Archives for the year of: 2013

Believe it or not, the Chicago Tribune published one of the best articles I have read about the disaster that is called education “reform,” but in fact is education destruction.

I say, believe it or not, because the Tribune has been one of the nation’s loudest cheerleaders for the policies that this column decries.

Robert C. Koehler is a syndicated columnist, not an education specialist, but he sees clearly the damage that the education destruction movement–NCLB and Race to the Top–is doing to students and our society.

His column is titled “The Warping of Public Education.”

He writes:

“…high-stakes testing, in tandem with “zero tolerance,” militarized security and sadistic underfunding, has succeeded in warping public education beyond recognition, especially in low-income, zero-political-clout neighborhoods. And the result is kids in prison, kids on the streets, kids with no future.”

And he concludes:

“The time has come to declare an end to this entire era — of militarized racism, violent solutions to everything, the ever-widening schism between “us” and “them.” Any politician who kowtows to this simplistic agenda, or “bargains” with it, has made himself or herself irrelevant to a sustainable and healthy future, and should be declared thus.

“We have to undo the damage that has turned public education into a crisis. That means dumping the pretend science of high-stakes testing and valuing rather than criminalizing students of color; it also means moving from punishment- to healing-based systems of maintaining order, taking police and armed security guards out of the hallways and learning to value and respect young people more than we value metal detectors and surveillance cameras.

“Before we can do anything else, we have to get our future out of the pipeline.”

This smart blogger read all the investigators’ reports from the Atlanta cheating scandal.

He or she realized that Atlanta was doing everything that reformers say is important.

The educators there were focusing on test scores above all else.

The teachers who got higher scores got bonuses and those who did not, got humiliated.

Incentivizing the workforce, yes?

The teachers had no tenure, so whistleblowers had no job protection and were easily fired.

The blogger writes: “So what rank-and-yank, cash incentives, all that leadership, and high expectations got Atlanta public school children was test scores so gamed that the schools lost Title One  program improvement money, and children who needed special education services were disqualified from them because of their remarkable testing prowess.”

Atlanta is a textbook case of the corporate reform approach to education. What makes it different from other districts following the corporate reform textbook is that the governor sent in professional investigators.

Back in the early 1990s, when the charter school idea first began to spread, there was a simple way of explaining the concept. The charter schools would be accountable for results. If they didn’t get the results, they would close. Period. The deal was called “accountability in exchange for results.” Advocates said it was impossible to close a public school that didn’t get results, but it would be easy to close a charter school.

This is not the way things are working out.

Mayor Rahm Emanuel recently announced the closing of 54 public schools in Chicago. Mayor Bloomberg has closed well over 100 public schools. Parents, students, and teachers have objected loudly, but they are routinely ignored.

As Karen Francisco reports in the Fort Wayne Journal-Gazette, it is not easy to close charter schools. One authorizer realizes they are failing to deliver results and withdraws sponsorship, and the charter schools goes shopping and finds another sponsor. These, she says, are “zombie schools.” They are failing but they will not die. They refuse accountability, but some other sponsor picks them up.

It turns out to be easy to close public schools; the mayors don’t care what poor black and Hispanic parents say. But it is hard to close charter schools because they have powerful political friends and campaign contributors.

 

 

 

 

http://www.jg.net/article/20130402/BLOGS13/130409943

Thomas Jefferson famously said in a letter to John Adams in 1815, “I cannot live without books.” (Ever the worker bee, he added, “but fewer will suffice where amusement, and not use, is the only future object.”)

Neither can I. Yes, yes, I know we are supposed to read everything online, download books, and so forth, but I have a problem with that. When I use my Kindle, I turn the page and find that I have turned 40 or 80 pages, and I can’t get back to the place I left off.

But it’s more than the bother of learning a new technology that is a problem for me.

I like the feel of books in my hands. I like to mark the books I own. I underline phrases and sentences. I put asterisks next to wonderful lines. I handle my books. I like to touch them.

I like to buy new books, old books, rare books.

But there is something else I realize that I cannot live without, and that’s a dog.

I always had dogs, and for about ten years I had two dogs. I loved having two of them, walking them together on the streets of New York City. One was a Tibetan Terrier and the other was a cocker spaniel. They were both blondes. People used to ask me if they were sisters, and I would say, “Yes, but they had different parents.”

Molly, the Tibetan, died in 2010, after a long and terrible bout with lymphoma. Lady, the cocker spaniel, died in 2011 after three years of diabetes.

I thought I would not get another dog and would try to be happy with a cat. The cat is lively, and I never have to walk him. When it rains or snows or gets bitter cold, I am glad to stay indoors.

But guess what? I have a new puppy. She is a huge mutt, a mix of Newfoundland, Lab, Akita, and a few other breeds as well.

My family thought I was spending too many hours at the computer, and they conspired to make me get out.

The answer: a dog. She makes me get out and walk. A lot..

The new girl is all black with white paws. Her name is Mitzi, short for Mittens, because her paws have mittens.

She has a thick, almost waterproof coat. She is big and growing. She will one day be 60-70 pounds, maybe more.

I never had such a big dog.

The dog and the cat play together constantly, never hurting one another.

If the dog gets too rough, the cat jumps to a higher plane.

Mitzi has a gentle and calm disposition. At the moment, her job is to chew.

She chews bones and hooves and anything else that catches her eye, such as my arm and wrist.

As I said, I cannot live without books, and I cannot live without a dog.

The education industry won another battle in Florida, defeating solid opposition from every parent organization in the state.

The Florida House of Representatives passed a “parent trigger” bill, allowing unsuspecting parents to turn their public school over to one of the charter corporations that have–shall we say– undue influence in the legislature.

This is a big win for Jeb Bush, Michelle Rhee, and so-called Parent Revolution, funded by the Waltons, the Gates, the Broads. Parents like us. Regular folks.

The only consolation in this sordid affair is that parents are not stupid. The parent trigger was passed in California more than two years ago, and to date, only one school has swallowed the Kool-Aid. Desert Trails Elementary School was targeted by Parent Revolution, which sent in its paid organizers, gathered parent signatures, and after a series of court battles, won the right to hand their school over to a charter operator. But by the time the dust settled, only 53 parents out of a school with more than 600 children voted to choose a charter.

We will await to see the results of that famous victory. Walton, Gates, and Broad pumped millions into this effort to privatize public schools, and so far they have won only Desert Trails.

Wish someone had told them that a charter operator in that town lost his charter only a year earlier because of financial self-dealing.

Crazy Crawfish has a devastating critique of Louisiana’s plan to turn over confidential student data to inBloom, the company created by Gates and Rupert Murdoch to assemble a vast database for vendors.

Superintendent John White sent out a letter to county superintendents, trying to assure them that there is nothing unususl or invidious about outsourcing private student data to a national database.

Crazy Crawfish used to work in the state department of education. He gives a line by line of John White’s little white lies.

Yesterday, I published a post about how critics were raising questions about Jeb Bush’s financial ties to certain corporations.

I linked to an article in the Tampa Tribune. However, the link was dead. The article had disappeared.

A reader found it. Not on the Tampa Tribune website but here, where it has been preserved for readers. A testament to a free society.

Read here for first summary.

Will post again when new stories available.

Wayne Slater, senior political writer for the Dallas Morning News, tweeted this:

@WayneSlater Put a fork in school vouchers in Texas — ban on taxpayer money for private schools passes overwhelming in conservative TX House

I bet the rural Republicans balked at destroying their communities’ public schools.

Patrick Wolf, the “independent” evaluator of the Milwaukee voucher program remains incensed that the National Education Policy Center did not notice that he dropped the attrition rate of students in the Milwaukee voucher program from 75% to 56%.

I, the humble historian, still wonder what is so impressive about Milwaukee, one of the lowest-performing cities on NAEP. If the voucher students get the same test scores as kids in public schools, and Milwaukee is low-performing, what does that say about the efficacy of vouchers? And, I dunno, but 56% still looks like a huge attrition rate. If all those students dropped out from the voucher schools, what does it say about vouchers? But what do I know? I am far, far below Dr. Wolf.

Kevin Welner, the director of the National Education Policy Center, responds here, including a comment by Casey Cobb, who wrote the original review of the Wolf analysis for NEPC.

Welner writes:

“In a new post on Education Next, Patrick Wolf asserts that the “dust up” emerging from his first post was “avoidable.” But he never addresses the main way it could have been avoided: if he had been honest with his readers the first time around, instead of implying ignorance or wrongdoing as a cheap way to scores some points against Diane Ravitch and (to a lesser extent) NEPC.

Wolf’s new post includes no statement to the effect that he made a mistake in leading readers to believe that Casey Cobb (and therefore NEPC and Diane Ravitch) had concocted the 75% figure out of thin air. Nor, obviously, does he apologize for misleading his readers or for his baseless attacks on Cobb, NEPC, and Ravitch.

The only mistake he acknowledges was “in the form of the initial 75% program attrition figure.” That is, my colleagues incorrectly put the 75% figure in our report, and we then corrected it to 56%. That’s of course true, but what’s odd is that he doesn’t address the core issue. When he wrote the first Education Next post, why was he not honest with his readers? Why did he attack based on an argument that is, at best, misleading?

Here’s what an apology looks like, honestly and straightforwardly admitting a mistake: “Dr. Wolf, you are correct that NEPC’s editing process failed to notice the discrepancy between the 75% figure and the 56% figure. We apologize, and we will correct our postings to accurately note that the SCDP report was changed during the writing of our review.” This morning, I also reached out to our expert reviewer, Casey Cobb, who poured through his notes and drafts, forensically piecing together whatever information he could find – and he responded to me with an honest note that he’s allowing me to post below. In my view, Casey and NEPC both made mistakes in this process, but those mistakes were small and understandable – readers can decide for themselves.

But more importantly, those small mistakes in no way change or mitigate what – without some explanation – looks like a deceitful attack. Reading Wolf’s new blog, I’m left to believe that he considered Cobb and NEPC (and Ravitch) fair game since we failed to figure out the miraculous transformation from 75% to 56%. But his initial point didn’t argue that. It didn’t say, “We originally published the report using an incorrect figure of 75% attrition, and it seems that Cobb and NEPC were confused by the switch,” or even “Those credulous fools used the 75% that we’d originally posted instead of noticing that we’d changed that figure to 56%. Haha – joke’s on them.” Instead, he hid his knowledge of the source of that 75% figure and attacked us as being incompetent or deceptive.

If Wolf were driving down the road and swerved to intentionally hit a person who had slipped off the sidewalk, I dare say he couldn’t excuse his behavior by arguing that the pedestrian had wrongly left the sidewalk. Did I mention that he was responsible for greasing down the sidewalk the previous day?

Here’s the note sent to me by Casey Cobb:

It would be helpful in future reports if the SCDP and Patrick Wolf flag such corrections and identify to readers what was “updated and corrected” when they post corrections. The apparently erroneous 75% attrition figure that mysteriously turned to 56% wasn’t explicitly identified in the “corrected” report.

Yes, in my review of the originally released report, which does not indicate “draft,” or “work in progress,” or anything of that sort, I referenced what Wolf and his colleagues wrote about the 75% attrition from their sample. Then, during the process of editing and creating many drafts of my review, this “updated and corrected” report was posted on the SCDP website.

The updated report’s face page still indicates a publication date of “February 2012,” but three pages in reads, “Updated and Corrected March 8, 2012.” The website on which the report can be found still says, “Posted by UArk Dept. of Ed. Reform – February 1, 2012 – DER Publications, MPCP – Final Reports, SCDP, SCDP Milwaukee Evaluation” (http://www.uaedreform.org/updated-student-attainment-and-the-milwaukee-parental-choice-program-final-follow-up-analysis/).

I have no recollection or record of how the 56% number was captured and added. I can only surmise that I downloaded this newer version during the latter stages of my review, perhaps while traveling and using a different computer (and so needing a new copy). I obviously didn’t notice anything different, and I continued on with my review citing the new 56% figure (which, again, contained no footnote or indication of the change from 75%–that would have been helpful to those of us who are memory-challenged). Yes, this was a mistake; I certainly missed the inconsistency in the final edits of my review.

The NEPC review needs only one correction. In the current version, the Summary of the Review and Section III make reference to the 75% sample attrition rate; in Section V, the reference is made to the “updated and corrected” 56% rate. I will take responsibility for indicating via footnote that updated figure in Wolf’s revised report is now “56%.” An explanation can be added to indicate that the review took place during a period in which the Report #30 changed and that an updated version of Report #30 was posted on March 8th which did not indicate what items were corrected. Hopefully, if changes to SCDP reports occur following their original posting in the future, authors provide information on what was actually updated.

Patrick Wolf, in what can only be perceived as a patronizing tone, asks that, “While Casey Cobb is correcting his review of our report, he should also revise his charge on page 4 that, ‘Curiously, it [meaning the report] fails to state how many program-switchers there were, when they switched and in which direction, and how many graduated.’” But then he goes on to admit my statement was, in fact, true; the report does not address it. Yet he still laments that I didn’t refer readers to a journal article identified in the report as forthcoming (that is, not yet published) that speaks to this very issue not addressed in Report #30. Now we are all free to read it.

Patrick Wolf is right that the 75% vs. 56% attrition rate is not the main issue here, although either number raises questions about construct validity (what the treatment actually was). Other more substantive issues remain unaddressed by him and his colleagues. For one, explaining why it is they rely so heavily upon a .10 level of statistical significance when the industry standard is.05. And then why this is brushed off in lieu of grand summary statements of the program’s success? Perhaps adherence to commonly accepted scientific standards gave way to a desire to promote voucher-like programs.

Finally, I want to add my voice to the call for Wolf to release the Milwaukee data that he and his colleagues used, to generate their claims, so that other researchers may analyze it dispassionately – attrition rates and all.”