Archives for the year of: 2013

Michelle Rhee will be speaking at New York City’s Cornell Club, to promote her new book “Radical”, on Tuesday Feb. 5, 2013 at 6 PM. (6 East 44th St (between 5th and Madison, map here.) ,

New Yorkers for Great Public Schools, Class Size Matters and other pro-public education parents and advocates will be there to protest Rhee’s destructive policies and proposals, including her push to eliminate ANY caps on class size. More on how Rhee wants to undermine and privatize our public schools, see the parent Rhee-port card here.

For more information about the rally by pro-education advocates, email info@classsizematters.org .

Every year the sixth-grade students at Albert T. Lawson Intermediate School in Essex Junction, Vermont, build an igloo. It is part of a multidisciplinary study of polar regions in Mr. Gustafson’s class, a tradition for 30 years. Last year, there was so little snow that the students missed out on this beloved tradition. But, this year, the snows came, and here is the igloo. Students will remember this forever!

What does your school do to create joy and great memories for your students?

As we head deep into the winter season, we need to think of all the good things around us, the little miracles that we witness and take part in.

Please share.

Last week, Bill Gates wrote an opinion piece for the Wall Street Journal in which he explained how to solve the world’s biggest problems.

The article was titled, modestly, “My Plan to Fix the World’s Biggest Problems.”

The answer is simple: Measurement.

To prove his point in education, he pointed to the Eagle Valley High School, near Vail, Colorado. He said that the school adopted his recommendations about measuring teacher quality, and test scores went up.

He wrote:

Drawing input from 3,000 classroom teachers, the project highlighted several measures that schools should use to assess teacher performance, including test data, student surveys and assessments by trained evaluators. Over the course of a school year, each of Eagle County’s 470 teachers is evaluated three times and is observed in class at least nine times by master teachers, their principal and peers called mentor teachers.

The Eagle County evaluations are used to give a teacher not only a score but also specific feedback on areas to improve and ways to build on their strengths. In addition to one-on-one coaching, mentors and masters lead weekly group meetings in which teachers collaborate to spread their skills. Teachers are eligible for annual salary increases and bonuses based on the classroom observations and student achievement.

What he didn’t mention was another interesting and sad fact about the school.

Last May, it laid off its three foreign language teachers and replaced them with a computer program.

The school has money to pay bonuses, but apparently cannot afford to retain foreign language teachers.

One teacher had been in the school for 21 years and was four years away from retirement.

The community turned out to support her, but the board voted to dismiss her in the middle of Teacher Appreciation Week.

The board bought a foreign language teaching program. The students will have to pay $150 per semester to take the computer course.

Is this good education? Would they do that at Lakeside Academy in Seattle, where Bill Gates went to school?

Or would they boast of their foreign language department?

Maine Democrats insist on a more careful review of the evidence about the track record of cyber charters before allowing K12 to open one in their state.

Governor Paul LePage is furious! He wants a K12 cyber charter to draw students and funding away from public schools and he sees no point in reviewing the evidence.

Meanwhile, Maine legislators are aware that K12 has gotten dismal results in other states. And they probably remember the exposé of Jeb Bush’s role in pushing for digital schooling in Maine. They may even have in mind the campaign contributions and lobbying that got the issue on the governor’s agenda.

When legislators start asking for evidence instead of blindly swallowing promises and campaign contributions, the days are numbered for the hucksters.

Keep your eye on this reporter, Colin Woodard, he is one sharp fellow. He may singlehandedly save the state of Maine hundreds of millions of dollars.

Did you think that NCLB identifies only “failing schools” as failing schools?

Guess again.

Matt Di Carlo demonstrates that a school can get excellent gains year after year and yet still be a “failing school.”

When will Congress wake up?

The Washington Post’s Valerie Strauss picked up an important piece by Jeff Bryant.

Jeff’s piece first appeared on the Campaign for America’s Future website.

By Jeff Bryant

Events this week revealed how market-driven education policies, deceivingly labeled as “reform,” are revealing their truly destructive effects on the streets and in the corridors of government.

From the streets, we heard from civil rights and social justice activists from urban communities that school turnaround policies mandated by the Obama administration’s education agenda are having disastrous results in the communities they were originally intended to serve.

From the corridors of government, we were presented with irrefutable evidence that leaders driving the reform agenda are influencing public officials to write education laws in a way that benefits corporate interests rather than the interests of students, parents, and schools.

These events, in tandem, reveal an inconvenient truth of education reform that should make anyone who promotes these policies question, “Whose interests are being served here?”

Read Jeff’s full commentary here:  The inconvenient truth of education ‘reform.’

 

The Education Policy Analysis Archives is releasing a series of articles about VAM that you should read.

Here are links to the first three. Forgive the formatting. I am copying the email I received. There are more on the way, including a dissection of the much over-hyped Raj Chetty, et al, analysis that made the front-page of the New York Times and was cited by President Obama in his State of the Union address last year.

Education Policy Analysis Archives has just published the introduction and two articles of EPAA/AAPE¹s Special Issue on Value-Added:What America’s Policymakers Need to Know and Understand, Guest Edited by Dr. Audrey Amrein-Beardsley and Assistant Editors Dr. Clarin Collins, Dr. Sarah Polasky, and Ed Sloat 

>>http://epaa.asu.edu/ojs/article/view/1311
>>
>>Baker, B.D., Oluwole, J., Green, P.C. III (2013) The legal consequences
>>of
>>mandating high stakes decisions based on low quality information: Teacher
>>evaluation in the race-to-the-top era. Education Policy Analysis
>>Archives,
>>21(5). Retrieved [date], from http://epaa.asu.edu/ojs/article/view/1298
>>
>>Pullin, D. (2013). Legal issues in the use of student test scores and
>>value-added models (VAM) to determine educational quality. Education
>>Policy
>>Analysis Archives, 21(6). Retrieved [date], from
>>http://epaa.asu.edu/ojs/article/view/1160.

New North Carolina Champions Investment in Public Education

Raleigh, NC—February 4, 2013—Public Schools First NC, a new statewide, non-partisan, grassroots advocacy group committed to high-quality public schools for North Carolina, has formed out of deep concern about the growing threat to privatize and weaken North Carolina’s public schools.  Despite the fact that most North Carolinians regard public education as the foundation of North Carolina’s economic future and our best investment, public school funding has declined year after year and our children are bearing the brunt.

“We believe that North Carolina’s families deserve a public education system that is inclusive, innovative, responsive, and flexible—a system that operates within a framework of fairness, sound planning and local public accountability for tax dollars,” said Nick Rhodes, Public Schools First NC Board of Directors. “Adequate and equitable funding for all schools, effective teacher and principal recruitment, retention and support, and rich educational experiences will allow North Carolina to keep its rightful place as a state that leads the nation in excellent schools.”

Public Schools First NC supports:

  • Adequate, equitable funding reflecting at least the national average for each of North Carolina’s 115 school districts.
  • Increased funding for pre-school, because research demonstrates that high quality, early childhood education is a wise investment for communities and has lifelong, positive results for children.
  •  Excellent educational environments that are partnerships between schools, families, teachers and the community.
  •  Programs that encourage the retention of professional experienced teachers.
  •  A limited number of truly innovative charter schools designed to work with local school districts, managed with careful local and state oversight.
  •  A broad education—including literature, mathematics, the arts, history, civics, science, foreign languages, physical education, vocational education and new technological innovations—that allows students to thrive in a challenging, changing, and competitive global economy.

Public Schools First NC opposes:

  • Vouchers, tax credits, education savings accounts or other similar plans that take resources from our public schools—with little public oversight and even less evidence of success for students.
  •  Overuse and misuse of high stakes testing. Time and resources should be spent on hands on learning, creative problem solving, and a holistic curriculum. Test scores should not be used to punitively grade schools or evaluate teachers but as one of many tools that inform instruction.
  •  Educational “strategies” that ignore the impact of poverty on student success and blame teachers and schools.  We will hold our elected officials accountable f or addressing the growing rates of childhood poverty in North Carolina.

As our history shows, North Carolinians understand that education is the “great equalizer” for our citizens, and each child’s right to an excellent public education is guaranteed in our state constitution.

Public Schools First NC will be a voice to remind us all that our public schools are our first and best investment for North Carolina’s future.

###

About Public Schools First NC:

Public Schools First NC (PSFNC) is a group of citizens, parents, teachers, businesses and organizations joining together to advocate for a first-rate public education system for all North Carolinians. To learn more or to join our organization, please visit: www.publicschoolsfirstnc.org

 

Mercedes Schneider, Louisiana teacher and Ph.D. in statistics and research methods, has been analyzing the board of the National Council on Teacher Quality. This is the sixth in the series.

I received the following fascinating email from Ed Johnson, who advocates for quality education in Atlanta, Georgia.

 

 

“We have drifted [the past three decades] from having a market economy to being a market society.”

 –Michal Sandel, the Anne T. and Robert M. Bass Professor of Government at Harvard University

In his talk at the 2012 Aspen Ideas Festival, Michael Sandel offers insight useful for seeing how  market-driven “Choice,” vouchers, charter schools and organizations such as Michelle Rhee’s StudentsFirst contribute to our country drifting from having a market economy to being a market society and the consequences likely to continue disrupting and undermining democratic ideals in service to the common or public good.

Sandel speaks for about 30 minutes then does a Q&A for the remaining 18 minutes or so.  The statement above is from his talk; keep it in mind as you watch and listen and reflect.

You will, watch, listen, and reflect, won’t you?

http://www.aspenideas.org/session/markets-and-morals-what-money-cant-buy-0
–or–
http://bcove.me/c7psbs6b
(An aside: In the light of the insight Michael Sandel offers, it is deeply baffling and disturbing that this month there came a proclaimed Civil Rights Movement legend to stand before the Atlanta Board of Education to plead the case for keeping open a market-based APS charter school seemingly just because the school enrolls mostly “African American” children yet the school has dramatically failed to fulfill its five-year charter .)
Ed Johnson
Advocate for Quality in Public Education

(404) 505-8176 | edwjohnson@aol.com