Archives for the year of: 2013

Governor Rick Snyder selected an emergency manager to put Detroit’s financial house in order.

The EM will have dictatorial authority and will displace all elected officials and have the power to break all contracts.

A report in the Detroit News says the new emergency manager has his own financial problems:

The paper discovered that:

“State records show Orr, who was appointed emergency manager on Thursday, has two outstanding liens on his $1-million home in Chevy Chase, Md., for $16,000 in unemployment taxes in 2010 and 2011. Two other liens of more than $16,000 in unemployment and income taxes were satisfied in 2010 and 2011, records show.”

Orr blamed his accountant.

Joy Resmovits reports on Huffington Post that Moody’s rating service is happy about the school closures in Philadelphia. She writes;0:

“School Closures: Good For Wall Street? Philadelphia recently voted to close 23 schools, and a Moody’s analyst thinks that the move, which frees up privately-run charter organizations to set up shop, is a good thing financially. Why? The analyst writes that it shows the district is willing to cut costs even when faced with tremendous opposition. “The SRC has introduced deep expenditure cuts over the past 18 months, reducing a fiscal 2012 deficit of $720 million to $20.5 million through a variety of revenue and expenditure measures that included a 16.7% staff reduction and salary and benefit cuts that generated a combined $466 million in savings,” the analyst writes in a report for bond investors.”

“But as a source notes, the closures and cuts don’t mean that these schools are driving the savings — the district says its plan would save $25 million, just a fraction of the $700 million deficit reduction. So why does the market care about closures?”

Here is a link to the Moody’s story.

What is remarkable is that the discussion is purely about cutting costs and privatization. Not a word about the impact of closings on children, education, families, communities.

Our nation is in deep trouble. All the talk about “reform ” is really about cutting costs while pretending it is “for the kids,” “children first.” At least Moody’s makes no pretense about caring about the kids. Their honesty is refreshing, if cynical.

“And a little child should lead them.”

The Providence Student Union had the audacity to ask successful adults to take the math section of the test that will determine whether they graduate from high school. Three dozen brave souls accepted their invitation to take a test made up of released items.

The results will be released today.

Some Warwick, RI, students sent some angry, possibly tasteless tweets to State Commissioner Gist. None of these students are part of the Providence Student Union. They were threatened with disciplinary action. The ACLU defended the students’ freedom of speech.

Question: who in the state department of education is paid to read student tweets? Who does surveillance?

We will get the scores later today.

The latest from Rhode Island:

“Gist irked by mock NECAP
‘It’s deeply irresponsible on the part of the adults’ who participated, commissioner says”

By LINDA BORG JOURNAL STAFF WRITER

PROVIDENCE — The state Board of Education chairwoman called Saturday’s mock test a publicity stunt; the state education commissioner said the adult participants were irresponsible; and a few students got nasty.

The debate over linking the New England Common Assessment Program — or NE-CAP — to high school graduation has risen to a new level in the wake of an exercise Saturday in which about 35 adults took a segment of the math test.

The test left numerous participants shaking their heads over the difficulty of the questions, which ranged from geometry to probability, and more than a few suggested abandoning the test as a graduation requirement.

That provoked heated words from state Education Commissioner Deborah A. Gist, who called participants’ response to the test “an outrageous act of irresponsibility.”

“It’s deeply irresponsible on the part of the adults, especially those who are highly educated,” she said. “They’re sending a message that it can’t be done or that it doesn’t matter.”

Gist said once she saw the story, she realized how damaging it was.

“I spent a lot of time [this weekend] trying to convince students why it matters,” she said. “We need all of the adults rallying around these students rather than getting caught up in arguments that don’t have any substance.”

Eva-Marie Mancuso, the chairwoman of the new Rhode Island Board of Education, called the mock test a publicity stunt and said it was diverting attention from the real issue: preparing students to be successful in college and in the workplace.

“We don’t just give this test without any preparation,” Mancuso said. “If I was to take the bar exam tomorrow, I have no idea if I’d pass or not.”

Students aren’t given the NECAP without any preparation, she said. Schools have known about the graduation requirement for several years and they have been told to develop elaborate plans to bring students up to speed.

Then, Mancuso issued her own challenge:

“I would ask the commissioner to offer these adults exactly what’s been offered to the students. The adults better be able to put in the time. If they want to highlight the test and how difficult it is, we should be able to highlight how to make it doable.”

This year’s high school juniors already have access to math problems and tutors online. In addition, many districts are offering remedial help after school or during the summer.

And students can retake the NECAP in October. They only have to show modest progress on the test in order to graduate.

Meanwhile, several students from Warwick posted profane comments about the commissioner on Twitter, which boiled over on talk radio. Gist tweeted back, saying she understood the students’ frustration and asking what she could do to help.

The two or three students who posted inappropriate comments during the school day face short suspensions, according to Warwick Supt. Richard D’Agostino, who said they violated the student code of conduct. Those students who tweeted from home were sent to the principal’s office and their parents will be notified.

No more than five students in total were involved.

“Freedom of speech is wonderful,” D’Agostino said. “It’s unfortunate these students used inappropriate language.”

Warwick’s student code of ethics says students can be suspended for profanity.

One of those students, Nate Colicci,17, of Veterans Memorial High School, acknowledged that he shouldn’t have used profane language but said he stands by his criticism of the NECAP.

“It’s like if you’re never going to use this stuff,” he said, “why test us on it?”

But the Rhode Island Affiliate of the American Civil Liberties Union said that the Warwick schools have over-reacted.

“Some of the tweets we have seen were immature and tasteless,” said the ACLU’s Steven Brown. “But they remain an exercise in free speech. We commend Gist for trying to engage in a dialogue with these students … rather than seeking to punish them for expressing, in admittedly very juvenile ways, their frustration with state policy.”

The mock test’s organizers, a group of activist students called the Providence Student Union, said the test punishes students, who say the school system hasn’t prepared them for the NECAP.

“The real issue here should be giving every student a high-quality education, not ensuring every student can pass an arbitrary test,” said Aaron Regunberg, one of the mock test organizers. “We have a lot of work to do to substantially improve our schools and we would argue that this policy is a distraction.”

lborg@providencejournal.com

David Sirota of Denver has been trying for some while to send a wake up call to the American public: billionaires and entrepreneurs are scoping out the schools as an emerging market for their goods and services. What they call “reform” has nothing to do with education and everything o do with money, power, control, and ideology. What they call “reform” is a shell game to hoodwink the public and divert attention from privatization.

As Sirota writes:

“…though it is rarely mentioned, the truth is that the largest funders of the “reform” movement are the opposite of disinterested altruists. They are cutthroat businesspeople making shrewd financial investments in a movement that is less about educating children than about helping “reform” funders hit paydirt. In that sense, they are the equivalent of any industry leaders funding a front group in hopes of achieving profitable political ends (think: defense contractors funding a front group that advocates for a bigger defense budget). The only difference is that when it comes to education “reform,” most of the political press doesn’t mention the potential financial motives of the funders in question.”

Kenneth Bernstein is an award-winning NBCT who recently retired as a teacher of government. He is now caring for his wife, who is recovering from a major illness. He usually blogs at the Daily Kos but has taken the time to share his insights here as a comment. Thank you, Ken.

He writes:

We have had a decade of the “reforms” of No Child Left Behind. The approach embodied therein actually is traceable back 30 years, to the release of A Nation at Risk, continued through Goals 2000 which claimed that it would result in America being first in the world in math and science by that date, has seen policy doubling down through Race to the Top and the proposals in the Obama administration’s “Blueprint,” and now we continue the insanity through Common Core and the common assessments. In each of these cases what was excluded in the making of education policy were the voices of those expected to implement the policy choices, professional educators – teachers and principals.

Instead we have had think tanks, we have had politicians, we have had organizations that stand to profit from the decisions – and that includes ostensibly non-profit organizations such as the College Board and ETS among others.

The results to date have not been as promised.

We have failed to address many of the real issues affecting our students, starting with the high percentage (compared to other industrialized democracies) of children in poverty, children who do not get proper nutrition or health care, whose teeth may be rotting, who need glasses but do not have them.

We have had imposed policies that have already been tried and found wanting – turning schools over to “educational management” organizations, converting them to charters, turning to mayoral control – or not yet piloted and evaluated – here the Common Core is one of the best examples. The “data” that has been produced is often either incomplete or in fact downright manipulated – such as graduation rates in Texas, from which we got No Child Left Behind. We ignore contradictions in policies – we have too many students dropping out so to fix that we are going to raise the bar and impose “standards” that are not based on what we know about brain development and differential development rates.

Unfortunately too often the media organizations which should serve to explain things jumps on board the bandwagon. Perhaps it should be expected when the corporation which owns one of the major national newspapers, The Washington Post, gets most of its profits from a for-profit educational venture, Kaplan, which benefits from policies such as increased emphasis on tests.

Fortunately modern means of communicating and organizing are allowing pushback – by parents, students, teachers, administrators, even school boards.

Slowly Americans are beginning to realize that the emperor of educational “reform” is naked – that is, what is being forced upon America’s public schools is less concerned about real learning by students and more concerned about political and economic power.

Perhaps it is time for major media organizations to be far more transparent in their presentations on education, to give equal voice to the voices that have not been heard.

I once had a conversation with a sitting governor, close to a decade ago. The governors had just had a conference on education. Each governor had brought a business leader, which he acknowledged. I asked why each governor had not brought a teacher, or some other educator. He was shocked and acknowledged he at least had never considered the possibility. That is symptomatic of what is wrong in how we make educational policy.

It is also why so many educators – principals as well as teachers – are so demoralized. They are excluded from the making of policy, they are demonized when they object and try to raise the issues that should be discussed. Meanwhile they continue to see the conditions necessary for serving their students disappear, what protections they had to enable them to do their jobs correctly are being taken away from them.

I once told Jay Mathews that I might not object to having my students assessed by quality tests at the end of a course, but I refused to be held accountable if you told me how I had to teach them, because then I had no ability to shape my instruction according to what I knew of my students, and how they were learning.

Increasingly we are trying to tell our teachers not only what to teach but also how to teach it. Sometimes we are even imposing scripted lessons.

Should not the real evaluation be of the results of what has been imposed by those who are not educators, who are not attempting to address the individual needs of the students in their classes, in their schools? And were we to evaluate that way, would w not find almost all of the “reforms” to be failures?

Except the ‘reforms’ have not failed in their other purposes

– increasing profits for testing and curriculum companies (often the same)
– breaking the power of teachers unions
– diminishing the professionalism of teachers, principals and superintendents
– effectively privatizing one of the most important public functions
– removing democratic control of public education and politicizing it in places where it becomes easier to impose the corporatizing agenda.

You know all this.

You have written and spoken out about this.

We need more voices speaking out, loudly.

Thanks for being an important voice.

In recent weeks, Mercedes Schneider reviewed the members of the board of the National Council on Teacher Quality.

She did so because NCTQ is now often perceived as a nonpartisan, independent evaluator of teacher education programs, teacher colleges, and teacher quality. It has been the recipient of grants from many foundations, including Gates. Its investigation into the nation’s teacher preparation programs is considered authoritative by US News and World Report. Its report on teacher quality in Los Angeles, produced in cooperation with the Gates-funded United Way, blamed teachers for low test scores. In short, NCTQ is a power player with funding and media influence.

As Schneider shows, NCTQ is a leading player in the corporate reform movement. Its board includes Michelle Rhee, Joel Klein, and Wendy Kopp.

This post reviews NCTQ as an organization.

Schneider has a Ph.D. In statistics and research methods. She teaches high school in Louisiana.

An earlier post reported that students in Warwick, Rhode Island, were being disciplined because of tweets they wrote about state commissioner Deborah Gist. Who was reading the tweets? Who has that job?

A reader commented:

“This is scarier than all the testing malarky… we need to guard the first amendment with all the zeal the NRA uses to protect the second amendment! We’ve already indoctrinated kids that walking through metal detectors is OK, that carrying a coded ID card with a tracking chip is OK, being checked over by a good guy with a gun to gain entry to school is OK, being videotaped 24-7 is OK… now we’re going to convince them that their email communication and tweets will be monitored? We’re moving in the wrong direction in the name of protection…”

The Providence Student Union has taken a stand against the NECAP graduation test. Last Saturday, a few dozen local leaders took the test, any said it was too hard for them, and they are nervously waiting for their scores.

When students take action, everything changes!

Here is the news:

“Providence City Council education committee opposes NECAP as graduation requirement”

March 18, 2013
By Linda Borg
PROVIDENCE, R.I. — The City Council’s education committee is asking the Rhode Island Department of Education to abandon using the New England Common Assessment Program as a requirement for high school graduation.

In a resolution to be submitted before the City Council, the committee’s chair, Sam Zurier, calls the state test “unfair” because it doesn’t allow some children “a reasonable chance to succeed, and imposes devastating consequences on many children who,
through no fault of their own, are not ready to achieve the required test scores.”

The letter asks the education department to reconsider the “high-stakes testing” policy, which would take effect with this year’s juniors.

The ACLU is protesting disciplinary actions taken against high school students in Warwick, Rhode Island.

The students tweeted something negative about State Superintendent Deborah Gist. Whatever they tweeted was not reported in this story.

The story said: “Several students called Gist names on Twitter following a story in the Journal in which about 35 adults took a portion of the New England Common Assessment or NECAP, deeming it very difficult. Several questioned if should be linked to high school graduation.”

Some of the students tweeted on school time. Some tweeted from home.

At a time when school officials are breaking the budget to put all students online, policing what they say online is going to be a full-time job for someone.

You have to wonder whose job it is now to follow Twitter and scrutinize what students are saying.

One of the comments said that the state test should include the study of the Constitution.

Since when did it become illegal or bad behavior to criticize government officials?

Wasn’t Roger Williams a founding father of Rhode Island? Wasn’t it founded as a refuge for religious and political dissent? When did Rhode Island become a state that punishes dissenters?

I am late posting about the school closings in Sacramento, but better late than never.

In Sacramento, the Hmong Innovating Politics (HIP) and the Sacramento Coalition to Save Public Education are working together to protest the closing of seven elementary schools. The closing of these schools will have a disparate impact on children of color and English-language learners. The “savings” to the district will be miniscule.

The HIP press release against the closings follows here:

For Immediate Release Contact
March 7, 2013 Jonathan Tran
626.607.1897
Press Release
School Closures Disproportionately Impact Sacramento’s Most
Disadvantaged, Budget Woes to Continue
SACRAMENTO, CA – On Thursday, Superintendent Jonathan Raymond and four members of
the Sacramento City Unified School Board of Education finalized the last of their “wrong-sizing”
plan. While Hmong Innovating Politics (HIP) is extremely happy for the students and parents of
Mark Twain and Tahoe Elementary; we also recognize that the District’s poorly devised
proposal, arbitrary saving projections and disregard for community input will have devastating
impacts on the Sacramento’s most vulnerable communities. In total, the Board voted to close
seven neighborhood schools—ALL in low-income and socioeconomically disadvantaged
communities.
With poorly developed transition plans and only a month of public discourse, it is clear that the
Superintendent and Board Member’s irresponsible decision will hurt Sacramento’s most
vulnerable populations. According to the California Department of Education, two of every five
displaced student will be Limited English Proficient (LEP). Moreover, while students of color
account for 80.9-percent of the total SCUSD Elementary school population, they account for
more than 93.4-percent of the displaced student population. Finally, students enduring
‘socioeconomic disadvantages’ make up 97.8-percent of the total displaced student population,
compared to only 72-percent of the total Elementary school population.
Overall, the detrimental impacts of these school closures outweigh any fiscal gains. Originally
anticipated to be a savings of $2.3 million, the District’s projected savings has dwindled to $1
million or less than 0.8% of the total budget. These projections do not reflect the drop in
Average Daily Attendance (ADA) that historically follows school closures nor does it include the
unexpected expenses of transition impacted students. In addition, Thursday evening’s board
meeting highlighted the possibilities of on going budget deficits. HIP has maintained that rather
than closing schools, the District must seek out innovative solutions that attract more students—
not disenfranchise parents. Ultimately, the Superintendent and Board Member’s actions will
exacerbate issues of under-enrollment, undermine student achievement and jeopardize student
safety.