Archives for the month of: February, 2015

Larry Miller, a member of the Milwaukee school board, reprints here an article from a Milwaukee newspaper. It shows that 4 out of Milwaukee’s 10 charter schools are failing schools.

 

“Four of these taxpayer-funded schools are doing so poorly that, according to their annual review, a case could be made for shuttering them.
And major pieces of information haven’t been offered to the Common Council members who are ultimately responsible for the 3,500 students who attend city charters—including the fact that the FBI raided the national operator of one local charter school.

 

“Yet last Thursday, in a Steering and Rules Committee meeting, the Charter School Review Committee (CSRC)—an appointed body made up primarily of charter advocates who provide oversight of and evaluate the city’s charter schools—only recommended putting two schools on probation, Milwaukee Math and Science Academy (MMSA) on West Burleigh Avenue and King’s Academy on North 60th Street.

 

“The CSRC gave Milwaukee Math and Science Academy a rating of 66.4% on its scorecard, a D grade, for the 2013-2014 school year, making it a “problematic/struggling” school. The state Department of Public Instruction (DPI) gave it 48.1 out of a possible 100 points for the same year. The DPI said it “failed to meet expectations.”

 

“King’s Academy earned a 67% rating and a D+ from the CSRC but fared slightly better with its DPI scores: 67.3 points, which “meets expectations.”

 

“But as dismal as those scores are, MMSA and King’s Academy aren’t the worst performers.

 

“That dubious honor goes to North Point Lighthouse Charter School on West Douglas Avenue, which earned a 58.1% or F from the CSRC and a 29.4% from the state DPI. Since the 2013-2014 academic year was only its second year of operation, the CSRC recommended some strategies for improvement and a mid-year assessment of its progress. The school, part of the national Lighthouse Academies network, got financial assistance from tennis pro Andre Agassi’s Canyon-Agassi Charter Facilities Fund for its building.”

 

Some of the charters began as voucher schools, failed, then reopened as charter schools.

 

“Jack Norman, a consultant for Schools and Communities United, argued that the charter advocates were providing an incomplete picture of the program for the council members. The CSRC doesn’t discipline schools that are new to the program, but Norman argued that some of the city’s failing charters have long track records as taxpayer-funded voucher schools that should be taken into consideration. The struggling King’s Academy, for example, began as a voucher school in 1999 and became a city charter school in 2010 and has been operating continuously for 15 years. MMSA can trace its lineage to Wisconsin Career Academy, an MPS charter school that was closed in 2012, as well as Wisconsin College Prep Academy, a voucher school that was shut down in 2013. He accused Lighthouse of “charter hopping or shopping” because it had received a charter from MPS and UW-Milwaukee before becoming a city charter.

 

“Milwaukee Collegiate Academy, whose board chair is voucher architect Howard Fuller, opened as a voucher school in 2004, changed its name and became a charter in 2011, then changed its name again. The high school received a 68.2% or D+ from the CSRC, a “problematic/struggling” school.”

In this post, Anthony Cody interviews Jesus (Chuy) Garcia, who is a candidate for mayor of Chicago.

 

Garcia addresses school closings, the need for an elected board of education, school closings, high-stakes testing, funding, and other questions that Cody asks.

 

From his answers, it appears that he is a good fit for the agenda of the Network for Public Education. He understands the needs of children, of schools, and of the connection between communities and schools.

 

 

 

 

Chris Goering of the University of Arkansas is a partner with Jason Endacott in writing a blog called EduSanity. I was happy to discover there are warriors for educational sanity at the U. Of A.

Inspired by Peter Smagorinsky of the University of Georgia, they have launched a series called “Awesome Teachers of Arkansas.” This post features teacher Heather Thompson, who teaches high school English and the arts in Bentonville.

What a lovely way to celebrate teachers!

Peter Smagorinsky began writing about the “Great Teachers of Georgia” in 2012. Here is one of his posts, featuring Bynikini Frazier, a first-grade teacher in the Savannah-Chatham Public Schools.

Great teachers deserve to be recognized and honored.

Are there awesome teachers in your state? Tell the world.

A group of parents in Montgomery County, Maryland, have started a Change.org petition, urging the school board to renew his contract. Starr has been an outspoken critic of high-stakes testing and test-based accountability for teachers. They urge you to sign their petition.

This is a balanced and fair assessment of Josh Starr’s tenure as superintendent of the Montgomery County, Maryland, public schools.

Starr seeks collaborative relationships with parents and staff. He is no fan of high-stakes testing. He has directed more funding to schools that enroll more students with high needs than to those with fewer such students.

“Starr says he is focused on making sure all MCPS students receive the same quality education and has begun programs to help them get ready for college, including one with Montgomery College and The Universities at Shady Grove. He is also pushing for the expansion of “project-based learning” programs in high schools that incorporate hands-on learning and real-world projects to teach students to be critical thinkers and problem solvers.

“He has put in place a data-driven, early-alert system to identify students who are at risk of failing, and has told principals and teachers to focus on understanding the needs of each child in their classrooms. He has also revised the discipline policy to lower the number of out-of-school suspensions, which had disproportionately affected minority students.

“Despite these efforts, Starr’s critics say he isn’t doing enough—or moving quickly enough—to close the achievement gap and address pressing issues. Some, including parents, board members and elected officials, describe Starr as a remote technocrat who is more easily understood through his frequent tweets than when he tries to explain something in person.”

Starr has drawn criticism for showing interest in the NYC Chancellor’s job (he was not selected). Critics also complain that he hasn’t closed the achievement gap. To be fair, if that is the criterion for success, most superintendents would be unemployed

“An acolyte of the progressive education movement, Starr is also focused on helping students succeed in life beyond school. “The line I always use is that I want my kids to be straight-A students and I want them to be great people,” Starr says. “But if I have to choose, I would rather that they are average students and great people.”

“To that end, Starr is stepping outside the traditional role of a superintendent by seeking ways to improve access to social services for students. He has been talking with officials of county departments about providing services for students whose parents can’t make it to a parent-teacher conference because they are working, or who lack Internet access at home, or who come to school exhausted because they work after school to help their families survive.”

Nothing in this article explains why his contract should not be renewed. He sounds like a leader on the right track.

Steve Strieker writes a blog called “Imagine Wisconsin.” Last year, after the teacher-bashing reached new heights in his state, he felt defeated. He was in a state of grief. All year, he was so disheartened that he wrote only two posts for his blog.

Over time, with the help of family and friends, he pulled himself out of his despair, and he felt revived, personally and professionally.

He writes:

“During the peak of the grief, however, I questioned my ability to teach. I thought about taking an extended absence. As the school year started, I didn’t know how I would survive. How could I meet the needs of my students when I was so needy myself?

“Through this despair, I have come to realize how strong I used to be and how much I give psychologically, emotionally, intellectually, and spiritually to my students. After the fog lifted, I could see more clearly now how much strength is actually required to help needy students on many levels. Teaching is not an easy gig.

“Like Boston Strong in the wake of the 2013 marathon bombing, Teacher Strong is my new mantra for 2015. Teaching comes easy to me when I am healthy and strong. I have been fortunate to have been mostly healthy and strong during my professional career.

“Teachers serve students, parents, and our communities in powerful ways. Teaching takes profound strength to serve an increasing number of students with significant socio-psychological needs.

“My period of despair has left no doubt. To teach, you have to be Teacher Strong. What teachers do is important and matters. What I do matters and makes a difference. In 2015, I will not take being strong and healthy for granted. What is my nature will now be nurtured.

“Goodbye 2014. Goodbye Grief. Hello 2015.”

You probably know all this, but if not, you might find this interview of interest. I was interviewed by Nika Wright of Guernica magazine.

Peter Greene reports on an audit in Ohio about phantom students in charter schools. Charters are paid by headcount, and some charters have seen the advantage of inflating their enrollment, although it is illegal.

 

He writes:

 

On October 1, the auditors walked into The Academy for Urban Scholars Youngstown with a stated enrollment of ninety-five. Actual students that the auditors found in the building?

 

Zero.

 

The explanation wasn’t exactly encouraging. Students had been sent home at 12:30 because they had spent the morning prepping for the state exam. So it’s not that the Academy was lying about students in school– they just weren’t actually teaching any.

 

A Youngstown tv station reported that the auditors made a follow-up visit in November. On that occasion, they found thirty-seven students in attendance.

 

Capital High School in Columbus claims 298 students. Auditors found 142 in the building.

Bill Phillis of the Ohio Equity and Adequacy Coalition writes that charters have been inflating enrollments for years, without accountability or consequences, because the charter operators make campaign contributions.

He writes:

State Auditor: Charter school head count much less than students reported for payment

Why are charter school operators and charter school sponsors not being prosecuted for collecting money on phantom students? A recent State Auditor’s report-Report on Community School Students Attendance Counts-documents that many charter schools are collecting funds for students they are not serving. These charter operators and their sponsors should be charged with dereliction of duty and fraud.

These spurious maneuvers have been ongoing. Nearly ten years ago, the Scripps Howard News Service conducted a head count in several Ohio charter schools. The Scripps report-Ghost Schools— revealed that absentee rates in charter schools were as high as 64 percent. The investigators that did the Scripps Howard News Service study sent the report to Ohio officials, including the Attorney General. They thought someone would be sent to prison for fraud, but state officials seemed to ignore the report.

The State Auditor found current student attendance compared to the number of students reported in July 2014 as low as zero percent. Other egregious rates of attendance found by the Auditor were 17%, 18%, 23%, 25%, 48% and 66%. This theft from taxpayers must stop.

The worst offenders in this scandal are among the largest political contributors in Ohio. Don’t expect any remedy to this corruption in charterland unless a grassroots outrage emerges.

William Phillis
Ohio E & A

Ohio E & A | 100 S. 3rd Street | Columbus | OH | 43215

Paul Karrer, a veteran elementary teacher in California, likes to read David Brooks, even when he disagrees with him. But he was taken aback recently when Brooks said that the teachers’ unions are the biggest impediment to education “reform.”

 

Karrer knows that education reform is not what it appears.

 

He explains to Brooks, as if Brooks might read his column:

 

So far Ed Reform has been a nightmare, a massacre, a coup de grace on democratic public education institutions. Ed Reform has plundered the public sector, crushed teachers’ souls, and offered virtually no positive improvement even when measured by the right’s own yardstick. The right benefits on many levels in its relentless assault on public schools.

 

First, privatization feeds the Republican DNA of the government’s role as an agent of profit for business. Public education viewed through Republican eyes is viewed as a feeding trough opportunity of financial benefit. Hence, the many hedge funds lauding, testing and assessment companies, charter corporations and publishing empires whose spread will fattened wallets.

 

Virtually every mantra about Ed Reform is false or basely wrong. Charter schools do not perform better when equal measure are used. Rather, often worse. End of story. They skim the best, the brightest the motivated. And they boot out those who don’t behave.

 

Those attending charter schools have parents who have guided them to charters. Many of my students have guardians. There is a difference.

 

Because he respects Brooks, he invites him to his classroom to learn about what really matters:

 

So friend David Brooks, I invite you to spend a few hours with me at my poorest of the poor schools. Run a lap with my fifth-graders and me in the morning, see what it’s like in the mucky trenches of gang-infested poverty. Then just sit and watch, no principal, no superintendent present, observe 30 fifth-graders and their old teacher. We’ll talk, later, about the subtractive brutality and injustices of ed reform.

 

Your words carry great weight. Please be careful how you [use] them.

 

Benjamin Riley, formerly of the NewSchools Venture Fund (which invests in charter schools and other “reform” ideas) has put together a group called Deans for Impact. This group will advocate for data-based decisions, perhaps including test-based evaluation of teachers (VAM).

 

Here is the group’s website.

 

Paul Thomas comments on this group in this post. These deans, he says, are announcing that they want to ruin their own field with data, data, data, without waiting for the feds to make them do it.

 

He writes:

 

Accountability seems to be a SF [science fiction] plague, spawned in the bowels of government like the root of the zombie apocalypse.

Pick your analogy, but the newest round isn’t really any different than all the rounds before.

The USDOE announces accountability for teacher education, in part using value-added methods drawn from student scores on high-stakes tests.

NEPC [National Education Policy Center] offers an evidence-based review, refuting accountability based on student test scores as a way to reform teacher education.

But in the wake of misguided bureaucracy and policy, possibly the most disturbing part of this pattern of doing the same thing over and over while expecting different results is that educators themselves invariably line up demanding that we be allowed to do that same thing ourselves (including our own continuous complaints about all the bureaucracy with which we gleefully fall in line).

 

And Thomas adds:

 

Let’s be clear, instead, that accountability (a lack of or the type of) has never been the problem; thus, accountability is not the solution.

 

Let’s be clear that while teacher quality and teacher preparation obviously matter, they mostly cannot and do not matter when the teaching and learning conditions in schools prevent effective teaching, when children’s live render them incapable of learning.

 

Mercedes Schneider also wrote about this new reformer organization. As you might expect, Schneider delves into Riley’s background at NewSchools Venture Fund. She also analyzes the funder of “Deans for Impact.”

 

She writes:

 

So now, Riley has started a “venture” using (according to EdWeek) a one-million-dollar grant from the Charles and Lynn Schusterman Family Foundation. Ironically, in 2013, the Schustermans also donated over one million dollars to Teach for America (TFA), whose temp teachers are “trained” in five weeks and who are assumed prepared because, after all, they are “talent.”

In 2013, the Schustermans also supported Stand for Children (SFC) for $2.3 million; the Gates-Walton-Broad-funded NewSchools Venture Fund (NSVF) for $500,000; the National Council on Teacher Quality (NCTQ) for $25,000; KIPP charter schools, for over $100,000; Jeb Bush’s Foundation for Excellence in Education (FEE) for $50,000, and Gates-Walton-Broad-funded Education Pioneers (EP) for $500,000. All of these organizations are known for devaluing education via privatization and test-score worship.

 

And now, thanks to Riley and his Schusterman million, we have deans who are willing to follow a guy who helped draft legislation to create teacher-prep charter schools.

 

Be careful, O Deans of Impact.

 

If teacher-prep charter “academies” are somehow worked into your traditional teacher training programs, your programs run the risk of being supplanted by a privatized substitute.

 

Higher ed charter co-location.

 

Already, you have agreed to play the test-score-driven, common-metric game easily recognized as a privatization gateway. Too, Riley is advertising that he wants to “remain relatively small,” which makes you sound like an unsuspecting petri dish for a man who wishes his GREAT legislation might find a testing ground.

 

Perhaps not. Perhaps I am wrong.

 

But watch out.