Archives for the month of: November, 2014

Steven Singer knew that he had to say something the day after the grand jury verdict in Ferguson. He looked out at his students, mostly black and brown, and asked for a moment of silence.

In that moment, they and he understood one another.

“So we bowed our heads in silence.

I’ve never heard a sound quit like this emptiness. Footsteps pattered in the hall, an adult’s voice could be heard far away giving directions. But in our room you could almost hear your own heart beating. What a lonely sound, more like a rhythm than any particular note of the scale.

“But as we stood there together it was somehow less lonely. All those solitary hearts beating with a single purpose.”

There was one question he could not answer:

“One boy asked me, “Why does this keep happening, Mr. Singer?””

The latest from Bob Schaeffer of FairTest, which tracks the anti-testing resistance:

 

 

As you give thanks over the upcoming holiday, please join FairTest in our gratitude for the thousands of parents, teachers, students, administrators, community activists, school board members, researchers and commentators who are standing up to protect our children from standardized testing misuse and overuse. Here are a few of their recent stories.

 

 

Test Scores Likely to Plunge on New Common Core Tests
http://www.vox.com/2014/11/18/7236175/common-core-test-scores

 

Colorado State Board of Education Unanimously Endorses Testing Cutback
http://co.chalkbeat.org/2014/11/20/state-board-calls-for-testing-cutbacks/#.VG6abnvvcZw
Study Finds Colorado Testing Costs $78 Million a Year Plus Teacher Time
http://co.chalkbeat.org/2014/11/20/study-testing-costs-up-to-78-million-covers-most-of-school-year/#.VG83TXvvcZw

 

Jeb Bush Faces Presidential Campaign Backlash for Florida Education Policies
http://www.startribune.com/politics/national/283256251.html
Central Florida School Board Advances Resolution to Allow Parents to Exempt Children Out of Standardized Exams
http://www.ocala.com/article/20141120/ARTICLES/141129963/1001/NEWS01?p=all&tc=pgall
Orlando Florida School Board Supports Two-Year Exemption From Test-Based Teacher Evaluation
http://www.orlandosentinel.com/features/education/os-teacher-evaluations-test-scores-florida-20141122-story.html

 

Illinois Parents, Teachers Fight to Delay New State Exam
http://chicago.cbslocal.com/2014/11/20/new-standardized-tests-come-under-fire/
Standardized Testing Blocks Teaching and Learning in Illinois
http://www.suntimes.com/news/otherviews/31188191-452/standardized-testing-stops-learning.html#.VG-sZXvvcZw

 

Massachusetts Drops Plan to Base Teacher Licenses on Student Test Scores
http://www.bostonglobe.com/metro/2014/11/15/teachers/Q2VoPPcp1AJTV8PWCeUptO/story.html
Massachusetts Should Look to New York Performance Standards Consortium Model
https://www.bostonglobe.com/opinion/letters/2014/11/21/look-model-for-performance-based-standards/eeISUUr0gfwR1pAqlElUHP/story.html

 

One-Size-Fits-All Testing Not the Answer for Missouri Schools
http://www.news-leader.com/story/opinion/contributors/2014/11/18/one-size-fits-answer-missouri-schools/19245501/

 

New Mexico “Take the Test” Day Shows Parents, Teachers What Today’s Students Face
http://www.kob.com/article/stories/s3629005.shtml
Albuquerque, N.M., Schools Unsure They Have Capacity for New Computerized Testing
http://www.koat.com/news/temporary-labs-prepped-for-parcc-testing/29921236

 

Testing Fuels Anxiety in New York State Schools — great letter to the editor
http://www.recordonline.com/article/20141119/OPINION/141119300
New York Parents Reject State’s “Mandatory” Field Test Plan
http://www.lohud.com/story/opinion/contributors/2014/11/20/common-core-field-tests-mandatory-new-york-schools-lohudreacts/70018076/
New York Teachers Say Field Tests Waste Valuable Education Time
http://www.legislativegazette.com/Articles-Top-Stories-c-2014-11-24-90003.113122-Field-tests-a-waste-of-valuable-time-NYSUT.html

 

Ohio House Passes Bill to Cut Student Testing Time in Half
http://www.cleveland.com/metro/index.ssf/2014/11/ohio_house_passes_bill_to_limi.html
Time Limits on Ohio Testing Time A First Step Toward Assessment Reform
http://www.cantonrep.com/article/20141120/OPINION/141119153

 

Oklahoma Teachers’ Refusal to Give Tests Puts Jobs at Risk
http://www.tulsaworld.com/homepage2/two-teachers-refusal-to-give-tests-puts-their-jobs-at/article_a3b1005b-09c2-555f-9a5d-39eaeb497205.html

 

Pennsylvania Opt-Out Movement Grows as Philadelphia City Council Holds Hearing on Testing
http://thenotebook.org/blog/147941/phillys-opt-out-movement-grows-council-holds-hearing-standardized-tests

 

A Path Beyond the Opt-Out Movement
http://www.huffingtonpost.com/kevin-welner/a-path-beyond-the-optout-_b_6198170.html

 

A Generation Betrayed By Standardized Testing Obsession
http://www.stamfordadvocate.com/news/article/Lecker-A-generation-jeopardized-by-obsession-5894103.php

 

Educational “Accountability” As Disaster Bureaucracy
http://radicalscholarship.wordpress.com/2014/11/18/education-accountability-as-disaster-bureaucracy/

 

True Accountability: Giving All Kids a Fair Shot
http://blogs.edweek.org/edweek/learning_deeply/2014/11/true_accountability_giving_all_students_a_shot.html

 

Education Reform Lexicon for Paradigm Busters
http://www.livingindialogue.com/education-reform-lexicon-paradigm-busters/

 

 

 

 

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office- (239) 395-6773 fax- (239) 395-6779
mobile- (239) 699-0468
web- http://www.fairtest.org

According to Politico.com, the U.S. Department of Education will cut federal funding to education schools whose graduates have students who get low scores. This could incentivize education schools to direct their students away from urban districts with high poverty, or from teaching children with disabilities and English-language learners. Researchers have repeatedly warned about the danger of over reliance on test scores for high-stakes decisions. It is always wise to think about unintended consequences.

 

TEACHER PREP IS – FINALLY – HERE: The long-delayed rules, released by the Education Department on Tuesday, would punish low-performing programs by cutting students’ access to federal TEACH grants they could use to pay for school. And it would compel every state to collect more information and evaluate their programs by several key metrics, including how many graduates lock in jobs, how many stay in the profession and whether teachers are boosting student learning. The timeline for the proposed rule [http://politico.pro/1zrLW2e ] extends to 2021 and it would cost states and providers about $42 million over 10 years or less. I have the story here: http://politico.pro/11T4OwC

– Democrats for Education Reform Policy Director Charles Barone said the rule is a crucial first step for overhauling the way teachers are prepared and raising the bar for the teaching profession. “The U.S. Department of Education is stepping in here because unlike other fields, education has repeatedly abdicated its responsibility to set and enforce its own high standards for the teaching profession,” he said. “Once states set benchmarks that draw on newly available data we should give schools appropriate time to meet them. But instead of condoning wasteful practices indefinitely, as in the past, those responsible for overseeing federal funds must issue an ultimatum: shape up or lose subsidies.”

Zephyr Teachout, who ran against Andrew Cuomo in the Democratic primary and won 1/3 of the vote despite no money and no name recognition, has written a brilliant column in The Daily Beast, warning that the millionaires and billionaires who bought the State Senate now are aiming to take over public schools.

She compares their strategy to “The Hunger Games.”

“The same hedge-fund managers who bought the New York State Senate now want to take over public education in the state and strip it bare, while they celebrate excessive wealth in high style. They’re pushing for a special session in Albany this December to cement the takeover of education policy….”

“In New York’s Hunger Games, just like in the books and movies, those in the Capitol live in a very different reality than the rest of us. In our Capitol, Albany lawmakers enjoy a flood of money, personal accounts, and protection for incumbents against attacks. In the Districts—the cities and towns of New York—the reality is bleaker. Citizens must work to survive and make do with the limited resources afforded to them by the Capitol….”

“Like President Snow, who starves the Districts, tests the residents with the Hunger Games competition, and then sets out to destroy them, the hedge-funders want to take over our schools with the same three steps: Starve, Test, Destroy. Budgets are cut severely, tests reveal “poor performance,” and then public schools, having been thus gutted, are replaced by privately managed charters.

First, the starvation: The state of New York is being sued again for funding public schools below constitutional levels. Cuomo’s budgets have stripped grade schools of art, music, sports, and counselors. Without money, classrooms grow so large no teacher can manage them, and kids can’t learn. Billionaires benefit as the money “saved” by not funding schools goes to tax breaks for the rich….”

“Second, the testing: Children are subject to a ridiculous battery of tests that lead to huge profits by corporations like the testing company Pearson but does little to improve the lives of the children. We’re talking about high-stakes, high-stress testing, including testing of the controversial Common Core. These tests prod and poke the children, creating lots of anxiety and taking away from the joy of learning.”

“Third, the destruction: These hedge-fund managers want to eliminate all limits and oversight of charter schools. They want to take control of New York City schools away from Mayor Bill de Blasio and let privatization run rampant. And they want billions in new funding from taxpayers to build new charter schools everywhere across the state, taking even more resources away from hard-pressed public schools.”

Read it all. It is amazingly insightful.

James Kirylo is a professor of teaching and learning in Louisiana and president of the faculty senate at Southeastern Louisiana University. Since the media lets Governor Jindal say things without challenging him, Professor Kirylo sets the record straight here.

 

 

 

A Response to Governor Jindal’s Appearance on Meet the Press

Governor Jindal recently appeared on Meet the Press. The host Chuck Todd peppered the Governor with a variety of questions, asking why he didn’t expand Medicaid, being that it would be helpful for the 200,000 uninsured people in the state (although the number is likely more toward the 750,000 range).

Todd also reminded the Governor how Louisiana nearly has a billion dollar hole in our budget; how at every midyear review, our deficit has grown; how the big tax cut at the beginning of the governor’s term has not been followed by revenue; and that a majority in Louisiana disapprove of his job as governor.

Governor Jindal predictably deflected much of what Todd said, and stated at the onset that he doesn’t care about the poll numbers and never has. He also proudly mentioned that he’s cut our state budget 26%, cut the number of state employees 34%, and declared how not spending on Medicaid is another dollar we don’t have to borrow from China, and that we shouldn’t waste those federal tax dollars.

Furthermore, the Governor asserted how we’ve actually improved healthcare access and outcomes here in our state. Citing an example—how it used to take ten days to get a prescription filled—now one can get it done in ten minutes. Finally, the Governor also touted his so-called school choice program, and concluded that he has balanced the budget every single year without running deficits, and without raising taxes.

As I watched Meet the Press, listening to the least transparent governor in the nation, I was amazed, though not surprised, by what the Governor did not mention, some of which I will, therefore, do here. First, when the Governor says he does not care that the majority of Louisianans disapprove of his job as governor, it obviously means he doesn’t care what I think, what state workers think, and what the hundreds and thousands of us who have been greatly harmed by his policies think. It is obvious there is only one person the Governor cares about.

Of course, he didn’t mention that when he talks about how he has sliced and diced the state budget, it has resulted in the near decimation of higher education. Indeed, universities have been cut 80% in the last several years, tuition has exponentially risen, and the LA Grad Act is simply a devious scheme that fosters a system that unduly taxes students in order to fund higher education. In a poor state like ours, this is simply a formula that further widens the opportunity gap, and further widens the gap between the proverbial “haves” and “have-nots.”

He also didn’t mention that numerous underpaid university people have endured near poverty wages, have endured furloughs, have had no cost of living allowances now inching toward the ten year mark, that numerous individuals can’t afford health care, that top flight faculty have left the state, that public school teachers have been blamed for everything that ails our state, that Louisiana has the nation’s fourth highest high school dropout rate, that our high school graduation rate ranks 45th in the nation, that we have one of the highest childhood poverty rates in the country, and that we have the highest incarceration rate in the country, if not the world.

Of course, he didn’t mention that Louisiana ranks 50th among the states in overall health, and that we lead the nation in the highest infant mortality rate, the highest diabetes-related death rate, and the highest rate of death from breast cancer, and third-highest rate of cancer deaths overall.

And of course, he wouldn’t mention that according to a Washington Post report a short while back, the state of Louisiana is expecting a $1.2 billion budget shortfall next year, which has now risen to 1.4 billion. And this is despite the Jindal administration hiring a New York-based consulting firm for $7.3 million to find ways to generate and save revenue. Finally, he didn’t mention what can be characterized as the Office of Group Benefits (OGB) scandal, where many are asking about the half of the $500 million dollars that was in the OGB reserve fund, but is now gone.

It should be no surprise critics are calling Jindal’s handling of the budget his blind-spot. But that is not his only blind spot. The other one is that he is blind to the fact that he has hurt the lives of so many hard-working Louisianans. And the irony of ironies when the Governor concluded his visit with Meet the Press, he stated that the American Dream was in jeopardy and that should he run for president, he would focus on restoring that dream.

It was then I turned off my television set, had to shake my head, and grabbed my dictionary to double-check the definition of delusional.

 

 

 

James D. Kirylo is an education professor, a former state teacher of the year, and his most recent book is titled A Critical Pedagogy of Resistance. He can be reached at jkirylo@yahoo.com


James D. Kirylo, Ph.D.
Professor
Faculty Senate, President
Southeastern Louisiana University
Department of Teaching and Learning
SLU 10749
Hammond, LA 70402

“To be called an educator is an incredible responsibility and an earned privilege. Not only does teaching require command of subject matter, but it also involves a deep understanding of human behavior. A conscientious educator is always in process striving toward excellence within the complexity of a multi-cultural society. Indeed, teaching is an extraordinary journey that requires one to negotiate through a channel of multiple challenges, dilemmas, and opportunities.”

The Tulsa Two join the honor roll as heroes of education!

dianeravitch's avatarDiane Ravitch's blog

Two Tulsa teachers risked their jobs by refusing to administer state tests to their first grade students, reports John Thompson.

Karen Hendren and Nikki Jones hereby join the blog’s honor roll as heroes if American children, defending the rights and childhood of their students.

He writes:

“These first grade teachers, Miss Karen Hendren and Mrs. Nikki Jones were featured in a front page Tulsa World and the United Opt Out web site. They wrote an open letter to parents documenting the damage being done by testing and the new value-added evaluation system being implemented by the Tulsa schools under the guidance of the Gates Foundation.

“Miss Hendren and Mrs. Jones explain how this obsession with testing “has robbed us of our ethics. They are robbing children of their educational liberties.” Our poorest kids are falling further behind because they are being robbed of reading instruction. By Hendren’s and Jones’ estimate…

View original post 224 more words

Jonathan Lovell reminds us that one of the central tenets of “education reform” today is “creative disruption.” This is a popular concept in the corporate world but totally inappropriate for children and schools, who need stability and predictability.

Lovell understands that Common Core is intended to be a massive disruption, and that some politicians eagerly await dismal results on the tests as a prelude to destroying public education.

He writes:

“The problem faced by teachers and a few heroic administrators today, however, is not so much to understand the thinking behind the Common Core as it is to figure out how to prevent the damage that the “predictable failure rate” on the spring 2015 Common Core assessments will do to the students in their classrooms and schools. It’s in response to this important and urgent “What can we do?” question that I provide the following thoughts.”

His thoughts take him back to theLewis Carroll story of the Jabberwock.

“What struck me almost immediately was that the “shocking” effect of this image owed a good deal to the Jabberwock’s unexpectedly human apparel and extremely human central teeth. It gradually dawned on me that what Dodgson and Tenniel had set out to represent as the source of all that threatened to destroy Alice’s childhood world was the voraciousness and lumbering acquisitiveness of 19th century industrial capitalism (see here for a recent study confirming these suspicions), all decked out in vest, spats, and a handlebar mustache!

“The fact that this part serpent, part dragon, part insect, part man seemed to emerge, inexorably, from a Darwinian-like primeval ooze, gave the image added power. I could understand why the publishers might not have wanted this image to greet the young readers of “Lewis Carroll’s” second Alice book!…”

“So what are we as teachers and administrators to make of this encounter? How might Dodgson and Tenniel’s understanding provide us with ways to confront today’s “monsters” of educational reform, who threaten to “disrupt” our cherished system of public education to its very core?

“I would suggest we engage in a little “creative disruption” ourselves. We could begin with what our Finnish colleagues in education have already done: rename the seeming juggernaut of international educational reform as GERM, for Global Education Reform Movement…..”

“It was a child who had the courage and temerity to say “The emperor has no clothes!””

Arne Duncan gave $360 million to two consortia to create tests for the Common Core. By law, no federal official may attempt to direct, control, or influence curriculum or instruction, but every one either ignores the law or pretends that tests have nothing to do with what is taught or how.

Mercedes Schneider here takes a close look at the efforts of one of those consortia to set achievement levels so everyone will know who is college ready.

“SBAC has purportedly anchored its assessment to empirically unanchored CCSS. How doing so is supposed to serve public education is an elephant in the high-stakes assessment room.

“Regarding its assessment scoring, SBAC decided upon cut scores that divide individual student scores into four “achievement levels.” SBAC knows it is peddling nonsense but does so anyway, apparently disclaiming, “Hey, we know that these achievement levels and their cut scores are arbitrary, but we have to do this because No Child Left Behind (NCLB) is making us. But we want to warn about using the achievement-level results of this high-stakes test for any high-stakes decisions…”

“The reality is that the media will publish percentages of students falling into the four categories as though the SBAC-created classification is infallible, and once again, schools, teachers, and students will be stigmatized.

“Forget about any cautions or disclaimers. Offer a simplistic graphic, and the media will run with it.”

I think it is fair to say that Schneider thinks the standards and tests are harmful nonsense.

And 100,000 Twitter friends.

 

Thank you!

 

We have our trolls, we have our regular sage commentators, we have a wealth of knowledge contributed by teachers and parents from across the nation and even from other parts of the world, we have our own poet, we have our wit who quotes the dead Greek guys, we have a community who cares about better education for all. Thank you for joining the conversation.

Two Tulsa teachers risked their jobs by refusing to administer state tests to their first grade students, reports John Thompson.

Karen Hendren and Nikki Jones hereby join the blog’s honor roll as heroes if American children, defending the rights and childhood of their students.

He writes:

“These first grade teachers, Miss Karen Hendren and Mrs. Nikki Jones were featured in a front page Tulsa World and the United Opt Out web site. They wrote an open letter to parents documenting the damage being done by testing and the new value-added evaluation system being implemented by the Tulsa schools under the guidance of the Gates Foundation.

“Miss Hendren and Mrs. Jones explain how this obsession with testing “has robbed us of our ethics. They are robbing children of their educational liberties.” Our poorest kids are falling further behind because they are being robbed of reading instruction. By Hendren’s and Jones’ estimate, their students lose 288 hours or 72 days of school to testing!

“They inventory the logistics of administering five sets of first grade tests, as classes are prepared for high-stakes third grade reading tests. More importantly, they described the brutality of the process.

“Miss Hendren and Mrs. Jones recount the strengths of four students who are victims of the testing mania. One pulls his hair, two cry, one throws his chair, and the fourth, who could be categorized as gifted and talented, is dismayed that his scores are low, despite his mastery of so many subjects. Particularly interesting was the way that “adaptive” testing, which is supposed to be a more constructive, individualized assessment, inevitably results in students reaching their failure level, often prompting discouragement or, even, despair….”

Their superintendent Keith Ballard is no fan of high-stakes testing. But he has a problem: he accepted Gates money:

“Tulsa has an otherwise excellent superintendent, Keith Ballard, who has opposed state level testing abuses. He has invested in high-quality early education and full-service community schools. Ballard also deserves credit for investing in the socio-emotional. I doubt he would be perpetuating this bubble-in outrage if he had a choice. But Tulsa accepted the Gates Foundation’s grant money. So, Ballard is threatening the teachers’ jobs.”

Will Superintendent Ballard listen to his professional ethics or to the Gates Foundation?