Archives for the year of: 2013

I received the following comment this morning. I don’t have the answer to everything, and I am not sure what I would do in her place, but this is my advice. Organize the other parents of kindergarten children. Go as a group to the superintendent and tell him this is wrong. Get parents of children in first grade and second grade to join you. Others may as well. Speak on behalf of your child and other children at the school board meetings. Ask to meet your local legislators: the mayor, the member of the Assembly, the State Senate. Do not be afraid or intimidated. You are parents. You vote. Build a strong and united parent group and don’t let the powers that be shut you up. If you don’t advocate for your child, no one else will. Moving won’t solve your problem. You will encounter the same things in other states. Organize, inform yourself. Defend your child’s precious childhood.

She writes:

Dear Diane,

Until September of this year, I only had a fleeting knowledge of what the Common Core was all about because I didn’t have a school aged child. This year we eagerly put our oldest son in kindergarten in our upstate, rural New York district. The uneasy feeling in my stomach started on the first day when the parents were ushered into the auditorium and the principal started preparing us that we would find stressed out teachers. Parents with older children began asking questions about why the kindergartners needed to participate in the dreaded testing. Upon returning to my son’s classroom, I did indeed find a stressed out teacher, saying things like, “we are all going to have to work together if we are going to get through this curriculum.” This is when I first encountered the word “module” as well, as I looked at my five year old’s schedule and noticed that he would be doing ELA from 10:45-12:25 every day. He is in full day kindergarten, and the day is packed with Fundations, Writing, ELA, ELA modules, and Math modules. To say alarm bells went off would be an understatement, but we continued thinking, “how bad can kindergarten get?”

Back to school night was a presentation by all five kindergarten teachers, which quickly turned into, “we know this sounds awful, but we promise are going to remember that your children are little.” Within a month of school starting, we were told that they needed to do away with the children’s rest period because there simply wasn’t enough time for it with the curriculum. The more I heard these comments from school, the deeper I dug into the EngageNY modules and started following your blog.

I’m sure you get letters like this every day. I listened to your Town Hall phone call the other night (thank you for not interrupting the questions like Commissioner King in Poughkeepsie) and heard lots of sound advice about what parents and teachers can do to fight back against these ridiculous standards. My question is more basic: Do I send my son to this school tomorrow?

I read educated assessments of the EngageNY curriculum that find it “developmentally inappropriate.” Why should I subject my 5 year old to this when kindergarten isn’t even mandatory? I have the unique situation of living in New York state on the Massachusetts and Connecticut border. As renters, we have options, and I have already decided that my son will not attend 1st grade in the state of New York. But what do I do about today and tomorrow? I fear that he will fall behind in this intense academic environment, but I also fear sticking with it. What do parents do right now?

Sincerely,
Rosemary XXXX
Copake, NY

One of the provisions of No Child Left Behind was a requirement that the neediest children would have “highly qualified teachers.” Most people would interpret that language to mean that poor kids would get teachers who are well-prepared and experienced.

But through its political connections on Capitol Hill, Teach for America managed to get a special exemption carved out for their corps members who have only five weeks of training. They too are “highly qualified.” When I met Senator Tom Harkin, the key member of the Senate Education committee, one of his top staff members was an alum of TFA. It seems that TFA has developed its lobbyists on Congressional staffs like Harkin’s.

As Valerie Strauss writes here, the new budget deal slipped in innocuous language that once again declared the inexperienced, ill-trained members of TFA to be “highly qualified.”

Meanwhile Julian Vasquez Heilig also noted that TFA was a big winner in the budget deal. And he points out: “Interesting fact for the day? Did you know that Pre-K is 1412% more effective than Teach For America?”

Jersey Jazzman has been digging and discovering a small number of people who are dropping large sums of money into local school board races. The catch is that these are not races where the donors reside.

Somehow, they are finding relatively obscure races where a gift of $10,000 or $25,000 makes a huge difference.

Why are out-of-towners and out-of-staters so eager to affect school board races distant from where they live?

Yesterday I had a call from a Seattle reporter at KUOW, the NPR station, who asked some of the same questions. She noticed that local school board candidate Sue Peters (whom I endorsed because of her activism in Parents Across America) was being outspent 4-1. She also said that a PAC had been created to defeat Peters. I don’t know who is giving money to block Peters. Nor do I know why.

What I do know is that our democracy is subverted when super-rich people can drop big campaign contributions into races where they don’t live and have no obvious interest or connection.

Who is directing the contributions? Who is coordinating the giving? What are their goals? Why do they want “their” candidates to take control? What is their agenda?

We should know the answers to these questions. Otherwise, we might well conclude that some unknown group is buying control of local school boards. We should know why.

Starting in 2002, the unaccredited Broad Superintendents “Academy” has produced graduates who supposedly learned the management techniques to turn the nation’s schools around. The Academy consists of six weekends over a ten-month session, where aspiring leaders are immersed in Billionaire Eli Broad’s management philosophy, which apparently means top-down mandates, high-stakes testing, close schools with low test scores, and never give evidence of compassion lest it be interpreted as weakness.

While Broad’s destructive ideas were embraced by Arne Duncan and became the cold, hard spirit of Race to the Top, his superintendents have a spotty record. A few, like Chris Cerf in New Jersey and John White in Louisiana, are state superintendents. Some are leading urban districts. None has a record of success, and some have been kicked out by the local citizenry. So dubious is the record that the Broad Foundation stopped printing the annual list of its graduates and their current assignments after the class of 2011. Sharon Higgins, an Oakland parent activist, has been keeping track, however, and here is the list that ends in 2011.

Once again, a Broadie is in hot water. Jersey Jazzman has the story. This one, Penny MacCormack, was chosen by Broadie Chris Cerf to run the excellent Montclair public schools in New Jersey. This was not a failing district by any measure. Every one of its seniors passed the state tests, 90% go to college, and 20% enroll in the nation’s most elite colleges. Yet MacCormack cracked the whip as she learned to at the Broad Academy, demanded more testing, and displayed the art of never listening to staff. Before long, some of the school’s best teachers ran for the exits, and staff morale plummeted.

Montclair parents don’t like what is happening to their high school. They created a Facebook page to register their protests and gathered signatures.

Jersey Jazzman writes:

“I really don’t think I’m overstating the importance of this moment when I say the resistance in Montclair is a turning point in the national story of the breakdown of corporate reform.”

The underlying story here is that the corporate reformers are free to experiment on urban children. After all, they are poor, black, and brown, and no one in a position of authority cares if their parents complain. They are powerless. But the reformers haven’t yet learned that they are supposed to stay out of the suburbs. Suburban parents don’t like all that testing. They like their schools and their teachers. And unlike urban parents, they have political power.

A parent in Poughkeepsie writes about the infamous meeting where John King lectured for 1 hour and 40 minutes and was then hooted by parents and teachers:

 

On October 10, 2013, SED Commissioner John King spoke at the Spackenkill School District in Poughkeepsie, NY.  This was the first of several forums on the Common Core Learning Standards (CCLS) that NYS adopted on July 19, 2010. 

It has been widely seen in social media that Dr. King’s presentation was not well received by the audience.  However, his perception of what transpired is not shared by those in the audience.  He is quoted in Newsday as saying, “The disruptions caused by the ‘special interests’ have deprived parents of the opportunity to listen, ask questions and offer comments.  Essentially, dialogue has been denied.”

Au contraire.  If you take the time to watch the video (http://youtu.be/swWm9b_LUAU), you will see that Dr. King dominates the first hour and 40 minutes.  At that point, audience members were allowed to speak for a whopping 23 minutes.  Between speakers, Dr. King was defensive and tried to control the “dialogue”.  A dialogue is supposed to be a two-way conversation where both sides speak and are listened to.  The audience did their part by listening to him.  King failed to do his part.

What “special interests” is he talking about anyway?  Parents and teachers are not special interests.  Pearson, inBloom, the Bill & Melinda Gates Foundation, et al, are special interests and their interests are money, not children.  He tries to depict the audience as having been infiltrated by an angry mob with an agenda.  If you take the time to watch the video, you will see that the entire audience was filled with parents and teachers who have legitimate concerns for their children.  Their frustration and yes, anger, were delivered to the man it belongs to. 

Some have expressed concern about this anger – that it may come across as unseemly or unprofessional.  I say that their anger can be defined as “righteous anger”.  In John 2:13-22, Jesus shows his righteous anger toward the “money-changers” doing work in his Father’s home.  This is the way many of those adversely affected by the reform movement feel.  The work we do is sacred.  What could be more sacred than working with children?  In Matthew 18:6, Jesus talks about the special care given to children; woe to those who would harm one hair on their heads.

The parents in the audience were angry, very angry.  It is justified and righteous.  Dr. King has harmed a lot of children with his dictates and mandates.  He has aligned himself with the “money changers” and they have assembled themselves in one of our sacred places – our schools.  He has violated a trust that we have in education and he needs to suffer the consequences.

Dr. King is a failure and if he were evaluated with one of the tools in which we evaluate our teachers, he would rate as “ineffective”.  Please join the many parents from across the state who will be demanding King’s resignation this week.  Please call Governor Cuomo’s office (518-474-8390) and demand his resignation.  Take back the schools from the corporations and give them back to our teachers and students.  They deserve it.

 

This news item appeared in Politico.com:

ED REFORMERS MEET IN BOSTON — More than 800 state legislators, school chiefs and policy wonks of every description will convene today in Boston for former Florida Gov. Jeb Bush’s annual National Summit on Education Reform. The two-day conference will feature several big-name speakers, including former Secretary of State Condoleezza Rice and a mystery guest that summit organizers have kept secret to build suspense… though (spoiler alert!) your Morning Education team hereby unveils him as Chicago Mayor Rahm Emanuel. The summit features panels on everything from vocational education to pre-K to a strategy session on how to sell ed reform to the public. Added at the last minute: A panel at which top execs from four big companies, including Microsoft and Exxon Mobil, make the case for Common Core. Watch for updates from the conference from Pro Education’s Stephanie Simon.

I have often speculated that there were not enough ed reformers to fill a large ballroom.

Well, here they are, and they say there will be 800 of them! 800 people determined to privatize public education in America and get rid of the education profession.

A bipartisan group too! No surprise there. Arne Duncan, Joel Klein, Condoleeza Rice, and Jeb Bush have been on the same page for years. And of course Rahm Emanuel has gone to the head of the pack because he succeeded in closing a history-breaking record number of 50 public elementary schools, to be replaced by 52 non-union charter schools.

Yes, they definitely need a “strategy session” to figure out how to sell privatization, teacher-bashing, and school closings to the public. It is not working anywhere.

And no surprise that the nation’s biggest corporations will give a panel on why we need Common Core, instead of a panel in which they explain why they have outsourced millions of jobs to low-wage countries. In this country, they can’t seem to find anyone willing to work for $10 a day. That is their problem.

Hope is on the way, Boston. I will be speaking at Memorial Church in Harvard Yard on October 24, sponsored by Citizens for Public Schools. I have no corporate sponsorship, but I will arrive with plenty of pins to burst the reformy bubbles.

Mark NAISON, professor of African-American studies at Fordham University, co-founded the BATs.

BATs are everywhere. They think high-stakes testing is child abuse. They think that evaluating teachers in relation to student test scores is nonsense.

Mark Naison here posts a hilarious parody of New York’s educator evaluation system, untested, being built in mid-air, that old airplane cliche.

If you are angry about high-stakes testing, watch it.

If you are upset about the loss of teacher autonomy and professionalism, watch it.

If you want to laugh out loud, watch it.

If you work for the New York State Education Department, DO NOT WATCH IT.

Be careful, laughter is dangerous.

This came to my personal email. The writer requested anonymity:

“Hello, Ms. Ravitch,

“My name is —- ——-, and I am a big fan of your scholarship, specifically that around charter school efficacy.

“I spent my first 2 years in education as an ELA teacher at a KIPP school in New Orleans while also taking classes as part of a post-bac teacher certification program at one of the best universities in the Crescent City.

“I have read, and used as a source for a presentation on charter school efficacy, the original CREDO report, and I am in full agreement with your assertion that charter schools are, at best, at par with TPSs in terms of efficacy – not better. It is not only your research that has supported this assertion, and as you know, there is, in fact, a wide body of research that suggests the exact same thing. And, as a formally-educated educator, I am well versed in research study methodology, and always look at the methodology prior to considering the veracity of the findings of a study. Faulty methodology = faulty findings. And the methodology of the CREDO report is nothing short of air-tight as study methodology can be.

“I am writing because I would love to find out from you any resources that might be of assistance as I research charter schools.

“In my opinion, as someone who has worked at KIPP and another CMO (charter management organization) in New Orleans, I can say, based upon years of experience, I am deeply concerned about:

a) their lack of real accountability
b) the lack of compliance with Federal laws pertaining to education, including IDEA
c) the inhumane conditions (including excessive hours, no breaks, etc) to which teachers, at many charters, are subjected
d) a lack of real-world experience, and formal education education (i.e. graduate work, or even undergraduate work, and practicum hours, through a nationally accredited school of education) had by the majority of the teachers, and administrators, at many charter schools

“For years, I endured the inhumane working conditions, and turned a blind eye to ridiculous violations and inefficiencies, but I am finished being a follower.

“As an African-American who completed my elementary and secondary educational work in an affluent public school district, I can say with certainty that the students at each and every charter school with which I am familiar in the city of New Orleans, and I am familiar with many schools within many CMOs, these schools are not at all preparing their students for success in college. Most of the schools do not include computer education as part of their curriculum, special education students frequently do not receive the services they are, by law, entitled to, teachers are under-assigning homework, many of the instructors are not at all masters of the content areas, etc. etc.

“And then there is the KIPP/TFA connection. KIPP and Teach for America are literally in bed with each other, due to the fact that KIPP Foundation CEO, Richard Barth, and Wendy Kopp, CEO and Co-Founder of Teach for America, are married with children. Boy, I see a serious issue with the number of folks who are KIPP employees who are TFA Corps members or alumni, especially given this fact. Were some similar arrangement to be the case in the private sector, it would most definitely be seen as a conflict of interest. Were either of them politicians and there was a similar arrangement, there would be major ethical issues. And the same is the case with the education of the children of America, especially the black and brown, and impoverished, of whatever color.

“I know you are incredibly busy, but I would love, even if I cannot speak directly to you, to be put into contact with someone with your organization who can point me in the proper direction of some resources. The general public is completely ill-informed, and/or ignorant, when it comes to what is really going on in terms of educational reform, and it is, in my mind, an ethical issue, and a matter of national security, that our children are being mis-educated, their parents lied to. Not to mention all of the wonderful teachers who have been demonized, laid off, and stripped of their financial independence as a result of the latest, greatest wave of educational reform.

“Humbly yours,

—- ——-

“former charter school teacher, life-long educator & activist”

Recently I posted David Sirota’s article about the super-wealthy who are taking children as “hostages” in their big to take over public education itself. Sirota looked at events in Denver, Los Angeles, and New York City.

That article prompted this response from Los Angeles:

 

 

David Sirota’s article couldn’t be more apt for what has happened in LA. We were blitzkrieged by this outside financing to the point where they have a stranglehold on just about EVERY decision that effects the livelihood of teachers and most importantly, the quality and scope of education the children receive.

I’ll leave it to others to discuss how Eli Broad has financed so much of Deasy’s tenure at LAUSD and how he managed to get not only Deasy, but others of his “academy” appointed to the highest echelons of power in our woe-begotten district. I will talk about one example of their attempt to control the media.

In Los Angeles, we have a web based objective journal that purports to report about LAUSD and the issues that surround it. It is called LA SCHOOL REPORT. It is completely financed by Jamie Alter Lynton. This paper has been a tremendous cheerleader for the School Reform Movement in general and Superintendent John Deasy in particular.

This is an excerpt from a letter on their site that questioned its role as “objective” in the iPad debacle. They took down this letter immediately:

But it is VERY HARD to forget so many pieces that have appeared in LA SCHOOL REPORT and who Ms. Alter Lynton is and her past history when dealing with Mr. Deasy and the School Reform Movement. Fair-minded people will debate what is the correct direction for national education in general and LAUSD in particular, but Ms. Alter Lynton has made her alliance quite obvious. LA SCHOOL REPORT was never “objective”. The reporters who have contributed here and in the LA WEEKLY have made their opinions in their coverage well-known. People who read this site should be well aware of Ms. Alter Lynton’s past words and deeds in the School Reform Movement and how she has used LA SCHOOL REPORT as her mouthpiece.

Most often referred to as a “philanthropist”, Ms. Alter Lynton gave $100,000 (very few people I know have that kind of money that they can just “donate” to their food and rent let alone a political organization) to Los Angeles Fund for Public Education to back Karen Anderson over Steve Zimmer in the spring’s school board election. She also supported Antonio Sanchez over Monica Ratliff.

Married to the chief executive of Sony Pictures Entertainment, Ms. Alter Lynton enjoys tremendous city-wide clout and has deep financial and political connections that opens a wide swath of influence in the Los Angeles, Sacramento and DC stratosphere that ordinary people could never hope to gain that sort of access.

In an article in THE LA TIMES by Howard Blume on September 15, 2011
(http://articles.latimes.com/2011/sep/15/local/la-me-schools-fund-20110915), we read about her efforts to raise $200 million dollars for the public schools…”Donations could support districtwide initiatives, such as a new training program for principals, among other things. They could also bring to the district effective approaches used at charter schools, said spokeswoman Amanda Crumley.”

This is the portion of the Blume article that is DIRECTLY RELEVANT to Sirota’s article. It is so grotesque that these people CELEBRATE their anti-democratic use of money and the sway they know they can influence because of their wallets. The article continues….

“One selling point for participants is that the elected L A. Board of Education would have no direct control over the money.”

“As you know, the innovation Los Angeles’ students need cannot start within a rule-bound bureaucracy,” the letter states.

Key education donors have refused to give much, if anything, to L.A. Unified because they question how well the nation’s second-largest school system would use the money.

L.A. Unified, like other districts, has been hard hit by state funding shortfalls, resulting in thousands of layoffs, larger class sizes and a shorter school year.

Deasy, who became superintendent in mid-April, has made pursuing outside support a high priority.

Before joining L.A. Unified a year ago, Deasy was a top official at the Seattle-based Bill & Melinda Gates Foundation, the world’s largest philanthropic organization and one that has focused on education.

Deasy also attended the superintendents academy of local philanthropist Eli Broad, whose foundation, like the Gateses’, has given little to L.A. Unified. The Broad and Gates foundations have generally awarded grants to Los Angeles-area charter schools instead of the L.A. schools system. Charters are public schools that are independently run.”

Ms. Alter Lynn’s support for Deasy is, well, almost messianic. On April 26, 2013, wrote her own worry about the District, the upcoming School Board election and the “hard line” the union was taking on Deasy and her perceived harm they were doing education. http://laschoolreport.com/commentary-a-dangerous-game-for-utla/#more-7894

Ms. Alter Lynton wrote: “As the intransigence and fervor of the union deepens, its stated core mission — to fight for teachers’ rights — puts it further and further from what we should all be talking about: How do we best serve the interest of students?

Imagine this in terms of a baseball team: What if, instead of managers setting lineups, the players union was allowed to mandate that the pitching rotation should be based solely on seniority? What if they decided that stats or behavior couldn’t be used to determine when to make a trade? Would we expect that team to win?

The analogy goes only so far, but it points to the deep conflict of interest created when a school board is put in place by the union it then must bargain with on teacher contracts. Can board members with strong ties to the union and its campaign dollars be expected to make an independent decision about the superintendent? It’s a question worth asking. The board already has a vocal contingent of members supported by the union, and it could add another in the May election.”

In the same spirit of Sirota’s article, the letter to LA SCHOOL REPORT countered, how can Superintendent Deasy who has such strong ties to Eli Broad, Bill Gates, charter schools, the school testing complex and a management style that is secretive, manipulative and bullying be expected to make the right decisions for what’s best for “the kids”. Ms. Alter Lynton has every right to create this site and advocate for whatever she wants. Rich people have always had that tremendous privilege. That is why those who own the media like Rupert Murdoch, the owners of The LA Times, The Chicago Tribune and The Washington Post have mostly ALWAYS sided with Michelle Rhee/John Deasy sort of superintendents because they love their brashness, their head long charge into interfering with the art of teaching, their gushing enthusiasm of metrics/testing/evaluations that they can’t back up with ANY scientific data…but can be justified when you throw in the words “Civil Rights” in your attacks on detractors. Oh, and “defending the status quo” and “no sense of urgency” are also helpful. Oh, and go after the unions as impediments to…”the welfare of the children”.

Imagine if I were to use this phrase that Superintendent Deasy has used so often when talking about teachers, but turned it on him instead: “I will never apologize for anything I do to protect a child from the abuse of this Superintendent.”

Deasy is a master of shutting down an argument by wrapping himself up in grandiose, self-righteousness on almost ANY issue that calls into question his competence and motivation. Go back and look at LA SCHOOL REPORT since its inception and it has almost always backed Deasy and his methodologies because of the money that finances this site.

In closing, I still have no idea whether LA SCHOOL REPORT will continue to be THE CHINA DAILY of LAUSD. I wish I had more confidence in this site, but what has ALWAYS been lacking is a sense of true investigative journalism. Yes, you can say you have “broken” a few LAUSD stories in the past, but they are really only an inch deep when you don’t push for answers. It is not enough to just report information or some press release from someone or an organization.

No. The letter is not public. In fact, LA SCHOOL REPORT now seems to censor letters that challenge its “legitimacy”. It is definitely not a journalism site, but another bought and paid for LAUSD, INC. steamroller.

It is so awful when money is used to HARM children in the name of “Civil Rights” when profits for those who bankroll their endeavors makes others very rich. Worse when it comes from people who believe themselves socially liberal, but are light years removed from the classroom as they yell from their cavier-ladden tables about how THEY KNOW how to fix the system.

The public education system in LA is really a marionette performance.

Dear Diane,

I’m the parent in the video who raised the point about Montessori school…http://youtu.be/P_Eiz406VAs  (Spackenkill High School. PTA Sponsored Meeting about the Common Core). I hope to set the record straight on my comments.

Sincerely,

Mikey Jackson

As I Was Saying…

Last Thursday evening, I travelled up to Spackenkill High School in Poughkeepsie to attend the PTA-sponsored Common Core town hall where State Education Commissioner John King spoke. I made the hour-long drive by myself with nothing more than a prepared statement I had typed earlier in the day. I was not part of any group. No one lobbied me to go. I had no plans to pick a fight with Mr. King. I was there on behalf of my 8 year old son, his mother and me. I got there very early and thanked the PTA reps for organizing the event while I signed up on the list to make a statement. The PTA told me that Mr. King would not be answering any questions or responding during this portion of the night and would only be listening to concerns.

Before Mr. King gave his presentation, the crowd was told that their concerns would be heard and listened to very carefully. Mr. King went on to give an hour-long PowerPoint presentation and video about the Common Core. Some of it was very interesting. A lot of it made sense. The biggest point I took away from his speech was that we need our kids to do better in math and science to compete in the global job market. That notion makes a whole of lot of sense to me—but the plan of action that the Dept. of Education has decided on to get us there is wrong. It is completely based on number crunching and textbook publisher lobbying, etc.  The Board of Ed. can claim whatever statistics they want, but suddenly making great teachers follow scripts or “modules” in the classroom is obnoxious and leaves very little to zero room for any imagination or flexibility in educating. (Homework, for instance, consists mostly of prescribed worksheets.)

My statement was cut short at the regulated two-minute mark and the microphone was turned off. Anyone can see my full statement online, but I wanted to clear something up and finish what I was saying. The NY State Education Commissioner sends his children to private Montessori school. In Montessori, the learning is child-centered and child-specific; from my experience sending my son to Montessori preschool, the kids dictate the speed at which they learn. Common Core and everything that goes along with it could not be more different. Montessori is a proven method of learning. The kids that I know who went to Montessori have all the intellectual benefits that Common Core hopes to achieve. I had no intention of taking Mr. King to task for sending his kids to private school, and I completely understand why someone in the public eye would do so. But after listening to his informative, yet boring, presentation about how great the Common Core is—while knowing how much stress it is adding to my son’s life (and the lives of his teachers, principal, friends, and my parent friends)—I thought Mr. King did himself a giant disservice by not listening to parents’ and teachers’ very real concerns.

The school and district my son attends have always been known for having amazing teachers, arts, sports, and more. Our college rate was already good. Why fix what wasn’t broken? Mr. King, the problems in our schools are community-based problems. This is where you should be putting your attention. How can we make schools in poorer areas just as good as the schools in districts with lots of money? How can we give the districts guidelines, then make sure they know that they are just guidelines and that no teacher or school will be penalized because a seven-year old didn’t fill in a bubble fully? How can we make Art, Music, Physical Education, Technology, Social Studies and reading FICTION just as important as Math and Science? How can we keep big business from influencing how our educrats dictate policy?

This issue is NOT Liberal or Conservative or Progressive. It’s about our kids. My kid. My “Special Interest.” I want him to love school! I want to build him up and let his imagination thrive. The Common Core and the State Assessment tests are hurting our schools, and if Mr. King and the NYS Board of Education don’t want to hear the voices of parents who are on the ground fighting for their kids’ right to learn and be healthy and happy, then they should go get other jobs.

-Mikey Jackson
Parent
Cornwall on Hudson, NY
PS: Here is a picture of me and my “Special Interest” Group.