneapolis has Ranked Choice Voting and 7 (at least) other candidates vying for the office, and none are incumbent. Still, I entered the race reluctantly, and only because at that time no one else who was running was much interested in what’s happening with public education.

Before I entered the race I attended a school board meeting where the board decided to sell a vacant Minneapolis school building to a charter school. Our class sizes in public schools in that part of the city are in the mid to upper thirties. I know that many families are either moving to the suburbs or switching to private schools because of class size.

After that vote I decided to enter the race. With the surge in charter schools, high class sizes, high stakes testing, over-evaluation of teachers, the deprofessionalization of teaching through TFA, and union-busting efforts nationwide, I am terribly concerned about the future of public education.

The Minneapolis teachers’ union (MFT 59) is not endorsing anyone, but is discussing a forum or a candidate survey including questions to see where candidates stand on TFA, class size, high stakes testing, teacher evaluations, and site based management of schools, etc.

I would like to win this mayoral race to ensure that public education has a strong advocate and voice in the mayor’s office. An equally strong goal of my campaign is to build a coalition of like-minded people who will work to get information out to voters regarding the positions on education taken by school board members, city council members, and candidates for those and other public offices.

I am writing to ask for your help. We have an immediate need for cash. You could help us by writing about what is happening in Minneapolis and if you feel the spirit move, endorse me and ask those who follow you to go to my website and donate. Your help could make this a competitive race.

I would appreciate the opportunity to talk with you about my candidacy. If you want to know a little more about me, you can check me out on FB: Jim Thomas for Mayor of Minneapolis, or visit my web page: http://www.jimthomasformayor.com. I’d be happy to give you the names and contact information of several teachers who support me, as well.

Thanks for your time, Diane.

Sincerely,

Jim Thomas
Minneapolis Public School Teacher”

Nicholas Tampio, who teaches at Fordham University, doesn’t understand why Bill Gates has been allowed to use his billions to gain control of American public education.

Tampio says that innovation comes not from standardization but from diversity, from differing ideas and perspectives.

He recalls when Gates used the power of his technology to replace WordPerfect with Microsoft’s Word. I remember that well, because I thought WordPerfect was far superior to Word and was disappointed when the better software was stamped out by Gates’ passion to standardize.

Tampio thinks that Common Core may stamp out competing ideas. He writes:

“The Common Core may raise standards in some school districts, but one ought to read the literature with a critical eye. The Common Core has not been field-tested anywhere. The Common Core does not address many root causes of underperforming schools, such as hungry students or dangerous neighborhoods. And the Common Core has an opportunity cost, namely, that it forces thriving school districts to adopt programs that may be a worse fit for the student body.

“We can learn a lesson from the recent history of the computing industry. Apple and Microsoft have pressed each other to make better applications, phones, notepads, and cameras. Though Gates may have wanted to vanquish Apple, Steve Jobs prompted him to improve his products, which in turn benefited every computer user. Competition brings out the best in people and institutions. The Common Core standardizes curricula and thereby hinders competition among educational philosophies.”

He argues:

“America needs many kinds of excellent programs and schools: International Baccalaureate programs, science and technology schools, Montessori schools, religious schools, vocational schools, bilingual schools, outdoor schools, and good public schools. Even within programs and schools, teachers should be encouraged to teach their passions and areas of expertise. Teachers inspire life-long learning by bringing a class to a nature center, replicating an experiment from Popular Science, taking a field trip to the state or national capital, or assigning a favorite novel. A human being is not a computer, and a good education is not formatted in a linear code.”

On a vote of 27-21, the North Carolina House Education Committee passed a voucher bill (called, euphemistically, “opportunity scholarships”).

As the article linked above notes, private school vouchers will siphon a minimum of $100 million from the public schools over the next three years.

In her summary, Lindsay Wagner of NC Policy Watch reports that one supporter of the bill likened school choice to buying a carton of milk.

Readers may recall that Jeb Bush used the same metaphor when he spoke at last year’s Republican national convention.

Wagner wrote:

Rep. Bert Jones (R-Caswell, Rockingham) compared offering parents their “God-given right” to school choice to selecting which kind of milk they prefer.

“Just because you support HB 944 would not mean, as the opponents would make it seem, that you are against public education,” said Jones. “That basically means that … just because you purchase 2% milk means that something is wrong with whole milk, or 1%, or chocolate milk, or fat free milk, or all the milks out there now that aren’t even milk.”

The school voucher bill should now move on to the House Appropriations committee; however, the possibility remains that it could be inserted into the budget, without further debate.

 

Matthew Di Carlo takes a close look at the latest test scores released in Florida.

His bottom line: don’t believe the press release.

For one thing, the test specifications have changed, and the scores are not really comparable to prior years.

Di Carlo points out:

“Accordingly, the technical documentation for the FCAT notes (in bold-faced type) that “caution should be used when comparing 2013 FCAT 2.0 Writing data to FCAT writing data from previous years.”

But that kind of caution is in short supply when state officials want bragging rights.

You may recall the story about Irma Cobian, the elementary school principal who was forced out after Parent Revolution collected signatures from parents, employing the “parent trigger” law that it (Parent Revolution) had sponsored in 2010.

The headline in the LA Times read:  “Popular Principal’s Dismissal Leaves a South L.A. School Divided.”

The story began thus:

“Third-grade teacher Kate Lewis said Irma Cobian is the best principal she’s had in nine years at Weigand Avenue Elementary School in Watts.

“Joseph Shamel called Cobian a “godsend” who has used her mastery of special education to show him how to craft effective learning plans for his students.

“Los Angeles Unified Supt. John Deasy praised a plan developed by Cobian and her team to turn around the struggling campus — where most students test below grade level in reading and math — calling it a “well-organized program for accelerated student achievement.” He thanked Cobian for her commitment and hard work.”

But Parent Revolution decided she had to go. They collected enough parent signatures to force her out.

In a show of solidarity with the principal Irma Cobian, 21 members of her staff of 22 people asked to transfer to another school.

As most educators understand, one important ingredient of a successful school is a strong sense of teamwork. Cobian had created that. But that was not good enough for Parent Revolution.

I wrote about these events here.

The more I thought about Parent Revolution targeting this principal, the angrier I got.

Somehow it felt like bullying.

 

Parent Revolution is funded with millions from the Walton Family Foundation, the Broad Foundation, and the Gates Foundation. Irma Cobian is a hardworking school principal who is doing her best to help children and to support her teachers. It really bothered me that this powerful and wealthy organization decided that she had to go because the school’s test scores were too low. It made me angry.

I know I should never show anger, but this sure looked like an injustice to me. It looked like a super-rich organization decided to pick off a woman who was doing her best and had no super-rich organization to defend her.

So I wrote a column titled “Wondering About Ben Austin,” (Austin is the leader of Parent Revolution), in which I wondered how he could live with himself knowing he had harmed the reputation and career of a good person.

I don’t know Irma Cobain, but from what I read about her, it didn’t seem she deserved to be subjected to public humiliation.

Rick Hess of the American Enterprise Institute did not share my sense that Cobian had been victimized. He did not see the injustice that I saw. Instead, he said my criticism of Ben Austin was “abhorrent.” Suddenly it was Austin who was the victim, though he did not lose his job or his reputation.

I believe in due process. If Irma Cobian was a bad principal, Superintendent Deasy should have brought her up on charges. He didn’t. The fact that Cobain built a supportive staff says something good about her leadership skills.

I am sorry if I hurt Ben Austin’s feelings. I wish he would say that he was sorry for the pain and suffering that he inflicted on Irma Cobain, on her staff, and on the school community.

Every school leader and staff must wonder if they will be next in line to be targeted by Parent Revolution. Instilling fear and anxiety in educators is not a good way to improve schools.

 

This is the kind of result you expect to read in a red state.

85% of teachers voted to show their opposition to Commissioner Gist.

The business community supports her.

The students oppose her.

Civil rights groups oppose her.

How do you improve schools when the people who work in them don’t support or respect you?

This is like a general heading into battle without the support of his troops.

Jonathan Pelto here follows up on his report about the high rate of suspensions of children in kindergarten.

The clincher is the closing lines, where the regional superintendent of Achievement First explains why so many children are suspended:

“The most telling remark came from Marc Michaelson, who works as the regional superintendent for Achievement First, Inc.  He told the Courant that Achievement First, has “a very high bar for the conduct of our students and that’s because we’ve made a promise to our scholars and our families that we are going to prepare them for college.”

“The “prepare them for college” statement seems more than a bit gratuitous considering the statistics he is trying to rationalize relate exclusively to children aged 6 and under.”

You can read the Hartford Courant story here:http://www.courant.com/news/education/hc-kindergarten-suspensions-20130525,0,6059434.story