Archives for the month of: January, 2015

Peter Greene thinks you should know the truth. There is no objective way to set passing marks (known as “cut scores”) for standardized tests. The line between “excellence,” “proficient,” “basic,” and “failing” is arbitrary.

 

Peter writes:

 

If you are imagining that cut scores for the high-stakes accountability tests are derived through some rigorous study of exactly what students need to know and what level of proficiency they should have achieved by a certain age– well, first, take a look at what you’re assuming. Did you really think we have some sort of master list, some scholastic Mean Sea Level that tells us exactly what a human being of a certain age should know and be able to do as agreed upon by some wise council of experty experts? Because if you do, you might as well imagine that those experts fly to their meetings on pink pegasi, a flock of winger horsies that dance on rainbows and take minutes of the Wise Expert meetings by dictating to secretarial armadillos clothed in shimmering mink stoles.

 

Anyway, it doesn’t matter because there are no signs that any of these people associated with The Test are trying to work with a hypothetical set of academic standards anyway. Instead, what we see over and over (even back in the days of NCLB), is educational amateurs setting cut scores for political purposes. So SBAC sets a cut score so that almost two thirds of the students will fail. John King in New York famously predicted the percentage of test failure before the test was even out the door– but the actual cut scores were set after the test was taken.

 

That is not how you measure a test result against a standard. That’s how you set a test standard based on the results you want to see. It’s how you make your failure predictions come true. According to Carol Burris, King also attempted to find some connection between SAT results and college success prediction, and then somehow graft that onto a cut score for the NY tests, while Kentucky and other CCSS states played similar games with the ACT.

 

Actually, both of the federally-funded testing consortia (PARCC and SBAC) agreed to align their cut scores with those of the National Assessment of Educational Progress, so that “proficient” would be the same as NAEP proficient. The problem there is that Massachusetts is the only state in the nation where as many as 50% of students reached NAEP Proficient. In fact, NAEP proficient is a very high standard. NAEP has four achievement levels: advanced (which is about 8-10%) of students, truly superior performance; proficient (which is “solid academic achievement,” which I consider to be akin to an A or A-); basic (which is akin to the range of B or C); and below basic (failing).

 

Writing in Education Week, Catherine Gewertz wrote that:

 

It’s one thing for all but a few states to agree on one shared set of academic standards. It’s quite another for them to agree on when students are “college ready” and to set that test score at a dauntingly high place. Yet that’s what two state assessment groups are doing.

 

The two common-assessment consortia are taking early steps to align the “college readiness” achievement levels on their tests with the rigorous proficiency standard of the National Assessment of Educational Progress, a move that is expected to set many states up for a steep drop in scores.

 

After all, fewer than four in 10 children reached the “proficient” level on the 2013 NAEP in reading and math.

By aligning with NAEP proficient, the two consortia assured that the majority of students would not pass either test. That is entirely predictable, because less than 40% typically reach NAEP proficient. Although the U.S. has seen significant improvement over the past 20 years, especially from “below basic” to “basic,” most students have not reached NAEP proficient. Thus, unless the two consortia change their cut scores, we can anticipate that most students in the U.S. will “fail” the Common Core tests for the foreseeable future. “Reformers” think this will set off popular demand for charter schools and voucher schools, but in New York, the charter schools performed no better on the Common Core tests than the public schools, and voucher schools have never outperformed public schools in any city. The likely outcome of this absurd decision about cut scores will be to encourage the anti-testing movement.

 

 

Experts in early childhood education are calling for the abandonment of Common Core standards in kindergarten and their replacement by developmentally appropriate, research-based practice.

Defending the Early Years (DEY), in conjunction with the Alliance for Childhood, released a new report “Reading Instruction in Kindergarten: Little to Gain and Much to Lose.”

Early childhood experts could find no solid research showing long-term educational gains for children who are taught to read in kindergarten, yet this is what the Common Core Standards require. The pressure of implementing the CC reading standard is leading many kindergarten teachers to resort to inappropriate drilling on specific skills and excessive testing. Teacher-led direct instruction in kindergarten has almost entirely replaced the active, play-based experiential learning that we know children need.

Defending the Early Years and Alliance for Childhood are calling for the withdrawal of the kindergarten standards from the Common Core so they can be rethought along developmental lines. You can read the full report and watch a video, along with calls to action on the DEY website:

Find the full report at: http://www.DEYproject.org .

The video: http://youtu.be/DVVln1WMz0g

If you want to tweet your support, use this hashtag:

#2much2soon

Here are some suggested tweets:
#EarlyEd experts @dey_project @4childhood conclude #CCSS Kinder reading requirement is #2much2soon http://youtu.be/DVVln1WMz0g

and

Why @dey_project @4childhood call for withdrawal of kinder standards from #CCSS http://youtu.be/DVVln1WMz0g

With all the moaning about public sector pensions, it’s good to know that one retired educator won’t have to worry about what Governor Cuomo does.

Retired principal Harold Diamond won $326 million, the biggest lottery prize in Néw York history.

“Diamond worked for 39 years in the Monticello School District and was principal at George L. Cook Elementary before he retired in 1995. [His wife] Carol Diamond is a 36-year veteran of the Goshen School District where she taught math at Goshen High School before retiring in 1994.

“Diamond opted to take the cash value, a single lump sum payment totaling $197,456,087. His net check will total $130,676,438 after withholdings. He said his plans for the money include helping family and “giving back to the local community.”

Hopefully, the lucky Mr. Diamond will help his local school districts survive the state’s tax cap, budget cuts, and other financial handicaps.

It is wonderful to see a couple who have devoted their lives to public service hit the jackpot. Millions of other educators are not so lucky and must depend on state and local officials to value public education and their dedicated service to our nation’s children.

Michael Hynes, who is superintendent of schools of the Patchogue-Medford (NY) district, writes in Education  Week that our nation may still be at risk. He believes the “reform” agenda of the New York Board of Regents is wrong and merely echoes the wrongheaded agenda of the U.S. Department of Education. How did we go so wrong, he wonders.

 

He writes:

 

As a school system seeks to progress one should often ask, “Is this best for kids?” I believe this question was never asked by the U.S. Department of Education or the New York State Education Department. They are paving a road as “we” drive on it. As this road is paved, we have little to no say as to the road conditions that we see ahead of us, how fast we are going and where our destination is.

 

I believe this is true at both the state and national level in relation to public education. Over the years I have seen many things come and go. It’s the perpetual pendulum of mandates, ideas, movements, etc. There are some things that are still around that I wish were gone, and some things are gone but I wish were still here. I won’t mention which things because it really is a matter of perspective. My perspective, my opinion. However; I believe it is a fact that public education is under assault and “we” are driving on a road that will lead to it crashing and crashing hard….As a superintendent it is imperative that I am accountable (for myself and others) as well as building up other people’s capacities to reach their potential. If an employee is not the right fit in my district, it is my job to find someone else who is. Every aspect of the Regents Reform Agenda has very little to do with child development and everything to do with the wrong drivers for improving schools.

My question is, how are they accountable?

 

Where did we go wrong, he wonders. He reviews the findings of the famous 1983 report “A Nation at Risk” and discovers to his surprise that it did not promote the road we are now on (though it may have focused too much on test scores as the ultimate gauge of “success”):

 

This document made recommendations to focus on curricula and learning from other advanced countries. What I found most interesting was that the report doesn’t mention anything about how schools should run and rarely makes any remarks about testing. I was surprised and found that extremely refreshing.

 

Furthermore, Dr. Hynes noted what was missing from “A Nation at Risk”:

 

When I read the recommendations, I found the following items absent:

*Test children into oblivion;
*Use tests from our children to grade and assess teachers and principals;
*Develop new standards that have very little input from the educators who will teach the new standards to our children;
*Do not trust teachers, principals, superintendents and school boards to make informed decisions about what is best for their children in relation to assessments, curricula and best practices at the local level;
*Ensure that state and federal government (Governor and President) has significant influence over teacher accountability systems and assessments. They should decide what is best for children in public education (even if their children don’t attend public school);
*Guarantee corporations will make billions of dollars in the age of compliance and testing

 

Is there an alternative to our present disastrous path? Dr. Hynes believes there is.

 

Some of us believe in trusting the local control of our school systems. I believe in the capacity building of our teachers individually and collectively. It’s about climate control within our schools and trying to work with the command and control mentality outside of them. State Education Departments should be working with school districts, not against them…. I believe the underpinnings of the New York Regents Reform Agenda have never been proven to work successfully AND longitudinally in any school district…. As Alfie Kohn stated, “The goal beyond testing is about building a thriving democracy. It is about helping each child reach his/her potential as a human being and learner.” Strip away the over-testing of students, tying student scores to teachers and principal evaluations, using the new poorly designed standards and the command and control mentality from our state and national education departments.

 

It seems the world of education is divided into two camps. Those who think we are on the wrong road, and those who say full speed ahead, regardless of the warning signs. Dr. Hynes is in the first camp. He is truly putting students first.

In case you were wondering where John Deasy would land next, after leaving the superintendency of Los Angeles, he will work at the Broad Superintendents Academy, an unaccredited training program which teaches school leaders business methods and supports charter schools and closing public schools.

Bob Braun, the top investigative reporter in Néw Jersey, delves into the attack on Professor Julia Sass Rubin and graduate student (veteran teacher and blogger known as Jersey Jazzman) Mark Weber.

He calls it a “war against critics of charter schools” and an effort to silence them.

He writes:

“The NJCSA, which has notoriously failed to police ethical lapses among its own member organizations, invoked state power to silence critics of charter schools while, at the same time, it sought to shame Rubin and Weber by using clueless media outlets to spread the smear against critics whose work is backed by hard, empirical evidence.

“Because charter schools cannot refute the evidence on its merits, they have chosen to try to intimidate those who make the facts available to the public. To ruin their reputations and future job prospects.”

The NJCSA charges, he says, are “utter and complete rot and nonsense.”

Our beloved commenter KrazyTA offered this response to the post about the ethics complaint filed by the Néw Jersey Charter Schools Association against Professor Julia Sass Rubin for identifying herself as a Rutgers professor when speaking or publishing research about charters.

#je suis julia

Jason Stanford of Austin asks, what is the point of testing? The answer, he supposes, is to collect data. What is the point of data? Stop and think about it.

“To many, the answer is more testing. And because they’re testing darn near every child in America in most core subjects, now education reformers are going after the K in K-12. The Education Commission of the States says kindergarteners are now being given standardized tests in 25 states as well as the District of Columbia to measure whether they are ready for the rigor of crayons, naptime, and singing the alphabet song.

“These tests aren’t kid stuff, either. In Maryland, where teachers are asking for the state to suspend the tests, the average kindergartener takes more than 1 hour and 25 minutes to complete the tests. Teachers report that students don’t understand that they’re being tested to measure what they don’t know. When these 5-year-olds don’t know an answer, they think they’re stupid. We’re talking oceans of tears here.

“Remind me what the point of the tests is? To one state education official, the tests “will help improve early education,” which confuses things further. Remember, the thermometer doesn’t cook the meat.”

“So let’s go back to the original question: What is the point of data? With standardized tests, the point was supposed to be to diagnose which schools and students needed extra help. At least, that’s how they sold it to Dallas schools in the 1980s, then Texas schools in the 1990s, and then the whole country with No Child Left Behind.”

When we think of the phrase “the American dream,” we think about a belief that everyone has a fair chance to better themselves, to get a free education, to land a job that provides them the means to be self-supporting and live in a good home. Behind the phrase is an assumption of fairness and opportunity, of earning good wages for your work and knowing you can take care of yourself, your family, and your old age.

That “dream” is slipping away. To understand why, read this important essay-review by economist Robert Kuttner in the “Néw York Review of Books.” It is a review of two books that helps explain the profound transformation of work in our time.

One of the books is by David Weil: “The Fissured Workplace: Why Work Became So Bad For So Many and What Can Be Done to Improve It.” The other is by Eileen Appelbaum and Rosemary Batt: “Private Equity at Work: When Wall Street Manages Main Street.”

Kuttner describes a new system in which employers outsource work to contractors, keeping a close watch on the quality of the product but taking little or no responsibility for salaries and working conditions. He gives two examples for starters: the treatment of workers building NYU’s satellite campus in Abu Dhabi, and the factory fire in Bangladesh that killed more than. 1,100 workers producing luxury items for wealthy consumers.

 

Kuttner writes:

 

“The same system of outsourced employment increasingly operates at home. In the past generation, there has been a drastic change in how work is organized. Regular payroll employment is becoming the exception. The employer of record is no longer the corporation, but a web of intermediaries. The outside contractor demands stringent worker performance, even as it drives down wages, job security, and benefits….

 

“This system, which began in peripheral occupations such as janitors or security guards, has become pervasive. FedEx workers wear the company’s uniforms, drive its trucks, and adhere to stringent rules; but they are independent contractors, not company employees. At many leading hotels, room cleaners and desk clerks actually work for management companies, not for Marriott or Hilton. The technician sent by Comcast to fix your cable may well be a freelancer, not an employee. When you go into a government building, the receptionist/guard is likely not a civil servant, but the low-wage hire of a security firm.”

 

At this point, the rest of the essay unfortunately goes behind a paywall. You might find it worthwhile to subscribe (a one-week online subscription is only $4.99). I have the print edition, and I will quote a bit more.

 

“The new system frees corporations from the obligations of a tacit social compact in which employees’ loyalty is reciprocated, companies have an incentive to invest in workers, and people can look forward to predictable careers. Moreover, the entire structure of workers protections and benefits legislated beginning in the New Deal is predicated on the assumption that the employee is on the payroll of the company that makes the product. A casual worker has fewer rights, and those that carry over are harder to enforce. A contract workers or temp pays his or her own Social Security taxes, can seldom collect unemployment compensation, rarely receives company-provided health insurance or pension benefits, and has scant opportunity to organize or join a union.”

 

In the current economy, inequality of income and wealth grows, and at the same time there is a disconnect between productivity and earnings “because it allows corporations to batter down labor costs–people’s paychecks.”

 

“In explaining inequality, many economists emphasize the importance of education and technology, contending that widening gaps reflect shifts in the demands for skills and the failure of America’s educational system. Yet the old postwar social compact calling for far greater equality was respected at a time when most Americans did not go to college and many factory workers had not completed high school. Since 1980, college graduation rates have soared yet inequality has increased. Generally, it has widened among college graduates, not just between those with college degrees and those with only high school diplomas or less.”

 

Kuttner says that the new economy represents a shift of political power. Employers have been trying for over a century to lower labor costs. In this new era, with unions having lost numbers and political power, employers find it easier to outsource and replace workers with temps. Financial deregulation, he says, set off the latest round of work degradation. The second book he reviews “explains how the business strategies of these [private equity] investment companies logically destroy and degrade jobs, not for economic efficiency or better management but to transfer wealth from workers to financial profiteers.”

 

Private equity is, he says, “a sly rebranding of what used to be called leverage buyouts (LBOs), or more coarsely, corporate raids….Contrary to the industry’s claims about being experts in turning companies from losers to winners, private equity typically targets healthy companies rather than underperforming ones, the better to extract cash reserves. Having loaded the balance sheet of the company with debt–debt incurred in the purchase of that very company–they hire managers to run as lean and ruthless an operation as possible. They borrow even more money to pay themselves ‘special dividends,’ to recoup their initial small equity outlay many times over even if the operating company goes broke. The big losers in this game are the company’s workers….

 

Since the general partners of private equity firms make such outsized returns, investors want a piece of that action. But Applebaum and Batt cite data showing that most of the returns to limited partners do not beat the performance of the S&P 500. Even more peculiar is the fact that some 35 percent of the investment capital put up by limited partners comes from pension funds–which represent the deferred wages of workers. So workers’ own funds become part of the financial system that drives down workers’ wages and often plunders other pension systems.”

 

Kuttner writes:

 

“For reasons unrelated to education or technology, a great many jobs can be configured either as casual labor or as normal payroll employment. In many states, for example, home health aides are individual contractors with low wages and insecure employment to match. But in states with strong unions, such as California, home health aides have won the right to form bargaining units and are compensated as payroll employees. Warehouse workers for Walmart are hired and employed by logistics contractors; they are low-paid and subject to arbitrary dismissal. Elsewhere, however, many warehouse workers are salaried employees and receive middle-class compensation….The general trend to lower-paid work has little to do with education, technology, or management ‘efficiency.’ It is a pure transfer from labor to capital.”

 

The best way to halt job degrading is, one, to enforce the laws on the books; and two, to strengthen workers’ rights to join unions, “since unions remain the best defense against gratuitous job job-degrading.”

 

When you think about education “reform” in the context of job-degrading and rising inequality, the pieces begin to fit together with the larger transformation of our economy to the highest levels of inequality since the age of the Robber Barons.

Michael Hilzik of the Los Angeles Times reminds readers that public higher education in California used to be tuition free. It was also tuition free for qualified students at the City University of Néw York.

“President Obama’s proposal unveiled Thursday to provide free community college education to all “responsible” students is garnering immense attention. That’s as it should be, although the details still need to be fleshed out and individual states will have to agree to shoulder a share of the costs.

“But the proposal fails to address one glaring flaw in the nation’s overall system of public higher education: It should all be free. That’s the way it is in Germany, for instance, where there is a long tradition of low-cost university study. In 2014 the last German state holding out against free university education threw in the towel; now anyone, including foreign students, can study at a German university at public expense.

“Free higher education to qualified students was also the rule in California, where the University of California had no tuition for state residents until Gov. Ronald Reagan demanded it in the early 1970s. Once the door was cracked open for tuition charges, it swung wide; a Berkeley or UCLA education was pegged at $12,192 for state residents in 2014-15, plus myriad other fees….

“Free tuition has since come to be viewed as an anachronism, charming to contemplate in the abstract but simply incompatible with modern life. But the numbers don’t support that conclusion. The real obstacle to reinstating it is that it represents a path to social mobility for the working class and the poor–that’s the aspect that’s anachronistic in our grasping modern world.

“Consider this: When the corporate plutocrat Meg Whitman was running for California governor in 2010, she had no trouble proposing the elimination of the state’s capital gains tax, which brought in more than $10 billion in a decent year. Eliminating all in-state tuition, according to a UC report issued around the same time, would have cost only $3 billion.

“Which option would be an investment yielding a greater, broader return to the state? Unmistakably the latter. The roll of distinguished Californians educated for free at UC before the 1970s is a long one. It includes former Governor and U.S. Chief Justice Earl Warren; Ralph Bunche (the first black Nobel Peace Prize laureate); author Maxine Hong Kingston; the discoverer of plutonium (and later Berkeley chancellor) Glenn Seaborg; and Los Angeles Mayor Tom Bradley.”