Archives for the month of: May, 2015

Conor Lynch writes in Salon that the rightwing media is having fun blaming liberals and liberal social policies for the unrest that followed the death of Freddie Gray.

 

He quotes commentators from Fox News who see the civil disorders and riots as the fault of the protestors.

 

What Lynch points out, however, is that Baltimore (like Detroit) was once a thriving industrial city. As globalization and technological change produced deindustrialization, jobs dried up, especially for those striving to rise from poverty to the working class. The war on drugs, he writes, led to mass incarceration of black men, even though whites use drugs as often as blacks. And then there is the historic residential segregation in Baltimore, enforced by federal, state, and local policies.

 

Back in the mid-20th century, Baltimore was a booming manufacturing hub, as were many other cities that today have become shadows of their former selves, such as Detroit. In 1916, Bethlehem Steel bought a steel plant in Baltimore, and by the Second World War, more than a quarter of a million people were employed in the city’s manufacturing industry. This was the so-called Golden Age of American capitalism, where manufacturing accounted for 50 percent of corporate profits and 30 percent of American employment. Today, by contrast, industry profits have dropped to about 20 percent, and employment has dropped to less than 10 percent. This is not a phenomenon unique to Baltimore — the process of deindustrialization has occurred throughout America, turning formerly thriving cities into impoverished ghost towns.

 

There are various reasons for why America’s manufacturing industry has fallen from grace, but the two major ones are globalization and technological innovation. Globalization, which really began to take off in the ’70s and ’80s, has made capital much more flexible, and today many companies choose to produce in developing countries where labor costs are significantly lower, owing in large part to scant protection for workers, who make a fraction of what it would take to live a decent middle-class lifestyle. Technology has been even worse for America’s middle class; it has been reported that the great advancements in computer and robotic technology over the past few decades have hollowed out the middle class and destroyed jobs faster than it created them.

 

Baltimore was hit hard by deindustrialization – in the latter half of the 20th century its industrial workforce was depleted by 75 percent. And as manufacturing jobs left, so did the middle class and white Baltimoreans. Since the death of manufacturing in the city, the economy became a service-based one, and the incomes have dropped significantly.

 

This is not the story you will hear on Fox News. But it is the context you need to know.

Reformers have a problem with democracy: They don’t like it. They like state takeovers, mayoral control, anything that eliminates local control. This is right out of the ALEC play book. Why so reformers hate democracy? They don’t believe that regular, non-rich people are smart enough to control their schools. Think Newark, Camden, and other Néw Jersey cities that lost democracy 20 years ago, with nothing to show for it.

So we turn to Holyoke, Massachusetts, which is a low-income city with a large Latino population. EduShyster tells the sad story here.

Well that certainly didn’t take long. The official state takeover time piece barely registered two hours and the Holyoke Public Schools had officially entered a new state: taken over. If you are keeping count at home, that’s about half as long as the public hearing that preceded the vote, during which some 1,000 + Holyokesters, including some who stood for four hours, packed a hall to register their objections to the state’s takeover plans. In other words, nothing to see or hear here folks, especially, it seems, if you were one of the ten members of the state’s 12 member Board of Education who didn’t actually visit a single Holyoke school prior to casting your vote…

One Holyoke
First, can we just acknowledge the extraordinary display on state takeover eve, when residents of a city so divided that whites live up in the Heights while Latinos live in the Flats, came together to oppose the state’s plans? But where you and I saw a standing-room-only crowd and overwhelming opposition, members of the state Board of Education seemed to see something different. Board chair Paul Sagan saw a *data point,* as well as the many theoretical community members who silently supported the state’s takeover but declined to join the two actual community members who spoke in favor of the state takeover at the hearing…..

“Students matter
For once I managed to type those words with straight fingers. How about a shoutout to the students who walked out of Holyoke High School to protest the state takeover? Or this valedictorian, who manages in three and a half minutes to explain the utter nonsensicality of the state’s policy on teaching the students-still-learning English who make up 30% of the student body in Holyoke. And most especially, this student: Donald Willyard, the Board’s sole student member, who took it upon himself to take the unusual step of taking a trip to see Holyoke’s schools prior to voting on whether to take them over. Which he voted against.”

No democracy for Holyoke. Sad. Another victory for reform, but not the children of Holyoke.

Dr. Mark Henry, superintendent of the Cypress-Fairbanks school district in Texas, says it is time to save students from failing charter schools.

Dr. Henry proposes:

“I have an even better prescription that Texas should try. In my solution, Cypress-Fairbanks ISD will create “The Cypress-Fairbanks ISD Opportunity School District” to take over and manage failing charter schools.

“Around 8.2 percent of public school campuses are classified as failing, but nearly 17 percent of charter schools are designated as failing. In fact, within three years of being included on the low-performing list, only seven out of approximately 8,500 traditional public schools are still designated as failing. If you are mathematically inclined, less than one-tenth of 1 percent of all Texas public school campuses are rated IR or AU for more than three years.

“It seems that public schools are doing a great job of addressing low-performing schools without the added bureaucracy of another state agency. But there does appear to be a need to help charter schools, when nearly 1 in 5 are considered failing.

“CFISD is recognized as one of the most effective school districts in the state when considering academic achievement and financial efficiency. We don’t pick and choose our students; we educate all students within our borders. The principles we practice should be quite useful in assisting the great number of failing charter schools. We feel that with more funding, less regulation and our processes, we can give thousands of students trapped in failing charter schools hope for a better tomorrow.

“The proliferation of failing charter schools is the “civil rights issue of the 21st Century.” CFISD sees an opportunity to rescue these students and generate additional dollars to help offset the current underfunding (less operation funding than charters) that we receive. It is a win-win! Students at the failing charter school will benefit by receiving a quality education and CFISD students will benefit with more funding.”

When I read this brilliant parody of the “reformers'” favorite reform, I concluded their days of hoaxing the public are numbered.

Mary Nelson, the mother of a 9-year-old boy with disabilities, wanted to opt her child out of state testing, but the law doesn’t permit opting out.

 

She wrote a heart-wrenching story about her efforts to get him excused from what she knew would be a painful and humiliating experience for him, but the bureaucracy could say only that there is no opting out, no excuses. They even insisted that they were protecting his “rights” by requiring him to take tests that he could not pass.

 

She wrote:

 

I am the mother of a wonderful 9-year-old who has some learning differences. His challenges make school days very hard. He has fetal alcohol syndrome, ADHD, oppositional defiant disorder, anxiety disorder and mood disorder. Quite a list for such a little guy. To say we have had a rough time at school is an understatement.

 

At my son’s last Individualized Education Program meeting, considerable time was spent discussing how to help him get through the English Language Arts benchmarks and the End of Grade tests.

 

It was the consensus of his team that the tests were above his ability. Why should he be required to take tests that are above his ability when we already know what the results will be? The answer: “It’s the law.”

 

As his mother, I have spent all his life trying to protect him and doing what I believed to be best for him. So this did not sit well. I envisioned him having to sit at a desk for three hours at a time, trying to answer questions he doesn’t know the answers to. To me, that is child abuse. State and federal leaders are currently debating how many standardized tests children should be required to take and whether parents should have the choice to opt out of tests they see as harmful to their children. These leaders need to pay closer attention to the experiences of children like my son.

 

Imagine if your boss told you that you needed to take a three-hour test and that, when you opened it, you discovered it was in Latin. What would you be feeling? Anxiety? Fear? Anger? Embarrassment? Am I going to lose my job? What will my boss think? Was I supposed to know this? If your boss told you not to worry, that it didn’t matter whether you knew the answers, would you believe it? If your performance didn’t matter, why would you be taking the test in the first place?

 

Now consider this happening to a 9-year-old with emotional issues. How, in good conscience, can I let this happen to my child?….

 

If you know anything about children with disabilities, you know that you can do things right 100 times and that all it takes is to do it wrong once and it’s like starting over. For what? Why can’t his school be allowed to make a sensible, child-centered decision? Why can’t I do what I know is right for my child? To me, this is just crazy.

 

Many state legislatures have established official opt-out procedures that recognize the right of parents to make decisions in the best interests of their children. If North Carolina’s legislators care about children like my son and about the rights of parents, they will take similar action.

 

Read more here: http://www.newsobserver.com/opinion/op-ed/article19417917.html#/tabPane=tabs-b0710947-1-1#storylink=cpy

 

Peter Smagorinsky of the University of Georgia has been writing a series of articles about Great Georgia Teachers. They are posted in Maureen Downey’s blog in the Atlanta Journal-Constitution. This article celebrates Cameron Brooks, a third grade teacher at the Chase Street Elementary School in Athen, Georgia.

It is hard to believe that a teacher like Mr. Brooks still exists in this era of data-driven, test-based, lockstep compliance.

He has been teaching for eight years. His classroom is devoted to activities that are inspiring and joyful. Professor Smagorinsky asked a parent to describe what he does:

Another Chase Street parent wrote when I asked her about Cameron:

*He plays on the playground with his third grade students every day. One day recently, he was sighted swinging with a couple of girls and simultaneously playing ball with another group of students! He PLAYS with them and I have seen no other teacher do that.
*I know that in the mornings after the announcements, Cameron and his students do Qigong.
*His classroom is calm, safe, and obviously a community of caring individuals.
*He dedicates a lot of time and thought to his preparation — long after the expected school hours.
*He makes the day fun, productive and meaningful for all of his students.
Cameron’s colleague Krista Dean reinforces this perspective, saying, “One of the many awesome things about Mr. Brooks is that he plays with his students every day at recess. He teaches them skills and new games, enjoys their games, and models cooperative play. He can often be found on the soccer field with students after school on Fridays. He serves as a positive role model all throughout the day — practicing character qualities that we want in our students….

Cameron stresses the value of kindness to his students, a concept that seems out of place in schools that focus on competition between teachers and students for the highest individual scores. He models for his students his belief in committing “acts of kindness, exploration, inquiry, engagement,” each difficult to strive toward when learning is competitive….

As he tells his kids, “Kindness comes in all shapes and sizes. Helping a turtle across a busy street, sharing a simple ‘Hello,’ or giving directions to a new student makes life a little better.” He then builds this value into his instruction: “I challenge the class to 100 acts of kindness. When you do something kind, compose a personal narrative, then place it in the Box of Kindness. Once revised and edited, post it here for the world to see.” Kindness then is not simply a virtue, but a means through which his students generate materials for narrative writing.

Cameron’s teaching emphasizes education’s affective dimension. He has written, “The start of the school year is the ideal time to proactively bring attention to, and nurture qualities that promote a classroom culture of respect, openness, introspection, and empathy.” These human values are often lost in the current policy world in which 8-year-olds are measured according to their test score productivity and told they must compete with others and win at all costs.

There are still teachers like Cameron Brooks. They teach what matters most. They will always be remembered by the students lucky enough to have been in their classroom.

Kudos to Peter Smagorinsky for paying attention to the Great Teachers of Georgia. Great teachers can be found in every state and in every community. They don’t shine because of bonuses and merit pay. They shine because they love children and they love to teach. They make a difference.

Peter Greene writes that Maryland’s new Republican Governor, Larry Hogan, wrote charter legislation to make more charters with minimal regulation, accountability or transparency.

 

His “bill would let charters hire and fire staff at will (Maryland’s charter teachers are actually employed by the local district). Teachers wouldn’t have to be certified. Charters would have more ability to pick and choose students. Charters would get more money per student and also get a shot at construction funding. Perhaps most importantly, charters would finally have a recourse if mean old local school boards turned them down; they would be able to appeal to the State Board of Education to override the decision of local elected officials.”

 

The Democratic-controlled legislature had qualms about unleashing free-market charters. It substantially watered down Hogan’s bill. The pro-privatization Center for Education Reform was very upset.

 

Even better, the legislature eliminated Hogan’s wish to authorize online charter schools in Maryland. This is a top priority for ALEC, as it allows for-profit corporations like K12 (which is active in ALEC) to make big money while producing poor results for students. Studies by CREDO in Pennsylvania (comparing public schools, charter schools, and virtual charter schools, of which the last was the worst) and by the National Education Policy Center, as well as investigations by the Bloomberg News, the New York Times and the Washington Post have found online charters to have terrible outcomes (low test scores, low graduation rates, high dropout rates). Yet every one of the privatization organizations quoted in this article bemoans the legislature’s failure to siphon money off to the for-profit, low-performing sector of virtual charters.

 

Score one for public education.

I posted about the state of education in California, where Governor Jerry Brown pushed through a tax increase to benefit schools, State Superintendent Tom Torlakson suspended the stakes attached to tests while the Common Core is phased in, and where there have been thus far no negative consequences attached to the new regime of Common Core and its assessments. Several teachers wrote to complain that the post was far too positive, so I changed the title to a question rather than a statement. As backdrop remember that Governor Arnold Schwarzenegger slashed the education budget by many billions and appointed charter advocates to a majority of seats on the state board. The California Charter Schools Association is politically active, supporting candidates who support their agenda.

 

This comment was posted, without a name attached.

 

 

I am not even at liberty to write what I know or feel comfortable to share what I have experienced for the fear of what “they: will do to me (yes, I know, nothing can happen to me, truth is a defense to defamation claims etc., but the fear and paranoia persists).

 

I have taught on the East Coast (not comfortable even sharing which city) and extreme necessity led me to CA.

 

WHATEVER YOU ARE IMAGINING in CA as “BAD”, it is worse than that. The corporate takeover is beyond insidious. This is happening in rural communities—and most CA is THAT– where people outside the state don’t even know about the worst exploitations that are going on, where principals are just figureheads, and consultants from LA and Silicon Valley are hired at unconscionable rates. The parents are often illiterate or don’t know any better in these communities. The politicians are in the hands of the big companies (I can’t even name industries for the fear…) This is the first time I have ever written a comment here. I have no words to express how bad it is. But God is my witness, when the day comes when the fear has subsided, my words will be the brightest light to shed on what is actually going on there. Whatever “negative” articles exist about Success Academies and such, nothing compares to what is actually going on in CA.

 

Thank you for changing the title.