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Jason France: The Data Crises in Louisiana

By dianeravitch
July 7, 2014 //
3

Jason France (aka blogger Crazy Crawfish) writes here about the warping and destruction of data held by the Louisiana Department of Education.

He writes:

“There is a data crisis at LDOE. Almost all of the data collection systems are failing. The data, statistics and reports being generated are garbage. Data is being ferried back and forth between the department and school districts using Excel worksheets and through e-mail correspondence. This leaves many students at high risk to data theft and privacy violations. Because the systems impacted are numerous and core to much of the reporting and analysis performed by the Department, it is impossible for LDOE to claim they are reporting accurate or reliable numbers for dropouts, graduates, TOPS scholarship awards, school performance scores, test scores, student counts and breakdowns for MFP funding, program counts. . . the list goes on and on. The situation is really serious and probably just about hopeless at this point.

“I will explain how this situation developed and give specific examples of systems, impacted and correspondence I’ve received from school districts trying to work with the department.

“This crisis was created intentionally by John White and his second in command that he brought with him from New York, Kunjan Narechania. White did not really care what the data said, because he had already determined the outcome for many of his programs. (I don’t think he was also not planning to be here longer than 2 years when all the cut-backs and destruction he’d wrought really started to impact daily operations.) White undertook a slash and burn campaign on the department’s data and analysis folks and immediately implemented policies that guaranteed data would deteriorate immediately. White abandoned a 4 million dollar warehouse named LEDRS we were just finishing. . . as he arrived on the scene, but not before using it to transmit almost all of the data contained in the Warehouse to CREDO to produce reform friendly propaganda masquerading as true data analysis.”

Read on for a remarkable story.

Categories Data and Data Mining, Louisiana

Linda Darling-Hammond: How to Close the Achievement Gap

By dianeravitch
July 7, 2014 //
75

Linda Darling-Hammond of Stanford University offers common-sense ideas about closing the achievement gap. She says that testing is less important than teaching. No surprise there.

She reviews an OECD study about teachers. What it shows is that teachers in the U.S. work longer hours under more difficult conditions than teachers in many other nations.

“Now we have international evidence about something that has a greater effect on learning than testing: Teaching. The results of the Teaching and Learning International Survey (TALIS), released last week by the Organization for Economic Cooperation and Development (OECD), offer a stunning picture of the challenges experienced by American teachers, while providing provocative insights into what we might do to foster better teaching — and learning — in the United States.

“In short, the survey shows that American teachers today work harder under much more challenging conditions than teachers elsewhere in the industrialized world. They also receive less useful feedback, less helpful professional development, and have less time to collaborate to improve their work. Not surprisingly, two-thirds feel their profession is not valued by society — an indicator that OECD finds is ultimately related to student achievement….

“Nearly two-thirds of U.S. middle-school teachers work in schools where more than 30 percent of students are economically disadvantaged. This is by far the highest rate in the world, and more than triple the average TALIS rate. The next countries in line after the United States are Malaysia and Chile. Ignored by our current education policies are the facts that one in four American children lives below the poverty line and a growing number are homeless, without regular access to food or health care, and stressed by violence and drug abuse around them. Educators now spend a great deal of their time trying to help children and families in their care manage these issues, while they also seek to close skill gaps and promote learning.

“Along with these challenges, U.S. teachers must cope with larger class sizes (27 versus the TALIS average of 24). They also spend many more hours than teachers in any other country directly instructing children each week (27 versus the TALIS average of 19). And they work more hours in total each week than their global counterparts (45 versus the TALIS average of 38), with much less time in their schedules for planning, collaboration, and professional development. This schedule — a leftover of factory-model school designs of the early 1900s — makes it harder for our teachers to find time to work with their colleagues on creating great curriculum and learning new methods, to mark papers, to work individually with students, and to reach out to parents.”

She offers specific proposals for supporting teachers.

She concludes:

“We cannot make major headway in raising student performance and closing the achievement gap until we make progress in closing the teaching gap. That means supporting children equitably outside as well as inside the classroom, creating a profession that is rewarding and well-supported, and designing schools that offer the conditions for both the student and teacher learning that will move American education forward.”

Categories Poverty, Students, Teachers and Teaching

The Same Old Miracle School in Chicago, with a High Attrition Rate

By dianeravitch
July 7, 2014 //
33

A few years ago,I wrote an article in The New YorkTimes about “miracle schools” that weren’t. I called out Mayor Bloomberg, as well as Arne Duncan and President Obama for making grandiose claims about schools that allegedly graduated 100% of their students or saw dramatic test score gains. On closer inspection, none of the miracles was true. In the schools where the scores jumped by 50 points, they mysteriously fell in a year or two by fifty points. In the schools with amazing graduation rates, what was not disclosed was their high attrition rates, that is, the large number of kids who left before senior year. In my research, I was aided by the detective work of Gary Rubinstein in New York City and Noel Hammatt in Baton Rouge, Louisiana. Gary subsequently created a wiki site to keep track of miracle schools. So far, he has not found one that holds up to close scrutiny.

But NPR just ran a story about one of the schools that I debunked in 2011. Noel Hammatt again tracked down the data and showed how many students drop out before graduation.

After NPR described Urban Prep as a charter school where 100% graduate and 100% are accepted into four-year colleges, Noel Hammatt wrote this comment:

“−

Noel Hammatt •

I wrote about Urban Prep years ago (see http://bit.ly/Noel9 for my article that appeared at Harvard’s Nieman Center.) and Dr. Diane Ravitch used some of my research in an Op-Ed in the New York Times ( http://bit.ly/Noel91 )to point out that the story of Urban Prep is a marketing story, not a balanced story or a “miracle school” by any means. In the year that I wrote about Urban Prep their graduation rate was nothing to brag about. It is not unusual for UP to start with 155 students in the 9th grade, and four years later graduates around 55 Seniors. What is so startling in the story line in this story was the set up… where the story line says “and barely half [of African-American males] will graduate from high school.” Then the story immediately goes into data about Urban Prep, where suddenly the focus is NOT on graduation rate at all, but on the % of graduating seniors who are accepted into a four year college. No other high school looks at these numbers, and Urban Prep does it because it is the easiest to focus on while ignoring more damaging data.

What of this less stellar data? Here is what I wrote about Urban Prep in the Harvard piece. “The use of anecdotal data to promote a certain ideological version of “school reform” is only effective when the media are too lazy to dig behind a “press release” version of the news. In fact, it reminds me of the hype over a Chicago charter school highlighted for achieving 100 percent acceptance of its graduates in colleges. In spite of news outlets across the country reporting that this all-male, all African-American charter high school had beaten the odds (I in no way minimize the importance of the students being accepted into college), not one noted that only 17.2 percent of the students had passed the Reading and Mathematics portion of the Prairie State Achievement Examination, a key high school test in Illinois. Out of 1139 schools in the state taking this exam, Urban Prep Charter High School ranked 1067.”

“A year after I reported the data above, ALL of the scores for Urban Prep had gone even lower. Their average passage rate on the Prairie State Achievement Examination went from 17.2% to 14.7%, making it again one of the lowest performing schools in the state. The average composite score on the ACT was a paltry 16.5, which is lower than the average score for ALL African American students in the country.

“To look at the achievement another way, not one student in the 2011 PSAE scored at a level 4 (the highest level) in either Mathematics or in Science in the entire school.

“In my article at the Nieman Center for Journalism I was basically asking journalists to dig a bit deeper into the data before creating a story based on self-reported “hype.” Apparently no one at NPR read or appreciated my work. It would be nice to think that NPR is capable of digging deeper than a headline or a schools marketing report.

“(The statement about barely half graduating from high school is misleading as well. According to the Schott Foundation the number of African American males graduating IN FOUR YEARS is 52%. This is quite different from suggesting they NEVER graduate high school. See http://thegrio.com/2012/09/20/… for more.”

Why does the media fall for these stories? Well, they are dramatic even if untrue. Then, to the simpleminded listener, they show that privately managed schools are better than public schools. And they satisfy a basic human longing to believe in miracles. Reading or hearing this story on NPR leads to the conclusion that there are simple solutions to difficult problems. There are not.

Categories Charter Schools, Chicago

Indiana: Governor Pence Is Trying to Thwart the Will of the Voters

By dianeravitch
July 7, 2014 //
20

Two years ago, Glenda Ritz pulled off an astonishing upset in Indiana when she trounced rightwing favorite Tony Bennett to win the position as State Superintendent of Instruction. Bennett far outspent her but lost anyway. She got more votes than new Governor Mike Pence. Since then, Pence has worked tirelessly to undermine Ritz’s authority and transfer her responsibilities to other agencies, including one that he created. He wants her powerless. He wants to reverse the election results and undermine democracy in Indiana. Ritz’s defeated opponent Tony Bennett was immediately hired as Commissioner of Education in Florida, but resigned hurriedly after a scandal in Indiana broke about grade-fixing during his tenure to protect the charter school of a big campaign contributor.

Here is a report from retired teacher Phyllis Bush of the Northeast Indiana Friends of Public Education. Bush is a board member of the Network for Public Education.

“ISTA has learned that the State Board of Education intends to further diminish Superintendent Ritz’s role as Chair of the board and transfer some responsibilities to the board’s staff at the Center for Education and Career Innovation (CECI). The actions will take place at the board meeting on Wednesday.

“The board will propose dramatic new board procedures through approving a resolution that will form a one-time, ad hoc committee that will approve the new measures intended to cut into the Superintendent’s traditional role as Chair.

“It’s no secret that the Governor and the CECI have wanted to remove Superintendent Ritz as Chair of the State Board of Education. In December, it was disclosed in a leaked CECI memo that Ritz being the Chair was perceived as a “problem” that should be addressed by the legislature. The goal then was to have the Chair appointed by the Governor.

“This latest move coincides with efforts to seemingly make the Department of Education a minor administrative bureaucracy folded within one agency under the Governor’s office.

“Efforts first began when the Governor, with the stroke of a pen and without legislative approval, created and diverted funding for his duplicate education agency, the CECI.

“We learned just weeks ago that the Governor’s Indiana Career Council has adopted a new strategic plan that includes consolidating more than 30 state agencies and programs, including the Department of Education, totaling more than $650 million, under one lead agency directed by the Governor.

“This new resolution brought forth by the governor-appointed state board of education members is the latest in this fixation over gaining singular power at the expense of the authority of the Superintendent of Public Instruction.

“Please contact the members of the State Board of Education and urge them to work WITH Superintendent Ritz instead of continuing on this path of disrespect for her, the office she holds and the 1.3 million voters who elected her.”

Categories Indiana

Kaiser Fung: Bill Gates Needs to Hire a Statistical Advisor

By dianeravitch
July 7, 2014 //
22

Thanks to Paul Thomas for the link to this impressive post by Kaiser Fung, a professional statistician.

Fung saw an article By Gates claiming that spending on education was rising but student achievement was flat.

Fung demolished this claim and said that Gates was promoting innumeracy.

The scales of his graph were wrong, the analysis was wrong, the arguments rested on fallacies. Gates, he said, compared apples and oranges, and he confused correlation with causation.

Fung writes: “Needless to say, test scores are a poor measure of the quality of education, especially in light of the frequent discovery of large-scale coordinated cheating by principals and teachers driven by perverse incentives of the high-stakes testing movement.” No one told Gates about that, apparently.

And he concludes:

” In the same article, Gates asserts that quality of teaching is the greatest decisive factor explaining student achievement. Which study proves that we are not told. How one can measure such an intangible quantity as “excellent teaching” we are not told. How student achievement is defined, well, you guessed it, we are not told.

“It’s great that the Gates Foundation supports investment in education. Apparently they need some statistical expertise so that they don’t waste more money on unproductive projects based on innumerate analyses.”

How refreshing to know that statisticians like Kaiser Fung are keeping an eye on what is called “reform,” but turns out to be the pet ideas or hobbies or whims of very wealthy people who know little or nothing about education.

Categories Gates Foundation, Bill Gates, US Education

Susan Ochshorn: Why the Academic Pressure in Kindergarten?

By dianeravitch
July 7, 2014 //
33

In the early 1980s, our political leaders went into a panic because the economy stalled. Other nations had higher test scores. Thus the schools must be to blame for the industrial growth of Japan and Germany, so said a report called “A Nation at Risk” by President Reagan’s National Commission on Excellence in Education in 1983.

By 1988, Susan Ochshorn writes, the academic demands of third grade had drifted down to many kindergartens. History repeats itself.

Was this a rational response to outsourcing of industries to other nations? No, but state and national leaders thought that the best response to international competition was to raise standards for five-year-olds.

Categories Childhood, Pre-K, K

A Teacher’s Hopes for Lily

By dianeravitch
July 6, 2014 //
69

This just in from a member of NEA from Massachusetts who is at the Denver convention. She hopes that Lily Eskelsen, the new president, will be a champion and fighter for kids, teachers, and public schools. Is she THE ONE? Will she stand up to the phony “reformers”? Will she fight for democratic control of the schools? Will she tell the plutocrats to use their billions to alleviate poverty instead of taking control of the schools?

I think Lily has it in her. Until proven wrong, I am placing bets that she will stand up fearlessly for what is right, that she will tell Arne Duncan to scram, that she will tell the billionaires to get another hobby.

Here is the message from one of her members:

My comment is awaiting moderation on Lily’s Blackboard.

Here it is.

Lily, thank you for posting this opportunity for substantive engagement on the Gates question.

I’m an activist NEA member in Massachusetts, in a low income district heavily engaged with the policies Bill and Melinda have imposed through their legislative interference and advocacy lobbying, with the compliance of the outgoing Massachusetts Teachers Association leadership.

MTA and NEA compliance directly aided in the imposition of Gates-backed corporate domination in my Commonwealth’s public schools, in my school, in my actual classroom, and over the actual living students I teach.

The (false) distinction you make between Gates’ imposed “standards” and the accountability measures he demands for them will allow the NEA to continue to take his money, and I’ll admit that almost chokes rank-and-file teachers who live and work under his heel. I am going to argue that you to can make a decision of your own, when you take office, to give that money back to him.

First, I’d like to offer congratulations on your succession to the presidency of NEA. The Representative assembly that voted you in brought with it a new activism and determination, and voted in resolutions which break sharply with the previous administration, of which you were a part. We look to you with great hope, holding our breath against it for fear of disappointment.

The Common Core standards can’t “stand on their own merit”. They were backwards-engineered to warp the teaching of language and literature into assessment readiness, with its own novel testing vocabulary. strung together with the bogus Moodle diagram you inserted in this page. The aligned WIDA tests that are now being imposed on ELL students, from the earliest grades, will steal the short and precious window of their childhood. People are tweeting me that those children can’t wait while you do your homework and find that out.

We’re fighting right now for schools in New Bedford and Holyoke that are already being taken over. They were full of living children, just a few weeks ago when we left them. What will we find in August?

We’re asking you to become the courageous and powerful leader of an engaged and mobilized union. I know you saw and felt the hall rise to its feet behind these initiatives. That felt different and deeper than the hearty applause for your victory, did it not?

Bring us to our feet: give back the Gates money.

The website I linked for you is an Education Week column describing the actual effects of the Gates Foundation’s profit-centered philanthropy model in the third world. It’s the responsibility of Americans to become aware of it, when we take money from American corporate philanthropies and allow them to pursue their profits internationally under the subsidy of our tax code.

Why Arne Duncan needs to listen to Bill and Melinda | Li…
I do not hate the Bill & Melinda Gates Foundation. I know it might seem strange to have to make that statement, but such are the times we live in.
View on lilysblackboard.org
Preview by Yahoo

Categories Common Core, Corporate Reformers, Duncan, Arne, Education Reform, Gates Foundation, Bill Gates, NCLB (No Child Left Behind), Race to the Top, Unions

Who Is Campbell Brown and Why Does She Want to Eliminate Tenure?

By dianeravitch
July 6, 2014 //
66

Mother Jones published this article in 2013 when Campbell Brown started her campaign against “sexual predators” in the New York City public schools (there are none, apparently, in charter schools, thank goodness!).

 

Campbell Brown is now leading the lawsuit attacking tenure, seniority, and due process for teachers in New York state. Her organization has found half a dozen student plaintiffs who claim that their teachers were “bad” teachers, which denied them a quality education.

 

The big difference between then and now in Campbell Brown’s group is that in 2013 her public relations firm was connected to Republicans.

 

Her current PR spokesman is Robert Gibbs, who was President Obama’s White House press secretary.

 

What Ms. Brown seems not to know is that there are sometimes false accusations made by students. I recall that when I lived in D.C. in the early 1990s, a junior high school teacher was accused of sexual misconduct by several girls in his class. The evidence seemed overwhelming given the number of complaints. The teacher was pilloried in the press. But when the police interviewed each girl individually, they did not corroborate the other stories, and in a matter of days, they all admitted they had trumped up the charges to punish a teacher who had given them too much work and had too high standards. That was an elementary lesson: an accusation is not a conviction. Everyone is entitled to the presumption of innocence until proven guilty.

 

One curious aspect to this copycat case is that no one has been able to establish the basic claim that every child would have a “great” teacher if no teacher had due process rights or any job protections whatever. What seems more likely is that teachers will flee to affluent districts, if they can, to avoid the low value-added scores that are attached to teaching the most challenging students. Inner-city schools attended by the poorest children will find it more difficult to maintain a stable staff. Some victory that would be.

 

If people like Campbell Brown really cared about poor kids, they would fight for small class sizes, arts teachers, school nurses, libraries, and improved conditions for teaching and learning. They don’t.

 

 

Categories Corporate Reformers, Scandals Fraud and Hoaxes, Teacher Tenure, Teachers and Teaching

Roxana Elden: The Myth of the Super Teacher

By dianeravitch
July 6, 2014 //
16

Roxana Elden teaches high school English at Hialeah High School in Miami. In this very funny video, she explains to education writers how demanding teaching is and how prevalent are the misconceptions in Hollywood and the media about the “super teacher.” Elden is a National Board Certified teacher and the author of “See Me After Class: Advice for Teachers by Teachers.” She is a Teach for America alum who stayed in teaching. In the video, she says she is in her tenth year of teaching.

Categories Teachers and Teaching

3 Louisiana Teachers: What Is Wrong with the Common Core Standards

By dianeravitch
July 6, 2014 //
26

The following statement by three Louisiana teachers was distributed by Mary K. Bellisario of the Louisiana Coalition for Public Education.

From: Mary K. Bellisario, Coalition for Louisiana Public Education

Re: Real teachers’ concerns with Common Core in the classroom

Attached is an unsolicited letter I received from three Louisiana classroom teachers describing their concerns with the Common Core standards.

They have requested that I share this letter with the media to get out concerns that classroom teachers are having with the Common Core standards.

Unlike organized groups such as “Stand for Children,” they do not have national backing and funding to run ads in newspapers or hire lobbyists. Theirs is the daily experience teachers are having trying to implement standards which didn’t have input from professional educators. (Please note: This can be verified by checking the list of 60 individuals who created the standards as listed on the CCSS website. There was not one K-12 educator or specialist among them. There were, however, several individuals who worked for the same corporations which market the curriculum, testing and evaluations connected with the adoption of the standards.)

The Letter from the 3 Louisiana classroom teachers runs just over 300 words. They selected their own headline.

For verification purposes prior to running their joint letter, the three teachers from the Sulphur, LA, area schools are:
Marla Baldwin, Calcasieu Parish 337-304-0882
Deanna Russell, Beauregard Parish 337-274-3499
Leslie Truax, Calcasieu Parish 337-912-0085

Thank you for sharing their letter in an attempt to provide balanced coverage on this controversial topic.

On behalf of the three teachers listed above,
Mary K. Bellisario
Coalition for Louisiana Public Education
______________________________

Common Chaos

By now we have all heard the claims that Common Core “State” Standards (CCSS) purport to achieve for our children. Advocates of CCSS have been quick to insult the opposition, accusing them of being conspiracy theorists, tea party affiliates, extremists, religious zealots, ineffective and irresponsible teachers, or political game players. But what if no evidence supports any of these accusations?

Teachers and parents have valid concerns with CCSS. We understand the connection of standards with standardized tests and curriculum. As teachers have been implementing these standards over the past two years, numerous concerns have surfaced. Educational leaders respond, “Stay the course,” with no modifications allowed. Their only remedy is more training and resources, neither of which addresses the actual concerns.

The recurring local and national concerns experienced with CCSS are:

· Developmentally inappropriate standards K-2nd grades
· Students unable to master the standards according to the proscribed pacing
· Little time for mastery of basic math facts, with over-emphasis on visual math strategies
· Too light on basic phonics, with over-emphasis on whole language
· Parents alienated from helping children with their homework
· Students exhibiting unnecessary, unhealthy levels of stress and frustration.

As professional educators we request:

· Developmentally-appropriate high standards

· Implementation of researched, tested and proven educational practices

· A balanced approach to instruction (more phonics and basic math facts)

· Math strategies and critical thinking skills to supplement, not replace, instruction

· Flexibility to individualize instruction for individual students, and challenge students within a healthy stress zone

· Acceptance of students’ uniqueness, rather than attempted standardization

· More autonomy in developing lessons

· The use of data to guide, not define, us

Our educational future is too important to blindly accept controversial, experimental education reform. Our children do not deserve to be treated as guinea pigs. If CCSS were as effective as claimed, why are they the center of national debate?

As professional educators, it would be irresponsible to NOT bring our concerns to public attention.

Teachers: Marla Baldwin, Calcasieu Parish
Deanna Russell, Beauregard Parish
Leslie Truax, Calcasieu Parish

Categories Education Reform
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