Archives for the month of: May, 2015
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Texas: Temporary Insanity?

By dianeravitch
May 2, 2015 //
10

I am a native Texan, and I have many wonderful friends in Texas. So it pains me to write this. There are a bunch of people with some crazy ideas in Texas. Unfortunately, a significant number of them are elected officials.

Do you think that pre-K is Godless socialism? Do you think that Texas should secede to form a Christian nation? Are you suspicious of the U, S. military invading Texas? Do you think the state should pay for religious education?

I went to public schools in Houston during the Red Scare of the 1950s. I thought my home state had left those days behind. Guess not.

Categories Texas

Scarsdale Forum on High-Stakes Testing: Are Parents Heard in Albany?

By dianeravitch
May 2, 2015 //
29

A comment on the blog:

 

I attended a forum at Scarsdale HS last night (4/30) w panelists Regent Judith Johnson, Assemblywoman Amy Paulin, and Scarsdale Schools Superintendent Hagerman.

 

Chancellor Merryl Tisch and Regent Rosa attended but did not participate.

 

All panelists spoke to the problems with the state tests and there was general consensus that the tests have no value as a measure of students’ abilities or teacher competencies, that they are a burden to students because test prep takes time away from project-based and other learning and are unnecessarily stressful for children, and are a financial burden to districts.

 

One of the most interesting comments from Judith Johnson was in response to questions from members of the audience who expressed frustration at not being heard by Albany.

 

Ms Johnson firmly insisted that parents and opponents to current testing and CC ARE being heard.

 

HOWEVER, she said that what hasn’t been put forward – what hasn’t be heard – are clear, unified demands and requests for specific changes.

 

Can you lead us forward in that?

 

What specific requests should individuals and groups demand of the the Regents, state DOE, Cuomo, and federal government?

 

Ms Johnson also expressed serious concerns that the State Regents do not having sufficient support staff-experiencing this already and only thirty days into the position. One can certainly see how that could limit her activities and scope of influence. Any thoughts?

 

There’s much more that I’m leaving out. The event will air on Scarsdale public access TV in next few days.

 

I’m curious to hear your thoughts.

 

Sincerely,

 

Mira Karabin
Hartsdale, NY

 

Dear Mira,

 

Thanks for writing. Your first question is whether the people in Albany are aware of your concerns. The answer is yes and no. They definitely notice when the parents of nearly 200,000 children refused to take the state test.

 

Governor Cuomo heard you. He pronounced that you shouldn’t be worried because the tests are “meaningless” and won’t count against your children; they will be meaningful only for teachers, who will be punished if the scores don’t go up by whatever metric the state chooses.

 

Merryl Tisch heard you. She offered to delay the stakes attached to the testing for a year for some districts, on a case-by-case basis, or to exempt high-performing districts like yours.

 

But they didn’t actually hear you because they didn’t hear what parents were saying when they opted out. They are not offering to disconnect the scores from teacher evaluations. They are not agreeing to reduce the stakes attached to the tests. They are not offering to review the validity or reliability of the tests. They are not offering any substantive change at all, at best just a delay.

 

They don’t understand that pressuring teachers to get higher scores–or else–changes what happens in the classroom. It shifts the emphasis from inquiry to drill. It makes test-taking skills more important than thinking skills. It narrows the curriculum only to what is tested. It is contrary to good education, which is why private schools don’t follow the state’s lead. I think it is accurate to say that the leaders and decision-makers in Albany, including the Governor, his staff, most of the Regents, and those at the top of the State Education Department are wedded to an agenda that confuses test scores with education. Tests are a measure not the goal of education. There is also, at the highest level, an inexplicable contempt for the work of teachers and principals. And your children suffer for their ill-conceived policies.

 

Yes, there are specific, clear demands, voiced by New York State Allies for Public Education. Among other things, they demand “a dramatic reduction of testing in grades 3rd – 8th,” and a call to Congress to shift from annual testing to grade span testing. They also demand an independent review of the state’s standards and a “public and transparent process” for selecting the new state commissioner of education. They say, do not release any personally identifiable data about any student to any third party without parental consent. Check out their list of demands.

 

I would add a few more.

 

Reduce the time required for state testing (currently 7-10 hours) to not more than 2 hours, one for reading, one for math.

 

Convene a task force of independent and qualified testing experts to review the validity and reliability of the state tests.

 

Release the state tests after they are administered so that parents, teachers, and researchers can learn from them.

 

Provide teachers with information specific to each child so they will know how to help them do better in the future.

 

These are clear and specific demands. I think they fairly represent the views of those who refused the tests. If the Governor, the Legislature, and the Regents refuses to change their agenda, more parents will opt out next time. Ideally, there will come a day when no one takes these tests, which have not been reviewed for their validity and reliability and which are kept secret from teachers and parents. How many pineapples might be hidden in the questions? Why shouldn’t teachers learn what students got right or wrong?

 

I hope this is helpful.

 

Diane

 

 

Categories Education Industry, Education Reform, Opt Out, Standardized Testing, Testing

Jeb Bush’s Foundation for Educational Excellence: Some Payouts and Receipts

By dianeravitch
May 2, 2015 //
5

The Wall Street Journal has an informative article about the $2.2 million that Jeb Bush’s Foundation for Educational Excellence paid to a top Republican political consultant to publicize the “success” of the Florida model of education reform: school grades, charters, and high-stakes testing, and also revealed who underwrites Bush’s FEE.

The foundation’s Learn More, Go Further campaign in 2013 and 2014 included a website and other online media, television and radio ads, and live events in Florida to promote the state’s educational system.

“Today, more parents and teachers know that Florida is a top-10 state for improvement in education, thanks to the reforms implemented and hard work by teachers and students over the last 15 years,” said Jaryn Emhof, a foundation spokeswoman.

Under Mr. Bush’s A-plus plan, schools receive annual grades based on their test scores in an effort to hold educators responsible for student achievement. The Learn More, Go Further ads touted rising graduation rates, increased numbers of students taking advanced courses, and rising achievement among Hispanic and African-American students. Mr. Bush was not mentioned in the ads.

Another spot trumpeted Florida’s higher academic standards, which are modeled after the Common Core standards adopted by most states. Because the Obama administration awarded financial incentives to states that adopted Common Core, some conservatives view the standards as government overreach, making Mr. Bush’s support a potential liability in his expected 2016 campaign…

Former Secretary of State Condoleezza Rice has served as chairwoman of the foundation since January, when Mr. Bush resigned to focus on exploring a potential campaign. Top donors to the foundation include the Bill & Melinda Gates Foundation, Bloomberg Philanthropies, GE Foundation, and News Corp, which owns The Wall Street Journal.

The foundation reported $11.4 million in revenue for 2013, up from $10 million the previous year. Expenses rose to $10.4 million from $5.9 million the previous year because of increases in staff, outside contracts and educational research and grants provided to states. The foundation has expanded from working with three states in 2008 to 43 states in 2013 on issues including digital learning, school grades, literacy, teacher training and charter schools.

You can be sure nothing was said in the public relations campaign about the fact that Alabama–with none of Jeb’s reforms–has a higher graduation rate than Florida. Nor will voters hear about Florida’s class size reduction act, imposed by referendum. Or Bush’s third grade retention policy, which holds back low-scoring third graders and boosts fourth-grade reading scores.

Categories Accountability, Florida

The Opting Out Song, with Apologies to Billy Joel

By dianeravitch
May 2, 2015 //
10

The Bald Headed Piano Player sings the Opting Out Song, with apologies to Billy Joel. It is dedicated to Givernor Cuomo.

Categories Cuomo, Andrew, Opt Out, Standardized Testing

A Typical American Public School on Commencement Day

By dianeravitch
May 2, 2015 //
2

This is a lovely story about the graduation ceremonies at Clarke Central High School in Athens, Georgia.

The story describes the school as probably the most diverse school in north Georgia. Look at the photo. This is American public education. This is what it should be. No one was excluded because of their disability or their lack of English skills. This is a community public schools, built by the community, for the community, of the community.

If the governor and the legislature have their way, charters will open, and students will be lured away, most to racially separate schools.

Can we afford to lose Clarke Central High School? I don’t think so.

Categories Georgia, Students

Steven Singer, Proud BAT: The Resistance Is Real

By dianeravitch
May 1, 2015 //
5

Steven Singer, tireless blogger, had the same experience as so many of us at the Network for Public Education conference, both last year and this year. We met people we thought of as our very close friends but had never met. They are our virtual friends, with whom we share stories, hopes, and fears. We think we know them, but we have never seen them.

And then we went to the conference, and there they are! Real people, a real resistance. It is an exhilarating experience, and I hope you are able to share it with us when we meet again next spring, 2016.

Categories Network for Public Education, Resistance

My Interview with the Great Karen Lewis at the NPE Conference

By dianeravitch
May 1, 2015 //
16

We were so lucky to get Karen Lewis to appear at the second annual conference of the Network for Public Education. As most everyone knows, Karen is battling a serious cancer, and it takes a lot of energy to fight it. She has been brave in the face of this dire illness, and you will see from her appearance that she looks wonderful. She is a brilliant and wise woman. I didn’t want to wear her out, so I talked more than I normally would do to give her a chance to say as much or as little as she wanted to. As you will see if you watch the video, I adore this woman.

Categories Chicago, Unions

For National Charter School Week: Philadelphia Charter Teachers Vote to Form Union

By dianeravitch
May 1, 2015 //
6

National Charter School Week is May 3-9. The teachers at Olney Charter High School voted to form a union affiliated with the American Federation of Teachers. That is a nice way to celebrate and to make sure that teachers have good working conditions. According to the AFT press release, this is the 120th charter school to go union. Only 5,880 to go.

 

 
Olney Charter Teachers Vote Overwhelmingly to Join Teachers Union

 

Teachers Cite Need for a Voice to Advocate for Students and Their Profession at
Philadelphia High School that’s Part of National ASPIRA Charter Chain

 

PHILADELPHIA—Last night, teachers and support staff at Olney Charter High School in Philadelphia voted overwhelmingly to form a union. They voted by a near three-to-one margin to join with the Philadelphia Alliance of Charter School Employees to gain a voice in how classrooms are resourced and school decisions are made. They also sought greater input into teacher evaluations and professional development.

 

Olney Charter High School (located on West Duncannon Ave.) is one of five charters run by ASPIRA Inc. of Pennsylvania within the Philadelphia School District. It was carved out of the public system following the state takeover of public city schools in 2001, which handed control of public schools to private operators under a corporate education reform model.

 

ASPIRA Inc. of Pennsylvania is an affiliate of the national ASPIRA Association, a nonprofit organization focused on education for Latino and other underserved youth. ASPIRA Association operates in eight states and Puerto Rico.

 

As Olney teachers and staff began organizing, management hired a union-avoidance firm, National Consultants Associated, which has a history of questionable ties to organized crime and individuals charged with federal corruption and racketeering. In the days leading up to the union vote, National Consultants Associated held mandatory anti-union meetings, costing parents face time with teachers, students hours of instruction during annual exam prep, and untold dollars that could have been put to use in classrooms.

 

The victory for teachers and support staff at Olney is the latest in a string of successful organizing efforts. Teachers at charter schools across the country increasingly are uniting to challenge the conditions that lead to incredibly high turnover in their schools and to improve education for their students. Often, in spite of aggressive anti-union tactics from their employers, teachers vote to join together in a union when given the choice.

 

“Teachers at charter schools want what other teachers want: respect for the job they do and a real voice in their schools,” said Randi Weingarten, president of the 1.6-million member American Federation of Teachers. “Increasingly, they see how joining a union of professionals is the vehicle to do that. That’s what today’s overwhelming vote was about.”

 

A total of 172 teachers and support staff are now represented by the union and will soon begin negotiating a first collective bargaining agreement. They also are calling for organizing and collective bargaining rights for teachers and staff at all ASPIRA Inc. schools. On May 12, teachers and staff at John B. Stetson Charter School, another ASPIRA school, filed a petition with the National Labor Relations Board requesting a union vote. The Board has yet to rule on the request.

 

“We look forward to forging a new relationship with ASPIRA of Pennsylvania,” said Ted Kirsch, president of AFT Pennsylvania and an AFT vice president. “By opening its planning and decision-making process to teachers, staff and parents, ASPIRA has an opportunity to make its schools a model for innovation and collaboration in K-12 charter schools.”

 

The AFT represents teachers and support staff in more than 120 public charter schools in 12 states.

Categories Charter Schools, Philadelphia, Unions

The Final, Best Cut of Yong Zhao’s Great and Funny Speech at NPE

By dianeravitch
May 1, 2015 //
6

At my request, videographer Vincent Precht prepared the final, best cut of Yong Zhao’s speech to the Network for Public Education.  This is it. It has all the slides from his presentation.

Prepare to laugh while you learn what is wrong with standardized testing.

Categories Standardized Testing

The Little-Known Story of Chelsea, Massachusetts

By dianeravitch
May 1, 2015 //
9

Christine Langhoff sent the following reflections on the state takeover of the schools of Holyoke, Massachusetts. Jitu Brown’s remarks in the opening keynote at NPE Chicago identified the current reform movement as “colonialism.” When she heard Jitu speak, Christine was reminded of the state takeover of the public schools of Chelsea, Massachusetts in 1989.

 

Christine wrote:

 

Under the arrogant John Silber, Boston University took over the Chelsea Public schools for 20 years. The teachers’ contract was abrogated and many outside “experts” and researchers poured into the schools, many making careers due to their involvement. Money was also poured into the schools. But not much has changed and BU folded its tent and went away and the money dried up. From a study in 2010 by The Urban Initiative at UMass Dartmouth:

 

“The less positive news is that the challenges that the School District and City of Chelsea faced back in the 1980’s are still present, and in some instances have been exacerbated by state and regional economic conditions, as well as world-wide unrest and economic hardship for many families moving into the area. The challenges include: poverty, unreported immigrants, unemployment, crime, gangs, drugs, teen pregnancy, family mobility, low attendance rates, and the continuing issue of English as a second language.

 

The School District of Chelsea can never be accused of not continually looking for a solution to the challenges it faces. The reform efforts have been multiple and continual over the past two decades. Unfortunately they were not always systemic in nature and were driven by a ‘cure de jour’ and perhaps a myopic vision of the individual factors that needed to be addressed, rather than a broad-based plan that built upon succeeding successes and included the resources needed to fully implement the interventions.”

 

What has worked in Chelsea was not the expertise of the colonizers, but rather the daily hard work of community organizations to provide wrap around services children and families in empoverished cities to mediate the impact of poverty:

 

“Perhaps most importantly, there is a growing awareness that the school district doesn’t own the problem; that it is a community problem, and it will take the entire community’s resources and willpower to address the needs of its youth in a proactive and effective way. The growing community collaborations with outside agencies and non-profit organizations have already begun to show promise as a major reform strategy.”

 

https://www.umassd.edu/media/umassdartmouth/seppce/centerforpolicyanalysis/urbaninitiative/reports/Chelsea_PAR_Final_Report.pdf

 

In another comment, Christine added:

 

I’ll bet dollars to doughnuts that one of the first things the state does is eliminating the dual language program from Holyoke’s schools. 79% of kids in the schools are Latino (the majority of them Puerto Ricans, thus American citizens) and 48% are identified as having English as a second language. But those running the department of ed see bilingualism as a deficit. The Dever elementary school in Boston was taken over by the state earlier this school year. The very first thing the charter operator did was eliminate the successful dual language program.

 

The fact of a large Puerto Rican population in Holyoke matters. (At the Dever, too, many of the families are Puerto Rican.) As citizens, many Puerto Ricans transit between the island and the mainland due to family and employment factors (again, poverty – when there’s no work, you go back to live with abuelita). Children who move between school systems must be fluent in both languages to flourish academically, as public schools in Puerto Rico are conducted in Spanish. Being bilingual is a necessity and the argument of “if they want to live here, they need to learn English” holds no water when compared with the obligation of the state to provide a free, appropriate education to its citizens.

Categories Accountability, Massachusetts
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