Archives for the year of: 2013

I am not happy with the way that Common Core was developed. Very few people were involved in this effort to develop national standards. Once a document was in hand, the Obama administration made adoption of the standards a condition of eligibility for participation in its $4.35 billion Race to the Top. Since then, adoption of the CCSS has become a condition to receive waivers from Arne Duncan from the nutty demand by NCLB for 100% proficiency by 2014–or else.

The Gates Foundation underwrote their development, their promotion, and almost every aspect of the CCSS. As Mercedes Schneider has documented again and again on her blog, it is hard to find a national organization that has not received millions of dollars from the Gates Foundation to support the standards.

There is now a price being paid in state after state for this top-down, non-democratic creation of “national standards.” The Obama administration aggressively defends them yet insists it had nothing to do with creating them (or imposing them, which strictly speaking is not true).

Since so few people in this vast nation knew much about them, there is a vigorous campaign in opposition to them, based on rumor and half-truth and semi-half truth.

I came out in opposition to them not because I oppose national standards in principle, but because I thought they should be field tested. I still think so. I worked on the development of state standards, and learned that the feedback from teachers was always helpful in making them better. Bringing in the field and listening to their ideas and reactions is a way to improve the standards and also build support for them. Not pretend support, not pretend listening, but real support and listening.

Now we learn from Education Week that major corporations are going all out to promote the standards. Since they have no idea whether the standards will work or not, whether they will narrow or widen the gaps among different groups of students, whether they will do all they promise, what is going on here? Would any one of these major corporations launch a new product nationally without trying it out in a city or state and finding out about how it works in reality?

Until standards have been tried in the classroom, they are only words on paper.

And because the promoters of the standards couldn’t wait to try them out and see how they work, they are now facing a major backlash as state after state withdraws from the testing consortia (funded by the U.S. Department of Education for $350 million).

Because of the U.S. Department of Education’s ham-handed rush to impose these standards while pretending not to; because there was no respect for the democratic process, the Common Core standards may fail. Twenty years from now, they may be a trivia question.

Murkland Elementary School in Lowell, Massachusetts, has seen a remarkable improvement in its test scores. The local newspaper reported the story. Nothing was said about firing the principal, firing the teachers, firing the entire staff. Nothing was said about turning the school over to the state or giving it to private entrepreneurs.

Something else happened. Teamwork, collaboration. What a fresh idea!

A hardworking staff and focus on collaboration lifted the Murkland Elementary School to the highest achievement category measuring Massachusetts schools, from one where it was labeled as underperforming, school officials said Wednesday.

The state Department of Elementary and Secondary Education announced that the Murkland was one of 14 schools statewide to have improved beyond Level 4 status, a designation given to schools that are are “low performing” on the Massachusetts Comprehensive Assessment System during a four-year period, without showing signs of substantial improvement.

The Murkland School jumped up to Level 1 based on its students’ 2013 assessment scores.

“The Murkland School has been working on improvement over the last three years or longer,” Superintendent of Schools Jean Franco said. “They built their community to really come together and collaborate, and really make the right instructional moves, looking at what’s been best for children and families.”

The principal of the school revealed the secret of the improvement:

“There are many things that go into the turnaround process,” Murkland Principal Jason DiCarlo said. “But I think ultimately it was really the hard work and the dedication of the staff, who really committed to the process of school improvement and working to implement some of the ideas and strategies that were really going to benefit our students.”

DiCarlo said part of the school’s plan included giving teachers opportunities for high-quality professional development and time to collaborate and work together.

“There were other intricate little things that we’ve done around what’s effective instruction, and effective practices and effective curriculum development,” he said. “But all of that happens when you have the time and you have the culture that’s really committed to working with each other and doing the very challenging and difficult work that’s required.”

Both DiCarlo and Franco said the school’s progress was a team effort among the teachers, district staff, school administrators, the teachers’ union, parents and community members.

Hmmm. Seems very innovative!

Blogger Perdido Street School reviewed “Reign of Error” and said that he would be giving it to his friends and family who got their views from Oprah and the Today Show. He might have added NBC’s “Education Nation” and many other outlets in the mainstream media that spread misinformation about our nation’s public schools.

 

He writes:

Those are the people we want to read this book and to become familiar with Ravitch’s arguments.

Those are the people the reformers want to keep fooled into believing charter schools, merit pay, online schooling, firing teachers and all the other corporate reforms they are promoting make the system better rather than push it toward their ultimate goal – privatization.

Here is a maxim: Public policy should be based on evidence and experience, not hunches and hopes and wishful theories.

This is an important summary of the failure of the charter school movement in Ohio, from the Ohio Coalition for Education and Adequacy:

A “noble” experiment to force the improvement of the public common school: Fifteen years and $7 billion dollars later the charter school gamble has not made the grade.

9/24/2013

The Department of Education’s ranking of schools and districts reveals that 83 out of the bottom 84 schools are charter schools. Of course, the head of the Ohio Alliance for Public Charter Schools cautions against placing too much importance on the DOE ranking. The reality is that, on the average, charter schools preform less well on the state’s accountability criteria than traditional public schools.

Persons who were involved in public education in the late 1990s will recall the rhetoric from charter school advocates. The charter schools, they said, being free of many state regulations and school district bureaucracies, would advance innovation and creativity which would produce exemplary results. These schools would then inform the traditional public schools on how to improve education programs and services.

Later the charter school rhetoric changed to platitudes about the efficacy of competition, choice and market forces. But none of these threadbare reform notions produced, except in very rare cases, charter school results that outperform traditional public schools. Hence, traditional public schools are drained of much needed funds, and students in charter schools suffer from less favorable educational opportunities.

One of the reasons that the charter school movement has played out this way is that management companies have hijacked this endeavor. Ohio is considered a great “cash cow” environment by the folks who view education as a money making enterprise. No doubt, at this moment in time, there are entrepreneurial groups plotting how to profit from Ohio taxes set aside for public education.

27 management companies operate charter schools in Ohio. Of those 27, 19 are for-profit companies. Of the 19 for-profit companies, half of them are out-of-state corporations; hence, they take a Brink’s truckload of school district money out of Ohio in the form of profits each year.

Charter schools, on the average, have higher pupil-teacher ratios and pay teachers about half as much as traditional public schools. This most likely has a negative impact on the retirement systems.

Many in the public education community believe nothing can be done to stop this non-transparent, non-accountable movement. If the citizens of Ohio had the facts about charter school operations and results, politicians would have to make them more accountable and transparent or they would be voted out of office. It is imperative that the public school community make the facts about charter schools available to school patrons and the general public.

William Phillis
Ohio E & A

So many reformers tell us that charter schools will end poverty, or that we should “fix” the schools before we even attempt to “fix” poverty.

We have a lot of fixing to do, even without thousands more of those miracle charter schools staffed by TFA ingenues.

The latest figures from the U.S. Census show that poverty remains stuck at 15%, about 46.5 million Americans.

In the past half-century, the poverty rate had climbed to the 15 percent mark just three times: in 1982 and 1993 as well as the past three years starting in 2010.

But since 2007, the lowest-earning 20 percent of the U.S. population “fell much further” than the highest-earning 20 percent, Johnson said — more than 3 percent for the poorest families, and just 0.5 percent for the richest.

“What we’ve found is that there’s a great isolation of the poor in the sense that in the neighborhoods they’re not mixed in, and often the only people that they’re knowing and the other people that they’re going to school with are also poor,” said Clark Massey, president of A Simple House, which works with poor families often living in government-run housing projects or government-subsidized housing in Kansas City, Mo., and Washington.

In a telephone interview Monday from Kansas City with Catholic News Service, Massey said poor Americans are “not seeing examples of people working 9-to 5-jobs. They’re not seeing marriages that are working.” On the other half of the equation, “the greatest problem I see is that the wealthier upper or middle class, they’re distant from the poor. They’re in suburban neighborhoods,” he added. “There’s a great lack of information between the two, that they don’t know a lot about each other.”

Massey said, “There’s a huge segment of the population that’s homeless. We don’t think of them as homeless. They’re sleeping on couches.” He explained: “The government prioritizes moms with kids. Men tend to be homeless … and the moms are in the projects with their kids.” The men going from dwelling to dwelling to sleep on the couch is a phenomenon Massey called “couch surfing.”

It has been documented again and again that poverty is the best predictor of low test scores.

If we want to “fix” schools, it is imperative that we take action to reduce the poverty in which so many children and families live.

 

 

When should children get on track for college and careers? Is third grade too late? How about kindergarten? Or pre-kindergarten? Or in the womb? It is never too soon, according to those with products you must buy now.

This teacher describes the latest sales pitch:

“The other day I received an email from Pearson promoting their PreK curriculum: OWL: Opening the World of Learning (2011). While the program may be good (I have not seen it to review it), the promotional materials on the website just set me off: “College and Career Readiness Starts in Pre-K”. That section heading infuriated me.

“I am so sick of hearing how we preschool teachers have to prepare kids for Common Core in kindergarten. All of my students need intensive support for their developmental delays in communication, motor, readiness, and/or behavior.

“I am more focused on assisting them in their play explorations, language and counting development. The LAST thing I need to be reminded of is that they are on the track to college and career readiness!”

Gary Rubinstein has written a wonderful, thoughtful review of “Reign of Error.”

There are many highly quotable observations in his review, I liked this one best, because it goes to the heart of why we educate. If you get that wrong, then you can’t get anything else right.

He writes:

“For me, my favorite section was an eight page chapter, chapter 24, called ‘The Essentials of a Good Education.’ In this section Ravitch writes poetically about what the purpose of school is. In contrast to ‘raising test scores’ the ultimate goal of reformers, this section reminds us that schools is not about beating other countries, but about raising citizens who will one day vote and serve on juries. This chapter which would make Dewey proud and would probably make Michelle Rhee nauseous, really resonated with me. As I was reading it just before beginning my new school year, it really helped me put things back into perspective as I mentally prepare for what I am trying to achieve with my students this year. I expect this eight page section to be excerpted, maybe someplace like Reader’s Digest, and to be widely read and contemplated.”

Paul Horton, a history teacher at the University of Chicago Lab School, is a strong supporter of public education. Surprisingly, the Lab School is private but has a teachers’ union. That is the school where the children of Barack Obama and Arne Duncan were enrolled, as are the children of Mayor Rahm Emanuel.

Horton here tries to figure out why the Chicago Tribune is so eager to promote vouchers in Chicago and Illinois. The Tribune printed an opinion piece by Louisiana Governor Bobby Jindal extolling vouchers in his state, though they are so new that they have produced no results as yet, and only 2% of eligible students applied for one, and several of the voucher schools teach creationism and other subjects from a Biblical point of view.

Horton might have added that vouchers have been ineffective wherever they have been tried; not only in Milwaukee, but in Cleveland and D.C. Those who push for them don’t care about evidence. They consider it irrelevant to their ideological crusade.

The Chicago Tribune is Whole Hog on Vouchers

Most hog farmers in the Midwest say that when you go “whole hog” on something there is no turning back.

Many Midwestern farmers also have a hatred of the Chicago Tribune because it has historically represented the interests of the infamous Chicago Board of Trade, the late nineteenth and early twentieth century equivalent of Wall Street in the Midwest.

In the last week, the Tribune, not to be satisfied with “yellow caking” support for the Chicago school shutdowns by rolling out an Augean stable’s worth of misinformation from the Joyce Foundation, is returning to its former unabashed support of speculative free enterprise when it comes to schools.

In the last week, the Tribune has rolled out three pieces on its editorial pages in support of Bobby Jindal and vouchers.

On September 8, the Tribune reprinted an Op-Ed originally published in the Washington Post that called the Obama Department of Justice and the Obama administration out on prosecuting the disparate racial impact of Louisiana’s voucher laws. This piece is hilarious reading that describes the defense of vouchers as the Civil Rights issue of our time that Martin Luther King would have clearly supported. It is almost as though Jindal was channeling King through Michelle Rhee who has recently given such speeches in Birmingham, among other places.

Yesterday, again on the editorial page, a very long human-interest piece (“In Search of an Education”) about a young student looking for a decent education was published. The story, written by a paid libertarian policy wonk from the newly formed Illinois Policy Institute (http://illinoispolicy.org/news/article.asp?ArticleSource=6316), could have been taken straight from a late nineteenth century “Ragged Dick to Horatio Alger” story. A young Chicagoan from a poor Chicago community could not find a decent education within the Chicago Public School system where drop out and college admission rates always fell below fifty per cent even at the best schools available. But this young person, who lives only a few miles from Indiana and the Educational freedom of the most open voucher system in the country, faces a three hour commute every day to get a decent education among students who are more likely to go to college at a private charter.

Of course this article fails to mention that the private charter routinely weeds out students with learning challenges and students with any academic or disciplinary issues.

And the article also fails to mention that the most comprehensive and thorough study ever done on voucher programs in Milwaukee, Wisconsin found that there were no appreciable performance differences among public, public charters, and private charters in the city.

Nor did the piece mention that the Board of the Illinois Policy Institute is heavily invested in charter school chains.

Today (Saturday), the lead editorial is “The United States vs. Minority Children.” We can only assume that the piece is written by Paul Weingarten, the Tribune’s Education and Health issues editorial writer, who uncritically published Joyce Foundation polling information this spring that vastly overrepresented the number of white parents of Chicago public school students on the day that the school closing lists were first announced. Prewritten editorials that supported the first were rolled out in the following days, almost as though they had been coordinated with the Mayor’s office and CPS announcements.

You can probably guess what the editorial says. It pretty much repeats what Jindal said about vouchers as a critique of Obama administration’s prosecution of corrupt private charters. There is nothing here about the context of huge Obama and Duncan support of private charters in Louisiana, and, of course, nothing about the stench of incomprehensible levels of corruption in those private charters that smells worse than southern Louisiana paper mills. Indeed, we in Illinois should take heart that there is one state that produces more corruption than we do!

We can expect more of the same in the next few days. Aside from the obvious tack to the right away from identification with Mr. Emanuel and the Obama administration that these editorials represent, the Tribune seems to be trying to steer potential Republican candidates for governor and other state offices away from criticisms of the Common Core Curriculum and loss of local control in Education and more toward a less divisive focus on vouchers. The Illinois Tea Party is all over CCS and loss of local control. These editorials attempt to heal the rift on the right on education.

The Tribune also faces issues with its circulation and income. Because the Sun-Times and local blogs are being read and viewed more in the city because they are more sensitive to communities impacted by the mayor’s draconian education policies, the Tribune is obviously trying to build more circulation in the suburbs and semi-rural areas that might be more sympathetic to harder conservative editorial stances. To do so they must tack harder to the right to compete with the Arlington Heights Daily Herald.

And finally, and most importantly, the Tribune’s publishers are trying to sell their paper to remain solvent. As we know, the Koch brothers could not get the deal that they wanted, or decided that the Tribune was not worth any risk. Potential buyers of the Tribune Company that includes the LA Times include a group lead by Eli Broad, whose foundation has supported school privatization all over the country. The LA Times has published a few pieces critical of the Corporate Education Reform movement. Even though other potential suitors include Warren Buffet, the group that owns The Chicago Sun-Times, and Rupert Murdoch, my money is on the group lead by Eli Broad to buy the Tribune Company.

This might go a long way to explain this new embrace of vouchers by the Tribune, and it would not be too big of a leap to speculate that the Illinois Policy Institute that is feeding the Editorial Board all of the voucher stuff gets a huge chunk of change form the Eli Broad Foundation.

The irony is, of course, that the Broad Foundation is “whole hog” on both voucher’s and Arne Duncan, whose career and policies are defined by the Broad Foundation. Just follow the money and the Democrats and Republicans are no different when it comes to education policy.

Paul Horton is the product of public schools and has spent half of his thirty-year career teaching in public schools. He is a member of AFT Local 2063 of the University of Chicago Laboratory Schools that stands in solidarity with the Chicago Teachers Union

Bruce Baker is really ticked about Erik Hanushek’s new video promoting the “education crisis” and asserting that money is definitely not the answer.

Hanushek holds up Florida as a model and points to Wyoming and New York to make his point that money doesn’t matter.

Baker doesn’t agree, and he assembles data to make the following points:

*States with weaker unions (higher number in ranking, meaning lower union strength ranking), have systematically lower state and local revenue per pupil and less competitive teacher wages.

*States with weaker unions have systematically lower average NAEP scores.

*States with higher reformy grade point averages according to Students First, have lower shares of children in the public school system, and have lower average NAEP scores.

*Average NAEP scores are most positively associated with state and local revenue and teacher wage competitiveness.

*Standardized NAEP gains over time are most positively associated with shares of 3 and 4 year olds enrolled in school programs/pre-school.

*Standardized NAEP gains are also positively associated with Students First grade point averages. But, standardized NAEP gains are pretty strongly related to starting point. That is, states showing greater gains are generally those who started lower.

Earlier today, I posted EduShyster on this very same video. The point that the creator of the video makes with humor, I decided, is so important that it deserves a post of its own.

David Coffey, who created the video, is a teacher of teachers. He is a professor in the mathematics department at Grand Valley State University in Michigan. His wife is a first grade teacher.

He made the video linked above because he found it annoying that a celebrated movie director had written a widely publicized book about how to reform the nation’s schools. These days, it seems that everyone knows how to “reform” the schools, and the farther removed they are from the schools, the more they know.

I admit feeling a certain annoyance, frustration, even rage when I read that some star athlete has opened a charter school. Andre Agassiz, the great tennis star, has raised $750 million from investors to open a chain of charters. Why isn’t he opening tennis camps? That would make sense.

Not long ago, I read about a charter opened in Texas by a basketball star, or was it a football star? I don’t recall. Whoever it is, he is not an educator.

What madness has overtaken our nation? Why the push to hand innocent children and scarce public dollars to non-educators? How does “caring” about education translate into the experience and knowledge needed to run a school?

Everyone has “answers,” it seems. One of the top education books on amazon is by Tea Party hero, Ron Paul, who thinks we should simply get rid of public education altogether. Ron Paul is a physician and an elected official. Other than having gone to school, I see no education experience in his bio. His “answer” will take us backwards to about 1800 or so.

NBC’s Education Nation has a long list of speakers and panelists. The only educator that I spotted on the list was Randi Weingarten. The only education scholar was David Kirp of Berkeley. Otherwise the list of speakers is dominated by rightwing governors and ex-governors and business leaders. Why no working classroom teachers or principals from one of our nation’s many great public schools?

I do believe this era of collective Dumb will end. History does not move in a straight line. We must maintain our sense of right and wrong , we must maintain our professional ethics, we must uphold the standards of professionalism that other societies recognize as vital to the success of schools and children.

Stay strong and do what is in the best interest of children, families, communities, and our democracy. That is a winning formula, even if it is temporarily eclipsed by celebrity worship and a campaign of misinformation.