Archives for the year of: 2013

I received this email from a high school teacher in Memphis. Please read it and understand that we must organize against the destruction of public education in America. This, plus the court approval of vouchers in Indiana yesterday sends an ominous message: the radical reactionaries are determined to destroy public education. We must fight back. We must awaken parents and civic leaders.

This comes from Memphis:

“Diane,

“Public education in Memphis/Shelby County is on the verge of collapse.

“Gates gave $90 million to Memphis City Schools, and now he’s calling the shots: increased class sizes, no extra pay for advanced degrees, merit pay based on test scores, etc.

“The initial budget for the first year of operation for the merged district is already $145 million in the red.
http://www.commercialappeal.com/news/2013/feb/12/memphis-shelby-school-board-ups-the-ante-in/

“Yet last night the school board voted to continue paying $350,000 a month to a four-person team from Parthenon, a consulting group, to develop a merit pay system to stick it to teachers.
http://www.commercialappeal.com/news/2013/mar/26/unified-memphis-shelby-school-board-rejects-pay/

“That’s $87,500 per month per Parthenon team member. In a year, each team member will gross $1,050,000 for Parthenon. $4.2 million altogether. (Meanwhile, they’re looking to cut teacher pay and health and retirement benefits.)

“The best part: No one on the Parthenon “education” team is a classroom educator. They’re all business strategists, investors, lawyers, and—surprise, surprise—former members of the Gates Foundation. http://www.parthenon.com/Industries/Education

“Help expose these corporate reformer frauds!”

Coach Bob Sikes wonders if Florida Republicans will learn a lesson from Georgia Republicans.

In Georgia, the Republicans pulled back on a so-called Parent Trigger bill, which would enable a vote of parents to convert their community school into a privately managed charter school.

In Florida, the Jeb Bush foundation and the Chamber of Commerce are beating the drums for the “parent trigger” again, even though it has only been used once in the nation (in California) and no one knows the results. Why not faith-based legislation?

What does it matter if Florida has closed over 200 failing charter schools? What does it matter if half the schools on the state’s list of failing schools are charters?

Why delay when corporations stand ready and willing to make a profit by extracting money from public schools and sending it to their investors?

 

 

In Mississippi, the speaker of the House of Representatives announced that he was appointing a proponent of charter schools to the state board of education that oversees public education.

The nominee was home-schooled.

Is Mississippi moving boldly forward into a world without public schools or dumbly backward into a world that predates the establishment of public education?

A teacher writes to ask how test scores might be used wisely if his district gets Race to the Top funding.

My advice: RTTT funding will cost your district far more than it receives from the federal government. Your district will have to increase class sizes, lay off teachers, and cut programs to meet all the demands of the mandates. Some fine teachers will get bad ratings because they teach kids with disabilities or are ELL. The ratings will bounce around from year to year.

Just say no.

Here is the comment:

“I suspect this conversation is timely for many of us: my district is considering applying for a Race to the Top grant (and I’m quite worried about it). I’d love to hear reactions to this idea: since the grant application requires some “significant” incorporation of test scores into the evaluation process (which is probably just a bad idea, but is required) do any of you think that it might be possible to incorporate them in a “formative” phase? What if teachers got “test score feedback” early in the process, and administrators worked with teachers to use those scores to plan goals, etc. Then the actual “summative” evaluation (also required by the grant) was done using a system of standards and rubrics, similar to the system this teacher describes above (our district uses the Danielson model). I bet there are many things wrong with this idea, but it’s the only thing I can come up with that might (might) satisfy the requirements of the grant that doesn’t completely horrify me.”

We have had a lively conversation on this blog about whether poverty matters in relation to test scores, whether it is a cause or merely correlated with low scores, and whether schools alone (as some “reformers”) claim, can end poverty.

TeacherEd weighs in here:

This is just a red herring. It’s been over 45 years since the “War on Poverty” started, which first aimed the focus on “fixing” poor school children, beginning in Head Start, rather than requiring that highly profitable corporations pay their employees a livable wage. We have had decade after decade after decade of subsequent education “reforms” imposed by politicians and big business, aimed at “fixing” schools and “fixing” teachers, and now aimed at replacing schools and career teachers entirely.

We should not still be having a conversation about IF poverty is the cause of the achievement gap. Whether it’s causal or just a very high correlation does not matter when it’s so evident that this is a global issue: “International tests show achievement gaps in all countries” http://www.epi.org/blog/international-tests-achievement-gaps-gains-american-students/

This is a problem that does not just exist in America; all nations have an achievement gap between lower and higher income students, and countries such as England have been researching it, too: http://www.jrf.org.uk/work/workarea/education-and-poverty

Continuing to raise questions about the causes and effects of school failure among low income students is just a diversionary tactic. This is a planned distraction. It’s a strategy for avoiding having to deal with the root cause of poverty, which is simply not enough jobs with livable wages.

It’s a pretense for diverting attention away from the increasingly inequitable distribution of wealth in countries like America, so that while everyone is busy looking the other way, questioning whether poverty is the culprit, blaming schools and scape-goating teachers, the elites can continue to bankroll the privatization of public education, while labeling their investment “reform” when it’s really a business plan.

Poverty is the issue, in EVERY country. So forget all the bogus “research” that billionaires can purchase to support the diversion.

Instead of taking all those hundreds of millions of dollars from corporations to “reform” education, it’s time to hold them accountable for perpetuating poverty and require that companies like Walmart, and all the other highly profitable corporations that are culpable, pay their employees a living wage, because “Low-Wage Workers Employed Mostly By Large, Highly Profitable Corporations” http://www.huffingtonpost.com/2012/07/19/low-wage-workers-_n_1687271.html and “more Walmart employees on Medicaid, food stamps than other companies” http://www.politifact.com/truth-o-meter/statements/2012/dec/06/alan-grayson/alan-grayson-says-more-walmart-employees-medicaid-/

And they can well-afford equitable pay rates for their employees, instead of giving them brochures about how to apply for Food Stamps, etc: “Walmart heirs own more wealth than bottom 40 percent of Americans” http://www.politifact.com/truth-o-meter/statements/2012/jul/31/bernie-s/sanders-says-walmart-heirs-own-more-wealth-bottom-/

This is corporate welfare and Americans should not stand for it, “Hidden Taxpayer Costs” (scroll down to see state by state) http://www.goodjobsfirst.org/corporate-subsidy-watch/hidden-taxpayer-costs

Wal-Mart is not alone and this is just the tip of the iceberg:
“Top Corporate Tax Dodgers” http://www.sanders.senate.gov/imo/media/doc/102512%20-%20JobDestroyers3.pdf

These are the conversations the billionaires investing in privatizing education want to avoid, so we MUST have THOSE talks and take action now, instead of falling for their red herring technique for another 45 years.

Mercedes Schneider, one of Louisiana’s fearless and intrepid bloggers, has been conducting research into the groups that together propel the corporate reform movement.

In this post, she examines “Chiefs for Change.”

This organization consists of several state superintendents who are aligned with Jeb Bush and his ideas.

Who are these “chiefs”? What is their connection to Jeb?

Read on.

A teacher from Montgomery County, Maryland, describes its innovative ad successful way of evaluating teachers in a professional way: with support and professional judgement, but not test scores. The state of Maryland had the misfortune to in Race to the Top funding, so the PAR program was found unacceptable because Arne Duncan demands test scores as the necessary measure of teacher quality.

She writes:

“Hi folks. I’m from Montgomery County which Diane references at the end of her blog. The PAR program we have in effect is fair, clear and spells out 6 Standards (and an additional Standard for school leaders) which provide a “rubric” for good teaching practices/skills. The standards are based on the book, “The Skillful Teacher,” by Jon Saphier, Mary Ann Haley and Robert Gower. As new teachers enter the county, they are asked to take The Skillful Teacher I and II PD courses valued with credits which clearly spell out the expectation MC has for it’s teachers. They are supported by teacher leaders in our schools as well as a Consulting Teacher outside of the school and connected with our union. If the new teacher or one who is tenured is found not to meet a standard, they typically have one year, with supports in place, to address the skills they are lacking. At the end of many observations, a PAR panel comprised of principals and teachers decide if they continue with their position in the county.

“Maryland rejected our county’s proposal to the state however, to evaluate teachers based on the PAR because it did not include using test scores as a part of Race to the Top. The county’s next steps are to be determined.

“As change is being pushed across the country in education, by other folks who clearly don’t have an understanding of what good practices in teaching are all about, can I suggest we, as educators find a solution to our individual issues in pockets across the US and WE take initiatives to advocate them. I often find myself complaining about what is wrong, just as many people on the outside of the education establishment complain about what they see as wrong…they’ve come up with a plan…what have we done?”

District officials say they are closing schools to save money, but experience has shown that the savings seldom occur. They claim the schools are under-utilized even as they open charters to compete with the public schools for which the officials are responsible. The officials help the charters to grow and simultaneously harm the public schools. They are negligent in their duty to the children and to the public. They should be held accountable for their failure to promote, preserve, and support a democratic institution entrusted to their care. It is the school officials who have failed, not the schools.

A reader sends this. Please read it:

“Testimony from Kate Shaw Executive Director of Research for Action along with their issue brief on schools closings, detailing the impacts of school closings that district officials often neglect to take into account:

1) On the short-term financial savings, district officials often neglect to account for transition cost, maintaining and selling properties, etc which cut into the savings and sometimes come at a cost to the district.

2) Savings from school closures come primarily from large-scale cuts in faculty not from not having to heat “half-empty buildings. ”

3) The most important is that there are short-term negative impacts on students’ academic achievement, unless they are put in higher performing schools which is rarely the case.

Additionally students often feel a sense of neglect while districts fail to prepare the receiving school for the influx on new students.

Testimony: http://bit.ly/13yICRV
Issue Brief on Schools Closings: http://bit.ly/13CAUuN

This is a good summary of the debate about high school graduation requirements in the Texas House of Representatives.

I couldn’t help but think back to my own experience in Texas public schools many years ago (to be exact, I graduated from San Jacinto High School in 1956). To the best of my knowledge, the Legislature set minimum requirements and left the details to educators.

These days, legislators in Congress and the states seem to think they must decide everything in education and tell educators what to do. When I was in North Carolina last week, the dean of the UNC education school told me that the legislature passed laws requiring that students learn cursive writing and memorize the multiplication tables.

It is a good thing the legislators are not telling doctors how to make their diagnoses and conduct surgical procedures.

The Texas Legislature heard the voices of parents, students, teachers, and employers.

The Texas House of Representatives voted overwhelmingly, 145-2, to reduce high-stakes testing.

Under the legislation, the number of tests required for high school graduation would be reduced from 15 (the highest in the nation) to five.

The Texas Senate earlier passed a bill to cut back on testing,

As former Texas Commissioner of Education Robert Scott said last year, the testing industry in Texas turned into a vampire. Only weeks ago, at the mass Save Texas Schools rally in front of the State Capitol, he called testing “the flea that wags the tail that wags the dog.”

Legislators are talking about getting some flea powder.