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John Stocks Gets Angry at the NEA convention

By dianeravitch
July 5, 2014 //
36

John Stocks, the executive director of the NEA, voiced the anger and frustration that so many of the members are feeling. He gave a rip-roaring speech. But, sadly, he did not mention the perfidy of the Obama administration or the duplicitous role of the Gates Foundation in undermining the teaching profession.

Here is a high point:

“We’re frustrated by the barrage of bad ideas from so-called education “reformers” ….

We’re worried by the assaults on our individual rights … and our collective rights to organize.

And we’re angry because many of the people behind these attacks are questioning our integrity and our commitment to our students.

Our opponents want to do more than just wear us down. They want to destroy and dismantle our public schools.

You might be wondering… why in the world would they want to do that?

Why would they want to tear down the institution that built the economic engine of the world?

Why would they slam-shut “the door to opportunity” for millions and millions of Americans?

Why destroy an institution that created the middle class in our country?

… that gave Americans from all walks of life a sense of common purpose and destiny ….

These are big questions…. And, frankly, they all have a simple answer: money.

That’s right — money.

WE look at public education as an investment in our children and our country … a down payment on a brighter future.

But THEY see the dollars that are spent on public education, and they wonder how they can grab a fistful.

It’s not hard to connect the dots when you look at all the ways they reap their profits:

Testing and more testing

Privatizing food… custodial… and transportation services

Vouchers that siphon resources from public schools to private ones, and

For-profit companies that are privatizing our schools and threatening the greatest higher education system in the world.

So, yes, some people have a very clear financial motive for wanting to dismantle public education.

But it’s not just their motives that make me angry…. It’s the fact that their policies are BAD for students… and BAD for educators.

Policies that prioritize testing over teaching… that label and punish … and that completely disregard the important role that experience plays in effective teaching and learning.”

Whose policies “prioritize testing over teaching?” NCLB and Race to the Top. But he didn’t say that.

Whose policies demand that teachers be labeled and punished if their students don’t get higher scores? The Obama administration. Whose money funds the economists who claim that test scores are the true measure of education? Bill Gates.

But he didn’t say that.

When you dare not say the name of your oppressor, you show weakness and fear at a time when courage and fortitude are needed.

John Stocks has it in him to say and do the right thing. He knows. Let him lead.

Categories Corporate Reformers, Privatization, U.S. education, Unions

Teacher: Who Really Designed Common Core?

By dianeravitch
July 5, 2014 //
7

A comment on the blog:

“Elementary schools should be “incubators” for holistic development for children. That is the only way our country can be strong.

“Instead, our elementary schools have become “chambers of horror” for children. Eight year olds being tortured with 8 hours of testing insanity. One would think that Dick Cheney designed Common Core.”

Categories Common Core

A Teacher Quits the D.C. Public School System

By dianeravitch
July 5, 2014 //
14

Olivia Chapman taught for five years in the public schools of the District of Columbia. Then she decided that her philosophy of education was diametrically opposed to the District’s demands. She resigned her position. Her letter of resignation was first posted on Rachel Levy’s blog, All Things Education.

When she resigned, she was asked what DCPS could have done to retain her. Her letter of resignation began like this:

“I truly don’t think that there is anything that you could have done to retain me in the district. Our educational philosophies do not align, specifically what those philosophies look like in action, not necessarily how they are written and presented. Although it would seem that your will and proclaimed dedication to educating all students and improving struggling schools are aligned to my own beliefs; stating your beliefs and acting on them can be extremely different.

“In my opinion and based on five years of experience in a struggling school (which I believe you now call a “40-40” school), the actions that you have imposed that are supposed to be helping to educate all students and improve the education of underprivileged students are backfiring. I know some of your test scores are going up, but that means so little when morale decreases and discontent from the community, teachers and students increase. Additionally, student behavior continues to worsen as their teachers are “impacted out”, the students are over-tested and the constant change in leadership causes students to lose faith in anyone sticking around long enough to invest in their successes. Your standards are higher while our resources are lower and the teachers are less effective because of constant turnover and poor training programs (Yes, I am referring to Teach for America and DC Teaching Fellows).

“IMPACT and high stakes standardized testing are deteriorating education. I have enjoyed working with each and every one of my students, as challenging as some of them may be, but I can no longer participate in a system that is tearing them down, wasting their time and breaking their spirits. I can no longer participate in the rigid guidelines of IMPACT/Common Core/Standardized testing; it is not what my kids need or ever needed to be successful. Yes, they need quality teachers, learning standards and assessments-but the manner in which you have delivered these three essential components of education are not effective. I have been witness to this for five years. You can throw data and numbers at me all you want, but it is not working for my students nor my school, and I know I am not alone in stating this, especially in Ward 8. You have poured enormous amounts of money into IMPACT and testing and not nearly enough into professional development, technology or character education programs for students. We have lacked the supplies and trainings to properly implement Common Core for the last three years. Honestly, you can call the standards whatever you want, revise them, increase their “rigor”, do whatever you please; but until communities, families, parents and students are held accountable for their participation in education, none of this matters…”

Read on.

Categories Common Core, District of Columbia, Resistance, Teacher Evaluations, Teachers and Teaching, Testing

If Arne Resigned, Would It Be a Game Changer?

By dianeravitch
July 5, 2014 //
86

Let’s face it. If Arne resigned, as the delegates to the NEA convention recommended in Denver, teachers would be thrilled to see one of the worst Secretaries of Education go away, but would we get someone worse? Would it be Ted Mitchell, who makes no bones about his love of privatization and for-profits? Would it be the teachers’ nemesis Michelle Rhee? Most reformers make too much money to step down to a cabinet job, so maybe it would be one of Jeb Bush’s Chiefs for Change, like Deborah Gist of Rhode Island or Hanna Skandera of New Mexico or John White of Louisiana? What does it say about Obama that his likely choice would have to be acceptable to DFER, Stand on Children, Bill Gates, Eli Broad, and the other reformers?

One thing we would not miss: Arne Duncan’s affinity for the term “game changer.” Here is parent Matt Farmer of Chicago, remarking on how frequently Arne sees some phenomena as a game changer.

Farmer wrote in 2013:

“Let’s go back to 2010.

That February, Duncan called a proposal for increased funding of student loans “a real game-changer.”

By mid-July, he deemed “shared standards for college-readiness…an absolute game changer.”

His thinking had obviously evolved by the end of July, when he concluded that “the big game-changer is to start measuring individual student growth rather than proficiency.”

August, however, brought another epiphany. Duncan realized that the “big game-changer…revolves around the issue of teacher quality.”

In September, he concluded that the “new [Race to the Top] tests will be an absolute game-changer in public education.”

And Duncan, like a lanky philanthropist filling the tin cups of educational panhandlers, continued doling out change in 2010.

In November, he hit Paris to address the United Nations Educational, Scientific and Cultural Organization. Arne changed the game so often during that speech his UNESCO audience needed copies of “According To Hoyle” just to keep up with him.

After noting that in “the knowledge economy, education is the new game-changer,” Duncan assured the crowd that the sweeping adoption of “common college-ready standards that are internationally benchmarked . . . is an absolute game-changer.”

The secretary of education then called a “new generation of assessments aligned with the states’ Common Core standards” a “second game-changer,” even though it was actually the third “game-changer” Duncan had offered the assembled UNESCO masses during that difficult-to-diagram, five-minute rhetorical stretch.”

If Arne left, would it be a game changer or would President Obama go back to DFER to get their pock?

Categories Democrats for Education Reform, Duncan, Arne, Stand for Children

Is the Charter Movement Imploding?

By dianeravitch
July 5, 2014 //
24

In state after state, charter schools are proving that it is downright risky to turn public money over to deregulated corporations and unqualified individuals to run schools. The Detroit Free Press series on the scams, frauds, and corruption in many Michigan charters was an eye-opener for all those who are not part of the charter movement. The exposé of similar frauds in Florida by the League of Women Voters in Florida was enlightening to anyone other than free market ideologues. The same level of corruption–actually, even worse–exists in Ohio’s charter sector, where a small number of charter founders have become multi-millionaires, run low-performing schools, and are never held accountable.

One of the most colorful charter scandals occurred when a Cleveland charter operator was tried for funneling over $1million to his church and other businesses. The charter founder was a pastor, not an educator. His attorney said ““his client had good intentions when opening the school on East 55th Street but then got greedy when he saw easy opportunities to make money….”

The leader of California’s most celebrated charter school, with outstanding test scores, stepped down when an audit revealed that nearly $4 million had been diverted to his other businesses.

In Arizona, the Arizona Republic exposed charters that were family businesses, giving contracts to family members and board members.

In Chicago, the head of the city’s largest charter chain resigned after the media reported large contracts given to family members of school leaders and other conflicts of interest and misuse of public funds.

Last week, one of Connecticut’s most celebrated charter organizations was at the center of the latest scandal. Its CEO was revealed to have a criminal past and a falsified résumé. Two top executives immediately resigned, and legislators and journalists began to ask questions. No background checks? Accountability? Transparency?

Colin McEnroe wrote in the Hartford Courant’s blog that hustlers were cashing in on the charter school craze. Not just in Connecticut, but in Michigan, Pennsylvania, Minnesota, California, Ohio, Arizona, on and on.

McEnroe wrote:

“The message is always the same: The essential concept behind the charter school movement is that, freed from the three Rs — restraints, rules and regulations — these schools could innovate and get the kinds of results that calcified, logy public schools could only dream about. And they do … sometimes.

“But handing out uncountable millions to operators who would be given a free hand was also like putting a big sign out by the highway that says “Welcome Charlatans, Grifters, Credential-Fakers, Cherry-Pickers, Stat-Jukers, Cult of Personality Freaks and People Who Have No Business Running a Dairy Queen, Much Less a School.” And they’ve all showed up. This is the Promised Land: lots of cash and a mission statement that implicitly rejects the notion of oversight…..

“What else goes with those big bubbling pots of money? A new layer of lobbyists and donation-bundlers. The Free Press documented the way a lawmaker who dared to make a peep of protest against charter schools getting whatever they want suddenly found himself in a race against a challenger heavily funded by the Great Lakes Education Project, the “powerhouse lobby” of the Michigan charter movement. Jon Lender of The Courant recently showed how one family of charter school advocates had crammed $90,000 into Connecticut Democratic Party coffers.”

If there were more investigations, more charter scandals would be disclosed.

When will public officials call a halt to the scams, conflicts of interest, self-dealing, nepotism, and corruption?

There is one defensible role for charter schools and that is to do what public schools can’t do. There is no reason to create a dual school system, with one free to choose its students and to cherry pick the best students, while the other must take all students. There is no reason to give charters to non-educators. There is no reason to allow charter operators to pocket taxpayer dollars for their own enrichment while refusing to be fully accountable for how public money is spent. Where public money goes, public accountability must follow.

Categories Charter Schools, Connecticut, Florida, Michigan, Ohio

Jeff Madrick: Inequality Begins at Birth

By dianeravitch
July 5, 2014 //
32

Jeff Madrick, journalist and economic policy consultant, wrote an important post for the New York Review of Books blog about the inequalities that begin at birth.

Madrick writes:

“Pre-K is not enough…Indeed, two studies completed in 2013 relate neural deterioration directly to poverty. A group of researchers from six universities measured the brain activity of adults who had been poor at age nine and found that the areas that control emotions were physically underdeveloped. A Washington University study found that poor children who are nurtured adequately, thus avoiding constant stress, usually have normally developed brain tissue, while those with less nurturing have less white and grey matter and smaller control centers, such as the hippocampus.

“What’s been discovered is that human beings have a chemical reaction to stress that at first protects them from damage. But the defense is limited. Should a young child, whose brain is still forming, be bombarded by constant stress—from violence at home, lack of food, parental drug abuse, and, not least, chronic lack of attention or nurturing—the overloaded mechanism fails and the brain is adversely affected.”

But poverty and the stresses it causes are not inevitable, Madrick writes:

“What concerns me most, however, is that our political leaders and legislators have until now largely overlooked the connection between poverty, poor educational attainment, and even neural malfunctions—and the extent to which effective poverty reduction itself can correct the problem. Economists Janet Gornick and Markus Jantii analyzed data across nations and concluded that child poverty is far lower in European nations, not because their economy produces higher wages for lower income workers, but because of more robust social programs. Most of these nations, and many in Latin America, for example, provide direct cash allowances for parents with children.

“More and better paying jobs are vital to combating child poverty and the problems it leads to. A full employment economy, with good jobs, is still possible with substantial fiscal stimulus, especially including public investment in infrastructure.

“But social programs are critical. Contrary to the widespread cynicism about social programs and welfare, the US knows how to reduce poverty. As Robert Greenstein of the Center for Budget and Policy Priorities notes, the federal safety net, including Medicaid, Food Stamps, the Earned Income Tax Credit, and the Child Tax Credit, kept 41 million people out of poverty in 2012, including 9 million children. Without government benefits, today’s poverty rate would be 29 percent. Instead, using the best measures of poverty, which include government transfers and tax credits, the rate has dropped from about 26 percent in the late 1960s to 16 percent today. In other words, the War on Poverty begun in the 1960s worked.”

And he concludes:

“Armed with the unambiguous findings of twenty-first-century neuroscience, we can no longer just tell children raised poor to study harder and find jobs as they grow up. A nation that needs all its citizens to be productive workers, and that promises a fair and dignified life to all, regardless of race or color, must now turn its attention to its enormous pool of poor children.”

Categories Childhood, Pre-K, K, Poverty

Breaking News: NEA delegates Pass Resolution Calling for Arne Duncan’s Resignation

By dianeravitch
July 4, 2014 //
81

Delegates to the national convention of the National Education Association passed a resolution calling for the resignation of Secretary of Education Arne Duncan.

Similar resolutions did not pass in 2011 ad 2012.

The resolution was proposed by the California Teachers Association. Teachers are angry at Duncan because of his support for the controversial Vergara decision, which ruled against teachers’ right to due process and his devotion to high-stakes testing.

Categories Duncan, Arne, Obama, U.S. Department of Education, U.S. education, Unions

Governor Malloy of Connecticut: No Friend to Teachers

By dianeravitch
July 4, 2014 //
3

I am repeating this post because I left out the crucial word NOT in the original post. Malloy’s SB 24 thrilled “reformers” like ConnCAN, but not teachers. He also made the insulting comment that teachers get tenure just for showing up for four years.

Some people in Connecticut want to keep Jon Pelto off the ballot. That is not democratic. Let the people decide.

Governor Malloy has NOT been a faithful friend to teachers. He has been a faithful friend to charters and plutocrats. Let them vote for him.

Pelto has been a faithful friend to public schools, to teachers, and to kids. Let him run.

Kevin Rennie of the Hartford Courant doesn’t think it is right to limit democratic choices at the ballot box.

He writes:

“Malloy, in the meantime, wants to erase signs of his ardent romance with state plutocrats — including his plan to have the state’s working people hand over more than $100 million in incentives to one of the nation’s largest and most prosperous hedge funds, Bridgewater Associates, to move a few miles from Westport to Stamford. The deal fell apart last week when Bridgewater opted to stay in tony Westport.

“A defiant Malloy declared that he will continue to fight to bring jobs to the state. The Bridgewater jobs, however, are already here. The governor’s scheme required taxpayers to foot the bill for a new waterfront office with a helipad. Luckily, Malloy’s misbegotten deal failed, but it’s not likely to discourage him from handing hundreds of millions of public dollars to his stable of the favored rich.

“The most unambiguous moment of the campaign so far came in these pages a week ago when left-wing lobbyist and Malloy ally Betty Gallo denounced the efforts of former state Rep. Jonathan Pelto, D-Mansfield, to petition his way onto the ballot for governor. She urged readers to join her in not signing his petitions.

“Those petitions include Pelto’s running mate, Ebony Murphy of Hartford. I don’t know what Gallo’s beef is with Murphy, an African American Stamford native, teacher and daughter of a Teamster. I know that if a Republican tried to limit candidates’ access to the ballot there would be a Democratic outcry. It doesn’t seem much different when it’s a Democrat.

Kevin Rennie is a lawyer and a former Republican state legislator. He can be reached at kfrennie@yahoo.com.”

Categories ConnCAN, Connecticut

Connecticut: Why Keep Pelto Off the Ballot? Is This Democracy?

By dianeravitch
July 4, 2014 //
6

Some people in Connecticut want to keep Jon Pelto off the ballot. That is not democratic. Let the people decide.

Governor Malloy has NOT been a faithful friend to teachers. He has been a faithful friend to charters and plutocrats. Let them vote for him.

Pelto has been a faithful friend to public schools, to teachers, and to kids. Let him run.

Kevin Rennie of the Hartford Courant doesn’t think it is right to limit democratic choices at the ballot box.

He writes:

“Malloy, in the meantime, wants to erase signs of his ardent romance with state plutocrats — including his plan to have the state’s working people hand over more than $100 million in incentives to one of the nation’s largest and most prosperous hedge funds, Bridgewater Associates, to move a few miles from Westport to Stamford. The deal fell apart last week when Bridgewater opted to stay in tony Westport.

“A defiant Malloy declared that he will continue to fight to bring jobs to the state. The Bridgewater jobs, however, are already here. The governor’s scheme required taxpayers to foot the bill for a new waterfront office with a helipad. Luckily, Malloy’s misbegotten deal failed, but it’s not likely to discourage him from handing hundreds of millions of public dollars to his stable of the favored rich.

“The most unambiguous moment of the campaign so far came in these pages a week ago when left-wing lobbyist and Malloy ally Betty Gallo denounced the efforts of former state Rep. Jonathan Pelto, D-Mansfield, to petition his way onto the ballot for governor. She urged readers to join her in not signing his petitions.

“Those petitions include Pelto’s running mate, Ebony Murphy of Hartford. I don’t know what Gallo’s beef is with Murphy, an African American Stamford native, teacher and daughter of a Teamster. I know that if a Republican tried to limit candidates’ access to the ballot there would be a Democratic outcry. It doesn’t seem much different when it’s a Democrat.

Kevin Rennie is a lawyer and a former Republican state legislator. He can be reached at kfrennie@yahoo.com.”

Categories Education Reform

Schneider: Showdown Between Louisiana Governor Jindal and Commissioner White Gets Amusing

By dianeravitch
July 4, 2014 //
14

On June 18, Governor Jindal announced that Louisiana was pulling out of Common Core and dropping PARCC testing. State commissioner of education John White disagreed. The state board of education supports White.

Wow! The Governor versus the state commissioner!

Mercedes Schneider brings us up to date on this epic struggle between the governor and the state commissioner he once strongly supported.

The state board of education and White wants to sue Jindal, but apparently they need Jindal’s approval to sue him. Do you think they will get it?

Jindal has put a lid on the Department of Education’s spending. Can they afford to make a new testing contract?

The deadline to sign a contract for PARCC testing is July 30, with a down payment of 15%. Hmm. That could be a problem for Commissioner White and the state board since Jindal holds the purse strings.

Poker, anyone? Chess?

Categories Common Core, Jindal, Bobby, Testing
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