Archives for the month of: July, 2014

Louisiana Governor Bobby Jindal signed the agreement to adopt Common Core.

 

But when Common Core turned toxic among conservative voters, Jindal declared he would pull his state out of Common Core and the federal test.

 

State Commissioner of Education John White–who supports vouchers, charters, and Common Core– refused to go along. He and the Board of Elementary and Secondary Education said they were sticking with Common Core. Jindal appointed most of the BESE members and urged them to appoint White.

 

BESE and White threatened to sue Jindal. But they need the Governor’s permission to sue the Governor.

 

Governor Jindal announced today that he would not permit BESE to hire outside lawyers to sue him. 

 

Jindal previously announced that he would not permit PARCC to be used as the state test because there was no proper procurement procedure used to contract for the test.

 

Teachers and schools are caught in the middle. They don’t know what test will be the state test this coming school year.

 

Guess they will just have to teach whatever they think they should teach. They won’t know what test to teach to.

This is a must-read column by John Merrow.

In it, he says that Michelle Rhee paid $2 million to a politically connected public relations firm (Anita Dunn and SKDKnickerbocker) in D.C. in a one-year period. (Anita Dunn was communications director for the Obama administration from April to November 2009.)

He writes:

“In just one year[1] Michelle Rhee spent about $2 million to buy the public relations services of Anita Dunn [2] and SKDKnickerbocker. It’s a continuing relationship that goes back to early in Rhee’s Chancellorship in Washington, and it’s probably the best money Rhee has ever spent (especially because it was contributed by her supporters).

“Just consider the challenge facing the PR team: The former Chancellor of the Washington, DC public schools ignored clear evidence [3] of cheating by adults [4] on the District’s standardized exams, as Linda Mathews, Jay Mathews, Jack Gillum, Michael Joseloff and I documented in “Michelle Rhee’s Reign of Error.”

“But Rhee went beyond covering up the misdeeds. Instead of making a sincere effort to root out the cheaters, Rhee stage-managed four ‘investigations’ so that they cleared her. All the while, a feckless Mayor and the local newspaper averted their eyes, in sharp contrast to the vigorous investigation of a comparable cheating scandal in Atlanta.

“With her test-based accountability schemes discredited and her reputation as a fearless, tough-minded leader severely damaged, Ms. Rhee might have been expected to disappear from the scene. However, that has not happened. Instead, she remains in the public eye, writing op-eds [5] and offering analysis of educational developments. This fall she will be a presenter in the annual “Schools of Tomorrow” education symposium sponsored by The New York Times–even though the subject is higher education.”

He wonders why the District of Columbia was not included in the New Yorker article about cheating scandals.

(Read the original to follow the links.)

Most interesting is his description of an effort to smear him while he was preparing a documentary about Rhee for PBS. Even for a veteran reporter like Merrow, it was intimidating to be confronted with a long list of accusations, intended to undermine his credibility as a journalist.

He deals also with Rhee’s efforts to call herself a Democrat even though her organization, StudentsFirst, funds many conservative Republicans. According to this article in Salon in 2012,

“Rhee makes a point of applauding “leaders in both parties and across the ideological spectrum” because her own political success — and the success of school reform — depends upon the bipartisan reputation she has fashioned. But 90 of the 105 candidates backed by StudentsFirst were Republicans, including Tea Party enthusiasts and staunch abortion opponents.”

Remember that the Los Angeles Times released the value-added ratings (made up by their own consultant) with the names of teachers in 2010?

 

Recently, the paper sued to get the ratings for three years-=-2009-2012. The LAUSD said it would release the ratings but not the names attached to them.

 

Yesterday a three-judge panel said the district did not need to release the names of the teachers with their ratings.

 

The public has no right to know the names of Los Angeles Unified School District teachers in connection with their job performance ratings, according to a court ruling issued Wednesday. In denying a request for disclosure by The Times, a three-judge state appellate court panel found that keeping the names confidential served a stronger public interest than releasing them. The panel overturned a lower court ruling ordering disclosure and rejected The Times’ assertion that the public interest of parents and others in knowing the ratings of identifiable teachers outweighed the interest in confidentiality.

 

Instead, the panel accepted L.A. school Supt. John Deasy’s contention that releasing the names would lead to resentment and jealousy among teachers, spur “unhealthy” comparisons among staff, cause some instructors to leave the nation’s second-largest school system, and interfere with teacher recruitment.

 

The judges said the specter of parents battling to place their children with the highest-performing teachers was of “particular concern.”

 

Is the rating based on test scores? Is it valid? Has anyone asked for the ratings of police or firefighters or other public employees?

 

Jim Ewert, general counsel for the California Newspaper Publishers Assn., said the ruling was “unbelievable” and that accepting “conjecture” as evidence to deny public disclosure was “without precedent.”

“How a speculative declaration can rise to the level of clearly outweighing the public interest in disclosure is a mystery to me,” he said.

The Times sought three years of district data, from 2009 through 2012, that show whether individual teachers helped or hurt students’ academic achievement, as measured by state standardized test scores. L.A. Unified has provided the data but without the teacher names or their schools.

Using a complex mathematical formula, the district aims to isolate a teacher’s effect on student growth by controlling for such outside factors as poverty and prior test scores. The district sought to use the analysis in teacher evaluations but was resisted by the teachers union, which called it unreliable.

The court did not rule on the validity of the analysis, known in L.A. Unified as Academic Growth Over Time.

The judges did find that the public might have a right to know the schools where the anonymous teachers worked. They sent that issue back to the lower court for consideration.

 

Think about it. The LA Times published the names and ratings of individual teachers in 2010. Can anyone honestly assert that this data release improved the schools? Did it mean that the schools hired better teachers or that parents chose better teachers?

 

This is a thicket into which Race to the Top has led us, as districts and states across the nation use “value-added assessment” to measure the unmeasurable. No one has figured out how to make it work, but people continue to believe in it as if it were a magic talisman.

 

 

 

 

 

 

Parents, educators, students and activists in many communities are using the “quiet” summer months to plan campaigns that will build the assessment reform movement’s power once schools reopen. Across the country, more and more media outlets are reporting on the impact grassroots organizing already has made on policy-makers.

Remember that archived issues of these weekly updates are online at http://fairtest.org/news — a quick review of the clips demonstrates how much progress Testing Resistance & Reform Spring made this year.

How California Can Drive Reform With Better Instruction Not More Testing
blogs.edweek.org/edweek/on_california/2014/07/how_to_drive_reform_with_instruction_rather_than_testing.html

Connecticut Professor: We’re Teaching to the Test, Not for Students’ Futures
http://www.courant.com/news/opinion/op_ed/hc-op-barreca-were-teaching-to-test-notstudents-fu-20140722,0,7046183.column

Florida Schools Need “Recess” From Test-Driven Evaluation
http://www.newsherald.com/opinions/editorials/our-view-they-can-t-live-on-tests-alone-1.346996

FairTest Challenges New Florida Test-Based Scholarship Program as Race, Gender Biased
http://news.wfsu.org/post/group-plans-federal-challenge-new-florida-scholarship-program

Louisiana Schools Stare Into Common Core Testing Abyss
http://blogs.edweek.org/edweek/state_edwatch/2014/07/common-core_fight_in_louisiana_.html

A “Test” for New Jersey Governor’s Standardized Exam Study Commission
http://www.northjersey.com/opinion/opinion-a-test-for-the-governor-s-study-commission-1.1053970

New Mexicans Test Legislators About Flawed Teacher Evaluation System
http://www.daily-times.com/four_corners-news/ci_26155309/educators-share-evaluation-system-frustrations-state-legislators

New York Teachers Continue “No Confidence” Vote in State Education Commissioner
http://wamc.org/post/nysut-not-ready-reverse-no-confidence-vote

North Carolina Grade Retention Test Policy Revisions Confuse Parents and Children
http://www.charlotteobserver.com/2014/07/18/5050767/read-or-flunk-changing-nc-law.html#.U8lDVGOTHZc

Ohio State Auditor to Investigate Charter School Cheating
http://wdtn.com/2014/07/17/state-auditor-to-investigate-horizon-academy-accusations/

Oklahoma PTA Plans to Challenge High-Stakes Testing
http://www.newson6.com/story/26057102/oklahoma-state-pta-poised-to-take-school-testing-to-task

Repeal of South Carolina Graduation Test Creates Opportunities for Young People
http://www.thestate.com/2014/07/19/3573446/abolition-in-sc-of-high-school.html?sp=/99/132/

What Can Utah Learn from Finland?
http://www.sltrib.com/sltrib/news/58166744-78/finland-teachers-students-utah.html.csp

Virginia Educators Appointed to Committee Reviewing State Assessments

Local Educators To Serve on SOL Reform Committee

Feds Require Washington State to Mislead Parents With Notice That All Schools Are “Failing”
http://blogs.seattletimes.com/today/2014/07/no-relief-for-washington-schools-under-no-child-left-behind-law/

Wisconsin Schools Concerned About Impacts of Common Core Linked Tests
http://www.jsonline.com/news/education/next-phase-of-common-core-worries-revolve-around-test-b99309190z1-267243161.html

AFT Convention Adopts Resolution Blasting edTPA Teacher Licensing Test
http://blogs.edweek.org/edweek/teacherbeat/2014/07/aft_passes_resolution_knocking.html

Jeb Bush’s Reading Test Grade Promotion Strategy Loses Ground Nationally
http://www.politico.com/story/2014/07/jeb-bush-florida-education-reading-rule-108958.html

Half of All Kindergarteners Start Off Far Behind Due to Poverty
http://www.nola.com/education/index.ssf/2014/07/nearly_half_of_kindergarteners.html

Movie Review: Stop Standardizing Students for Profit
http://www.santafenewmexican.com/opinion/my_view/reader-view-stop-standardizing-students-for-profit/article_d96717bf-878f-5738-9bd7-fb228a0dbc48.html

British Headmaster’s Letter to Students Puts Exam Scores in Context
http://www.theguardian.com/education/2014/jul/15/headteacher-note-pupils-viral-lancashire-primary-school-barrowford-nelson

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office- (239) 395-6773 fax- (239) 395-6779
mobile- (239) 696-0468
web- http://www.fairtest.org

Read this fascinating article in Slate by Ray Fisman, an economist at the Columbia Business School.

In the early 1990s, the Swedish government fell for Milton Friedman’s ideas about school choice. More students in Sweden go to privately-run and for-profit schools than any other developed nation in the world. “Swedish school reforms did incorporate the essential features of the voucher system advocated by Friedman. The hope was that schools would have clear financial incentives to provide a better education and could be more responsive to customer (i.e., parental) needs and wants when freed from the burden imposed by a centralized bureaucracy. And the Swedish market for education was open to all, meaning any entrepreneur, whether motivated by religious beliefs, social concern, or the almighty dollar, could launch a school as long as he could maintain its accreditation and attract “paying” customers.”

For a time, things looked promising. But no more.

“Advocates for choice-based solutions should take a look at what’s happened to schools in Sweden, where parents and educators would be thrilled to trade their country’s steep drop in PISA scores over the past 10 years for America’s middling but consistent results. What’s caused the recent crisis in Swedish education? Researchers and policy analysts are increasingly pointing the finger at many of the choice-oriented reforms that are being championed as the way forward for American schools. While this doesn’t necessarily mean that adding more accountability and discipline to American schools would be a bad thing, it does hint at the many headaches that can come from trying to do so by aggressively introducing marketlike competition to education.”

He concludes, quoting a charter founder:

“Maybe the overall message is, as Norman Atkins of Relay GSE put it to me, “there are no panaceas” in public education. We tend to look for the silver bullet—whether it’s the glories of the market or the techno-utopian aspirations of education technology—when in fact improving educational outcomes is a hard, messy, complicated process. It’s a lesson that Swedish parents and students have learned all too well: Simply opening the floodgates to more education entrepreneurs doesn’t disrupt education. It’s just plain disruptive.”

Friends, when a small group of parents and educators formed the Network for Public Education in 2013, we had a singular goal: to mobilize the allies of public education against the powerful forces supporting privatization and high-stakes testing. To advance that goal, we hoped to create a force to counter the large amounts of money that were being dumped into state and local school board races to undermine public education, to demoralize teachers, and to promote an agenda of choice, testing, and sanctions.

We knew we were up against some of the wealthiest people in the nation. We knew they included a bunch of billionaires, and we could never match their spending.

But we put our faith in democracy. We put our faith in the simple idea that we are many, and they are few. We believed–and continue to believe–that an informed public will not give away its public schools to amateurs, hedge fund managers, rock stars, for-profit corporations, athletes, fly-by-night entrepreneurs, and religious groups. Our goal is to inform the public, assuming that they would not willingly abandon or give away what rightfully belongs to the entire community.

We believed that we could exert influence if we established our credibility as genuine supporters of children, parents, teachers, administrators, and real education, as opposed to the data-driven, high-stakes testing policies that degrade education and to the consumer-oriented choice programs that divide communities and harm public schools.

Our budget can’t match the budgets of those who want to turn our schools into profit centers. But we believe in the power of our message. During our short existence, we have proven on several occasions that our message can beat Big Money. We have seen candidates in state and local races triumph over well-funded adversaries. We think that our support gave them added visibility and contributed to their astonishing victories.

We supported Sue Peters for the school board in Seattle, and she won. We supported Monica Ratliff in a race for the Los Angeles school board, and she won. We supported Ras Baraka in his race for Mayor of Newark, and he won. This past week, we supported Valarie Wilson in the runoff for the Democratic nomination for state superintendent in Georgia, and she won. All of these candidates were outspent, sometimes by multiples of numbers.

Some candidates we endorsed lost their races. But our message has been consistent and powerful. All credit goes to the candidates themselves, of course, but we are proud that we gave them support and hope when they needed it most, and that our endorsement may have helped their fundraising and campaigning.

We urge you to join us as we promote the principles that will improve our public schools and repel those who seek to monetize them. We want our children to have a childhood. We want our teachers and principals to be highly respected professionals. We want parents and educators to stand together on behalf of their children and their community.

We oppose the status quo. We seek better schools for all children. We will work diligently with like-minded allies until we can turn the tide, turn it away from those who seek silver bullets or profits, and turn the tide towards those who work to restore public education as the public institution dedicated to spreading knowledge and skills, advancing equality of educational opportunity, and improving the lives of children and communities, while encouraging collaboration and a commitment to democratic values.

Join us! With your help, we will build better schools and better communities for all children.

Diane Ravitch, President, The Network for Public Education
Anthony Cody, Treasurer, The Network for Public Education
Robin Hiller, executive director, The Network for Public Education

Marion Brady is a retired teacher and administrator and prolific author.

He writes:

“In a commentary in the July 21, 2014 issue of Time magazine, columnist Joe Klein takes aim at one of the usual targets of today’s education reformers—unions. In a dig at New York City mayor de Blasio, he says, “A mayor who actually cared about education would be seeking longer school days, longer school years, more charter schools…and the elimination of tenure and seniority rules…”

“Like just about every other mainstream media pundit, Klein thinks he knows enough about educating to diagnose its ills and prescribe a cure. That he’ll be taken seriously testifies to the power of what’s become the conventional wisdom, that if America’s schools aren’t performing as they should it’s because teachers aren’t getting the job done.

“What’s the teacher’s job? Raising standardized tests scores.

“What’s the key to high test scores? Rigor.

“What does rigor look like? No-excuses teachers doing their thing for as long as it takes to get the job done.

“What’s “their thing”? Teaching to demanding standards—the Common Core State Standards.

“The market-force-education-reform juggernaut set in motion by business leaders and politicians about a quarter-century ago is simple and easily summarized. (1) Adopt tough performance standards for school subjects. (2) Use high-stakes tests to measure performance. (3) Reward high-scorers; punish low scorers.

“Which, when you think about it, is off the mark. School subjects are just tools—means to an end. We don’t tell surgeons which scalpels and clamps to use; what we want to know is their kill/cure rate. We don’t check the toolbox of the plumber we’ve called to see if he (or she) brought a basin wrench and propane torch; we want to know that when the job’s done the stuff goes down when we flush. We don’t kick the tires of the airliner we’re about to board; we trust the judgment of the people on the flight deck.

“School subjects are tools. Kids show up for kindergarten enormously curious and creative. What we need to know is how well schooling is enhancing that curiosity and creativity. Kids learn an incredible amount on their own long before they walk through school doors. What we need to know is how much improvement there’s been in self-directed learning. Kids appear to begin life with an innate sense of what’s right and fair. What we need to know is how successfully that sense is being nurtured.

“We’re on a wrong track. Standards? Of course! But not standards for school subjects. What’s needed are standards for the qualities of mind, emotion, character, and spirit the young must be helped to develop if they’re to cope with the world they’re inheriting.
The Common Core Standards, says the CCSS website, “provide clear signposts along the way to the goal of college and career readiness.” Just stick to the CCSS script to be prepared for college and career.

“College? Years ago, the Association of American Colleges’s Project on Redefining the Meaning and Purpose of Baccalaureate Degrees said, “We do not believe that the road to a coherent education can be constructed from a set of required subjects or academic disciplines.” I’ve seen no evidence that the thoughtful among them have changed their minds.

“Careers? We have no idea how the interactions of globalization, automation, climate change, clashing societal
worldviews, and trends not yet evident will effect careers. The only thing that can be said with certainty is that nobody knows what careers are going to be available when today’s elementary school kids are looking for work.

“Back in the 70s, in his book Reflections on the Human Condition, Eric Hoffer, philosopher, writer, and longshoreman, wrote something that the Common Core Standards don’t adequately reflect: “In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.”

“Standards? Sure. But not standards for solving quadratic equations, or for recalling the chemical formulas for salt, sand, baking soda, and chalk, or for interpreting Dr. King’s Letter from a Birmingham Jail as some self-appointed “expert” thinks it should be interpreted.
And not standards that make it easy to create machine-scored tests that perpetuate the destructive myth that quality can be quantified and turned into data to drive education reform.

“Standards—proper standards—could work wonders. Consider, for example, the effect just one standard could have on teachers, on teaching materials, on kids, on the citizenry, on America:

“Schools will be held accountable for sending learners on their way with a deep-seated love of learning and a willingness and ability to follow where that love leads.”

Under former State Superintendent Tony Bennett, five schools–four in Indianapolis and one in Gary–were taken over by the state and given to private operators. Students are leaving, there’s not enough money, and there is acrimony between the private operators and the schools.

The new State Superintendent Glenda Ritz prefers improving schools rather than taking them over, but she is working with a hostile state board of education, appointed by a hostile governor. After two years of privatization, all five schools are still F-rated.

The losers? The children.

Want to let out leaders know that “enough is enough?”

Join the BATs’ protest on July 28:

BAT MARCH ON D.C.

JULY 28TH, 10 am to 5 pm

U.S.D.O.E. PLAZA

400 MARYLAND AVE, SW

https://www.facebook.com/BATSMarchDC

In this era of Big Data, many organizations want to collect and use personal student data for their own ends. In recent years, the U.S Department of Education has weakened the privacy protections embedded in FERPA (the Family Educational Rights and Privacy Act). Parent activists wants Congress to take action to protect their children’s privacy rights.

PRESS RELEASE

July 23, 2014

For more information contact:

Leonie Haimson: leonie@classsizematters.org; 401-466-2262; 917-435-9329

Rachael Stickland: info@studentprivacymatters.org; 303-204-1272

New Coalition Urges Congress to Listen to Parents and Strengthen Student Privacy Protections

A new coalition called the Parent Coalition for Student Privacy released a letter today to the leaders of the committees of the House and Senate Education Committees, urging Congress to strengthen FERPA and involve parents in the decision-making process to ensure that their children’s privacy is protected.

Many of the groups and individuals in the Coalition were involved in the battle over inBloom, which closed its doors last spring. They were shocked to learn during this struggle how federal privacy protections and parental rights to protect their children’s safety through the Family Educational Rights and Privacy Act (FERPA) had eroded over the last decade.

The letter is posted here, and calls for Congress to hold hearings and enact new privacy protections that would minimize the sharing of highly sensitive student data with vendors and among state agencies and would maximize the right of parents to notification and consent. The letter also asks for strict security requirements, that the law be enforceable through fines, and that parents have the right to sue if their children’s privacy is violated.

Rachael Stickland, a leader in the fight for student privacy in Colorado and co-chair of the Coalition to Protect Student Privacy points out, “inBloom’s egregious attempt to siphon off massive amounts of sensitive student information and to share it with for-profit vendors took parents by surprise. Once we learned that recent changes to FERPA allowed non-consensual disclosure of highly personal data, parents became fierce advocates for their children’s privacy. We’re now prepared to organize nationally to promote strong, ethical privacy protections at the state and federal levels.”

Diane Ravitch, President of the Network for Public Education said: “Since the passage of FERPA in 1974, parents expected that Congress was protecting the confidentiality of information about their children. However, in recent years, the US Department of Education has rewritten the regulations governing FERPA, eviscerating its purpose and allowing outside parties to gain access to data about children that should not be divulged to vendors and other third parties. The Network for Public Education calls on Congress to strengthen FERPA and restore the protection of families’ right to privacy.”

“The
uprising against inBloom demonstrated the extent to which parents are will not tolerate the misuse of their children’s sensitive personal information,” said Campaign for a Commercial-Free Childhood’s Associate Director Josh Golin. “But parents cannot be expected to mobilize against each and every threat to their children’s privacy, particularly if they’re not even aware of which vendors have access to student data. It is critical that Congress take real steps to protect schoolchildren from those who see student data as a commodity to be exploited for profit.”

“Parents Across America, a national network of public school parents, emphatically supports this call for hearings as a first step toward reversing federal actions that have eroded parental authority over student data, and including even stronger privacy protections for our children,” said Julie Woestehoff, a Chicago parent activist and PAA secretary. She added: “PAA recommends restoring parental authority over student data that was removed from FERPA by the US Department of Education, enacting state laws that include parental opt out provisions in any statewide data sharing program, strictly regulating in-school use of electronic hardware and software that collect student information, and including significant parent representation on any advisory committees overseeing student data collection.”

Lisa Guisbond, executive director of Citizens for Public Schools, a Massachusetts public education advocacy group, said, “Citizens for Public Schools members, including many parents, are deeply concerned about threats to the privacy of student information. We support hearings and strong legislation to protect the privacy of this data. Parents are increasingly left out of important education policy discussions. In this, as in all crucial school policy discussions, they must have a voice.”

“Parents will accept nothing less than parental consent, when it comes to their child’s personally identifiable sensitive information. As a parent of a child with special needs, I understand the devastation that confidential information used without my consent could have on my child’s future. As a long-time advocate for people with autism and other developmental disabilities, I implore the U.S. House and Senate to put the necessary language back into FERPA to protect students and uphold the right of their families to control their personally identifiable data,” said Lisa Rudley, Director of Education Policy, Autism Action Network and Co-Founder of NYS Allies for Public Education.

Emmett McGroarty of the American Principles Project said, “Regardless of intention, the collection of an individual’s personal information is a source of discomfort and intimidation. Government’s broad collection of such information threatens to undermine America’s founding structure: if government intimidates the people, government cannot be by and for the people.”

Leonie Haimson, Executive Director of Class Size Matters and co-chair of the Coalition, concluded, “Since inBloom’s demise, many of the post-mortems have centered around the failure of elected officials and organizations who support more data sharing to include parents in the conversation around student privacy. We are no longer waiting to be invited to this debate. It is up to parents to see that we are heard , not only in statehouses but also in the nation’s capital when it comes to the critical need to safeguard our children’s most sensitive data – which if breached or misused could harm their prospects for life. We are urging Congress to listen to our concerns, and act now.”

###