Archives for the month of: July, 2014

Without explanation, Rocketship Charters withdrew its application to open 8 schools each in San Antonio and Dallas.

A group of wealthy philanthropists has put up a large fund to draw charter chains to San Antonio, with a goal of 80,000 students in charters by 2026.

Once a charter has opened in Texas, it can expand without going through the entire application process by merely submitting an amendment to their original application.

Rocketship will not be considered in this cycle.

There has been speculation that Rocketship is slowing its expansion while it retools its program, but officials said that the chain intended to focus on four regions: California, Milwaukee, Nashville, and D.C.

The chain is slowing plans not only in Texas, but in Memphis and New Orleans. It hopes to grow from 9 to 20 schools in the next few years.

Tomorrow is an important run-off to select the Democratic candidate for state superintendent of Georgia.

The Network for Public Education has endorsed Valarie Wilson, who has worked as a member and president of the local school board in Decatur and has served as president of the Georgia School Boards Association.

Fortunately one of the members of the board of directors of the Network is Bertis Downs, a native of Georgia. He wrote this column to explain why he will vote for Valarie Wilson tomorrow.

Bertis Downs, who cares deeply about the children of Georgia, writes:

“A few years ago, I decided to give up politics, since politicians often disappoint, and many politicians seem to have only one issue once they get elected—staying in office. So all the time and effort and money I used to give to political campaigns, I decided to devote to the single most important issue I care about—improving and effective public schools. If we don’t get that part right—educating our children—then what kind of society can we really expect in the future? Well, it did not take me long to realize that if you care about education—the teaching and learning that goes on in the classroom—then you’d better pay attention to politics. I began trying to connect the dots and to figure out the often massive disconnect between policies passed by politicians in Atlanta and Washington, D.C., and the ways our kids’ schools operate.”

“I discovered that what passes as “education reform” is often just a combination of policies that diminish and weaken public schools; boost heavily-marketed “alternatives” like charter schools and voucher programs; revolve around standardized testing with high stakes attached; and then misuse the results of those tests. These policies are taking their toll on morale among our best and most effective teachers, and the people pushing these policies rarely have a dog in the fight. It doesn’t really affect them personally—it’s just politics to them.

“I support groups and individuals, including politicians, who have the same goal I do: good schools for all kids. That sounds simple, but it’s tough to achieve. Schools are complex organisms and have a hard job, given the realities many of their students face when they leave the school grounds.

“Schools cannot be improved with smoke and mirrors and bumper-sticker solutions. “School choice” surely sounds good, and the word “charter” seems to have almost magical connotations to some people. But a good school—public, private or hybrid—shares a few things in common: great teachers who are dedicated to their calling of teaching, who are supported by and learn from each other, who teach in reasonably-sized classrooms and are in a school community that is sufficiently-resourced with adequate facilities and technology, with a rich and varied curriculum, including arts and physical education, and are part of an involved and engaged community of parents and others who support the mission of the school.

“While I recognize that we are not there yet, I think it is important to discern what level of government—local, state or national—is holding us back and making our public schools’ job more difficult every day.

“In my view, the test-driven reforms that started under President George W. Bush but have accelerated under President Barack Obama are most responsible for the current state of play. (Of all the issues, why do the Democrats and Republicans have to pick this one to agree on, and get it so wrong?)”

He concludes:

“As for the runoff for state school superintendent, I strongly support Valarie Wilson, a Decatur parent and former school board member who also has statewide experience as chairwoman of the Georgia School Boards Association. She brings an engaged parent’s perspective, believes in the mission of our public schools and supports the teachers and students who teach and learn there every day. She will work to protect and advance our schools, and she does not subscribe to the false cures and easy-sounding fixes offered by the reform crowd, who have placed their bets elsewhere.

“Wilson knows what it takes and will do everything within her power to make all Georgia schools effective for every child. She will be a fierce advocate for our teachers at a time when they need it the most. And she will do so as a parent, not as a politician taking the careerist’s view.

“I look forward to a time when our state leaders are as focused as our local teachers and administrators on the promise of public education: Each child prepared for life. Wilson would be a great start on that path, and depending on how the “top of the ticket” does in November, she just might have a chance to win the general election. “

EduShyster has discovered a mole inside the reform movement in California. He or she plans to share insights into the wonderful world of school reform in the days ahead. Stay tuned.

Jon Pelto reports that New London, Connecticut, is about to award a lucrative contract as superintendent to a “reformer” who has called himself “Dr.” without having earned a doctorate. Pelto commends Hartford Courant reporter Jon Lender for digging up the story.

Pelto writes:

“For more than eight years, “Dr.” Terrence Carter, the incoming New London superintendent of schools and self-described education reform expert, bragged that he had a Ph.D.

“At one point, Carter’s bio materials claimed that he had a doctorate from Stanford University.

“In another article his doctorate came from a joint program between Stanford and Oxford.

“And more recently he claimed his doctorate was from Lesley University.

“But it was all a lie.

“Interestingly he also claimed that he was hand-picked to be an education reform leader by none-other than the Arne Duncan, President Obama’s anti-teacher, anti-public education, pro-Common Core Secretary of Education.

“In a breaking news story written by the Hartford Courant’s investigative reporter Jon Lender, we now learn that the incoming New London superintendent of schools is an expert —- an expert at falsifying his resume.

“And just watch how the Malloy administration, Commissioner Stefan Pryor, and Special Master Steven Adamowski try to explain this embarrassment.

“After reading the Courant article, one thing is clear.

“The New London Board of Education is scheduled to vote on “Dr.” Terrence Carter’s lucrative contract on Monday night.

“Before that meeting, Malloy and Pryor need to make sure that Carter withdraws his name from consideration.

“And if Malloy and Pryor fail to do that, then the New London Board needs to reject Carter and re-open the search.”

New York City’s Public Advocate Letitia James wrote the following letter to John King but has received no answer. King believes that children must be tested as a matter of civil rights. James, who is also African American, does not agree. What do you think?

PUBLIC ADVOCATE FOR THE CITY OF NEW YORK

Letitia James

June 25, 2014

Commissioner John King
89 Washington Avenue
Albany, NY 12234

Dear Commissioner King:

I am writing you to express my concern regarding the New York State Education Department (SED) stand-alone field testing policy. I am strongly recommending that the New York State Education Department ban field testing for all New York City students. SED’s $32 million, five-year contract with test publisher Pearson did not include stand-alone field testing of multiple-choice items in math and English language arts (ELA). Pearson’s approach to test development is costly and unworkable and uses our students as guinea pigs.
My office met with educators, parents and advocates who are concerned about stand-alone field tests. They are frustrated with the SED lack of transparency and the pressure for teachers to teach to the test. High stakes testing has put unnecessary pressure on many families and educators and averts schools from developing curricula that promotes critical thinking. Stand-alone field testing is yet another test that takes teachers away from the classroom. In a 2011 report to Congress, the National Academy of Sciences reviewed America’s test-based accountability systems and concluded, “there are little to no positive effects of these systems overall on student learning and educational progress.”

The data generated by students taking a stand alone field test is unreliable and does not provide Pearson with meaningful information needed to design a valid test. This flawed approach is evident in the poorly developed 2012 and 2013 ELA and math exams. As field tests continue this June, these problems will still be prevalent and irrelevant exams will continue to be produced. Teachers and parents have publicly criticized testing materials stating that the items were not aligned with children’s developmental levels.

Rather than administering field tests, schools should focus on spending more time in the classroom to improve performance and encourage students to reach their potential. I trust that you understand the pressures that these students must be experiencing and urge you to stop field-testing in our state.

Please feel free to contact my office with any further questions and I look forward to your reply.
Sincerely,

(signed)
Letitia James
Public Advocate of the City of New York

1 CENTRE STREET NEW YORK NY 10007 TEL 212 669 7200 FAX 212 669 4701 WWW.PUBADVOCATE.NYC.GOV

This letter came from an anonymous source in San Francisco whom I know to be trustworthy. Why the anonymity? The usual reason: fear of being fired for blowing the whistle. It raises the question of why some people teach under difficult circumstances when they could hang up a shingle with a snappy name and get funded for big ideas that have never been tried.

He writes:

Tom Vander Ark’s Ed Week column ran a guest commentary by Sandy Speicher, an executive of the San Francisco design firm IDEO, which appears to lay the groundwork for IDEO to become involved in education “reform” projects.

The column touts an IDEO project in San Francisco brainstorming the use of “design thinking” to improve the “school food experience” in San Francisco public schools, and strongly implies that IDEO’s ideas have been implemented. That’s false; none of the ideas has been implemented in any SFUSD school. This is an important point for observers to be aware of if IDEO continues to hype the project, given the fact that Speicher’s column made it appear that IDEO’s ideas had been implemented and had an impact.

IDEO’s work on the “design phase” of this project was funded by the Sara and Evan Williams Foundation; Evan Williams is a founder of Twitter. The foundation “has committed to providing ongoing support as the school district begins to bring these design ideas to life,” according to IDEO (though in reality, it remains to be seen if the school district will ever be able to use any of the ideas at all).

Here are some points about the IDEO school food proposals in San Francisco schools.

The project deliberately focuses on improving the “experience” but not the actual food.

Again, none of the recommendations — not one — has been implemented in any San Francisco school at any time. The Speicher commentary implies that they have, but that’s inaccurate.

None of the recommendations has even been tested in a real-life San Francisco school setting. Some have been tested on a very small scale, but not in a real-life setting. There was one test in a school cafeteria during the summer with student volunteers who were compensated for their time, not actual populations of students during the school day. There was ample time — no lunchtime rush — and there were plenty of adults, far more than are present in an operating cafeteria during a real school day. And there was no attention paid to the ironclad National School Lunch Program regulations for school meals.
The project actually makes a recommendation that’s likely to lower the quality of the food: increasing the use of government commodity products, which are widely criticized for their inferior quality.

The project’s recommendations for middle and high schools would result in eliminating the use of items from Revolution Foods, a vendor whose products have improved the quality of SFUSD school meals.

The recommendations were made largely without awareness or consideration of the National School Lunch Program regulations for school meals, meaning some or many would be impossible to implement.

The recommendation that has won most acclaim (communal meals at small tables with an adult at each) would require vastly more adults than currently staff SFUSD cafeterias — either depending heavily on volunteers or at greatly increased staffing cost.

The amount that the Williams Foundation has provided is not publicly known. Estimates are that $1 million has been paid to IDEO and $400,000 to SFUSD.

Despite the issues detailed above, SFUSD officials and school board members have given high praise to the IDEO project. Observers speculate that that’s in the hope of securing more funding from the Williams Foundation for school food programs.

For more background, here’s a San Francisco Chronicle feature written by an IDEO insider on the project:

http://www.sfgate.com/opinion/article/Giving-public-school-kids-a-seat-at-S-F-s-tables-4968466.php

Here’s a critique by San Francisco parent volunteer Dana Woldow, an expert and frequent commentator on school food issues:

Is IDEO’s Vision Harming San Francisco’s School Lunch Program?

The following letter was written by labor leader Lee Saunders to Dr. Michael Lomax, president of the United Negro College Fund, to protest the fund’s acceptance of a gift of $25 million from the Koch brothers.

From: Portside labor
Subject: A Principle Is A Terrible Thing to Waste

A Principle Is A Terrible Thing to Waste

Lee A. Saunders
July 14, 2014
Huffington Post

Lee Saunders, President of the American Federation of State, County, and Municipal Employees writes in a letter to Dr. Michael Lomax, President of the United Negro College Fund that the union is halting all contributions to the fund and requesting that its affiliate locals do the same. President Saunders writes that this is a result of the fund accepting $25 million dollars from Charles and David Koch as well as speaking at their summit meeting in California.

Dr. Michael Lomax
President, United Negro College Fund
1805 7th Street NW
Washington, D.C. 20001

Dear Dr. Lomax:

As you know, AFSCME has a partnership with UNCF that began more than a decade ago. We are very proud of the AFSCME/UNCF Union Scholars Program. The program gives sophomore and junior students of color the opportunity to work with AFSCME over the summer, learn about the labor movement, and receive scholarship support during their junior and senior years of college. Through the program, we have helped dozens of students find jobs with AFSCME or in other social justice organizations. AFSCME has gained many talented new staff. And a generation of students has learned about workers’ rights and the value of public services.

We have been especially proud of the Union Scholars Program and our partnership with the UNCF because of our union’s commitment to racial equity and social justice. We are dedicated to providing the necessary support for young people of color to join the AFSCME team and build a staff that reflects the increasingly diverse population of our nation.

Therefore it is with the deepest regret that I write to notify you that we must sever our partnership. We are doing this as a result of actions you have taken as president of the UNCF that are not only deeply hostile to the rights and dignity of public employees, but also a profound betrayal of the ideals of the civil rights movement.

Like many supporters of the UNCF, I was deeply troubled by your decision to accept $25 million from David and Charles Koch. But I assumed that in accepting those funds you were in no way supporting or lending the name of the UNCF to the political or social causes or substantive views of the Koch brothers.

So I was truly stunned to learn that less than two weeks later, you attended and spoke at the Koch brothers summit in California. This was a betrayal of everything the UNCF stands for. The avowed purpose of this private event was to build support — financial and political — for the Koch brothers’ causes. Your appearance at the summit can only be interpreted as a sign of your personal support and the UNCF’s organizational support of the Koch brothers’ ideological program.

The Koch brothers and the organizations they fund have devoted themselves for more than a decade to attacking the voting rights of African Americans. They support voter identification laws. They seek to restrict early voting and voter registration. They support laws that threaten organizations that register voters in the African American community.

They funded organizations that advocated for the Supreme Court’s rolling back of the Voting Rights Act and the removal of the special protections the act provided to people of color in those parts of the country where so many of our forebears were killed for seeking to exercise their right to vote. The Koch brothers are the single most prominent funders of efforts to prevent African Americans from voting.

Lending your name to the Koch brothers’ efforts to disenfranchise African Americans would be sufficient to compel me to sever our relationship. But it is not my only objection to your actions. Charles Murray, author of The Bell Curve, was also a speaker at the Koch brothers’ summit. There is no person in America whose work is more opposed to the fundamental mission of the UNCF than Charles Murray. For decades, he has dedicated himself to promoting the notion that the over-representation of African Americans among America’s poor and in America’s prisons is the consequence not of our history or of the types of public policies the Koch brothers promote, but rather is a consequence of our genetic inferiority. The unmistakable implication of his work is that the UNCF effort to provide paths out of poverty and despair for African Americans and other students of color is futile.

According to Professor Murray, we and our children are genetically inferior. For these reasons, I must sever the relationship between our organizations. Effective September 1, 2014, we will not continue our partnership. I am also urging all AFSCME affiliates to sever their relationships with and cease fundraising for the UNCF. We must hold ourselves to the same standards that we promote through the Union Scholars Program: to practice what we preach, to fight for social justice, and to stand up for what we believe. I cannot in good conscience face these students or AFSCME’s members if I looked the other way and ignored your actions.

AFSCME remains committed to the mission of the Union Scholars Program. We will work directly with historically black and other colleges and universities, faculty members, student organizations, and other allies to make internship, scholarship and job opportunities available to students of color. With disappointment and determination we will continue the work without you and the UNCF.

Sincerely,

Lee Saunders
AFSCME President

Arthur Goldstein, a high school teacher of English as a Second Language in New York City, explains in this article that good teachers need tenure too.

Goldstein gives examples of teachers who were denied tenure because they stood up for the rights of their students.

When he made demands on behalf of his students, only tenure protected him from being fired.

He writes:

“Shortly thereafter, I requested books for my students. For some reason, they were unavailable. My colleagues could get books, but I couldn’t. By then I had less than one class set, so students had to share them.

“Months later, I learned the United Federation of Teachers contract said the school had to provide supplies. I threatened to file a grievance, something I had never done up to that point. A week after my threat, my kids got two brand-new class sets of books.

“Tenure doesn’t only protect the so-called bad apples, or teachers accused of misconduct or incompetence. It protects all teachers. This is a tough job, and despite what you read in the papers, it also entails advocating for our students, your kids, whether or not the administration is comfortable with it.

“I meet passionate and effective teachers everywhere I go. How many will stand up for your kids when schools don’t provide the services they need? How many will demand deserving kids pass classes even if they fail a standardized test? How many will tell state Education Commissioner John King that failing 70% of New York City’s students is not only counterintuitive, but also counterproductive?

“It’s hard to say. Abolish tenure and that number will drop very close to zero.”

Here is the latest federal government report on fraud, waste, and abuse in the charter sector. It was released in May 2014 by the Center for Popular Democracy and Integrity in Education. The most common type of fraud identified was embezzlement.

CHARTER SCHOOL VULNERABILITIES TO WASTE, FRAUD, AND ABUSE

With the increase in funding that schools are receiving through the Recovery Act, we issued a report that highlighted past OIG investigations involving fraud at charter schools. The report brought to the Department’s attention our concern about vulnerabilities in the oversight of charter schools. Since 2005, OIG has opened more than 40 criminal investigations at charter schools, which have thus far resulted in 18 indictments and 15 convictions of charter school officials. Charter schools generally operate as independent entities that are subject to oversight by an LEA or authorized chartering agency. Our investigations have found, however, that LEAs or chartering agencies often fail to provide adequate oversight needed to ensure that Federal funds are properly used and accounted for. The type of fraud we identified generally involves embezzlement. The schemes that are used to accomplish this are varied. For example, we have found cases where charter school executives falsely increased their schools’ child count, thus increasing the funding levels from which to embezzle. We also identified an alleged grade changing scheme that allowed failing students to pass in order to ensure that the school met Adequate Yearly Progress, which allowed the school to continue operating, thus continuing a funding scheme from which to embezzle. We have also unraveled schemes where owners or employees of the charter schools created companies to which they diverted school funds and misused school credit cards for personal expenditures. Our report provided examples of investigative cases involving charter schools. The Department generally agreed with our observations and expressed interest in working with OIG in determining how to enhance, when appropriate, its policies and monitoring processes involving charter schools.

The regular report from Bob Schaeffer of Fairtest:

The accelerating testing resistance and reform movement is beginning to produce modest victories across the country. Reflecting constituent pressure, more politicians are speaking out against over-testing. A few have established commissions to investigate the problem (and solutions). Several state legislatures have voted to cut back the number of tests and reduced their consequences. Classroom teachers have pushed their national associations to adopt stronger positions. More news stories and opinion columns recognize the failure of test-and-punish policies and examine alternatives. The grassroots movement continues to build power as local activists plan to be even more effective in the 2014-2015 school year.

Of course, much more fundamental changes are needed — an interim goal should be a moratorium on high-stakes testing, allowing time to develop and implement better assessment systems. That, in turn, will require an overhaul of both state and federal testing mandates, which will increasingly be organizers’ focus in the coming year.

California Governor Brown Denounces Testing Overkill
http://www.aft.org/newspubs/news/2014/071114brown.cfm

Colorado Test Review Commission Begins Work
http://co.chalkbeat.org/2014/07/15/as-a-state-panel-convenes-to-examine-state-testing-a-look-at-the-big-issues/#.U8VMp2OTHZc

Critics of D.C. Education Policies Question Reported Test-Score Gains
http://www.washingtonpost.com/local/education/critics-of-dc-education-policies-question-test-score-gains/2014/07/09/fa0cf064-0789-11e4-8a6a-19355c7e870a_story.html

Orlando School Board Member Says Purpose of Florida Test is to Flunk Kids, Build Support for School Privatization
http://www.orlandosentinel.com/news/opinion/os-ed-fcat-sour-note-myword-071514-20140714,0,5203556.story

Choosing Between Testing and True Learning in Illinois Classrooms
http://www.suntimes.com/news/otherviews/28420660-452/choosing-between-testing-and-true-learning.html#.U8EhwWOTHZc

Kansas Won’t Release Any Scores From Disrupted 2014 State Test Administration
http://www.kansas.com/2014/07/08/3544578/kansas-wont-release-data-from.html

Michigan’s Deceptive Private School Test Scores
http://www.mlive.com/opinion/kalamazoo/index.ssf/2014/07/julie_mack_test_scores_school.html

New Jersey Rolls Back Test-Based Teacher Evaluation Rules; Commission Will Study Role of Exams
http://www.northjersey.com/news/christie-delays-use-of-student-test-scores-in-teacher-evaluations-1.1051272

New Mexico to Correct Flawed Teacher Evaluation Scores
http://www.abqjournal.com/428843/news/corrected-teacher-evals-due-before-school-starts.html

Test Scores Are No Sure Guide to What New York Students Know
http://online.wsj.com/articles/test-scores-are-no-sure-guide-to-what-students-know-1405122823?mod=rss_US_News

Grassroots Revolt Against Test-Driven “Reform” Changes Oklahoma Politics
http://www.okgazette.com/oklahoma/article-21757-education-for-the-pe.html

Portland Oregon School Board to Call for Delay in Common Core Test Based Evaluations
http://www.oregonlive.com/portland/index.ssf/2014/07/portland_school_board_poised_t.html

Rhode Island Legislators Did Right Job in Voting for Grad Test Delay
http://www.providencejournal.com/opinion/commentary/20140712-gregg-amore-assembly-did-its-job-in-necap-delay.ece

Tennessee Educators Criticize Use of Standardized Tests as “Be-All, End-All” of Education
http://www.claiborneprogress.net/news/opinion_columns/5218828/Professional-Educators-of-Tennessee-releases-statement-on-TCAP-results

Meaningless Texas Test Scores
http://educationblog.dallasnews.com/2014/07/the-story-of-tom-ratliffs-daughter-one-data-point-about-texas-testing.html/

Number of Required Virginia Tests Reduced
http://www.fauquier.com/news/article/public_schools_ease_pressure_for_students_cutting_number_of_standardized_te

Beyond Bubble Tests: Why We Need Performance Assessments
http://blogs.edweek.org/edweek/education_futures/2014/07/beyond_the_bubble_test_why_we_need_performance_assessments.html

What Would Mark Twain Think About Common Core Tests?
http://www.theatlantic.com/education/archive/2014/07/what-would-mark-twain-have-thought-of-the-common-core/374114/

Why is Arne Duncan Still Pushing The Dangerous “Low Expectations” Myth?
http://www.alternet.org/education/why-arne-duncan-still-pushing-dangerous-myth-low-expectations

When Will the Testing Obsession End?
http://blogs.edweek.org/edweek/finding_common_ground/2014/07/when_will_the_testing_obsession_end.html

One Reason Why Poor Schools Can’t Win at Standardized Testing
http://www.theatlantic.com/features/archive/2014/07/why-poor-schools-can-t-win-at-standardized-testing/374287/

AFT Escalates Fight Against Common Core Assessments
http://www.politico.com/story/2014/07/american-federation-of-teachers-common-core-108793.html

NEA Advocates Cutback in Federal Exam Mandate — Cyber-Lobbying Link
http://www.nea.org/home/59488.htm

Teachers Unions Latest to Back Away From Common Core Testing Embrace
http://voiceofrussia.com/us/news/2014_07_12/Major-Teachers-Union-Latest-to-Back-Away-from-Common-Core-Support-2363/

Special Education Taken Over By Testing Frenzy
http://www.nj.com/opinion/index.ssf/2014/07/special_education_taken_over_by_testing_frenzy_letter.html

Here’s Why We Don’t Need Standardized Tests
http://www.edweek.org/ew/articles/2014/07/09/36jouriles.h33.html

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