Archives for the month of: June, 2015

Jeannie Kaplan, a retired member of the Denver school board, can’t stop watching and documenting the follies of corporate reform in her city. Here she tells about the curious alliance between Denver Public Schools and a local health-care provider.

She writes:

“Get this. Over the past four years a Denver-based health care provider settled (without admitting any wrongdoing) three whistle blower lawsuits with the federal government for $961 million. The cases involved defrauding the federal Medicare program ($495 million), double billing the government ($55 million), and engaging in a kick-back scheme for patient referrals. ($411 million). This same company underwrote a Denver Public Schools “pep rally” of sorts in 2012 where, using some of the company’s cultural training techniques, the six core DPS values were determined. Not surprisingly the DPS’ core values look remarkably similar to this company’s core values . And since relocating its headquarters to Denver, the CEO of said company and his wife have contributed $33,000 to four “reform” school board candidates in 2013 (10K to Barbara O’Brien, Mike Johnson, Landri Taylor, 3K to Rosemary Rodriguez) and $61,000 to three “reform” candidates in 2011 ($25K to Happy Haynes and Anne Rowe, 11K to Jennifer Draper Carson). I try not to be overly cynical, which given the state of public education in the United States is often challenging, but when I saw the invitation below, I could no longer contain my cynicism regarding this alliance. It turns out this corporation with core values such as INTEGRITY and ACCOUNTABILITY is COLLABORATING once again with the Denver Public Schools for some FUN, this time to honor those who have a shared value and vision. The company and CEO having such access to Denver Public Schools? DaVita HealthCare Partners Inc. and its CEO Kent Thiry.”

This corporation helped DPS frame its core values. It recently gave a party to celebrate and honor those who share its values.

Kaplan asks:

“How much influence does this corporation actually have within Denver Public Schools? Why is a public institution allowing a private corporation to determine its values? Isn’t this an example of taking privatization within “education reform” too far? Just askin’”

I am by nature a skeptic. I don’t believe whatever I read. I want proof or confirming sources. In the past few years, I have heard that Common Core pressure has created bizarre demands on children and teachers. A reader posted the following comment. Is it true? I don’t know.

“I have a friend who does Head Start…her “class” is birth to 14 months and she has to write lesson plans and kids have to meet “benchmarks”….got to be college and career ready from the womb.

The Boston Globe has a good article describing the debate about the developmental appropriateness of the Common Core.

Articles like this are important for educating the public

Justin Wedes, one of the organizers of Occupy Wall Street, reminds us that direct action works:

Friends,

When it rains, it pours!

This week began with the surprising news that U.S. Department of Education Secretary Arne Duncan is initiating a process to help defrauded college students seek forgiveness on their federal student loans. There is no doubt that this major announcement, which could lead to billions of dollars in savings for cheated student loan debtors, was instigated by the powerful actions of Corinthian College students who refused to pay back loans. Their school administration was caught bribing employers to temporarily hire (and then fire) graduates in order to beef up their success numbers.

The group behind this strike: an Occupy Wall Street offshoot called Debt Collective, who released a statement claiming the USDOE hadn’t gone far enough. And they’re right: millions more students are living with inflated degrees, souring job prospects and boatloads of student loan debt that threaten to derail the economy again. Still, this is a huge step in the right direction and should open the floodgates to student loan forgiveness.

Then Wednesday brought more good news for students: NY’s Cooper Union president Jamshed Bharucha resigned in shame after instituting the college’s first-ever tuition in 2013. His tenure was mired in controversy, including a famous student occupation of his office by Free Cooper Union, another OWS offshoot. His resignation was one of their three demands. The other two define a pathway back to free education, which should be the goal not just for Cooper Union but for every (public) higher education institution in this country. (Here’s a study showing that the U.S. could provide free education to all for only $15 billion more in spending per year, or 1/26th the cost of the fighter jet program)

What do these victories have in common? They affirm that direct action against the injustice of unaffordable, debt-driven higher education works. They show that millennials aren’t just sitting back and accepting the realities of an educational system that is becoming less and less accessible to them. They are standing up and fighting back, skillfully and with sustained action. And that’s seriously good news.

Keep fighting,

Justin

Dispatches from Detroit
by Justin Wedes
Avalon Village Detroit, MI 48226 USA

Long ago, in the late 1980s, charter advocates said they could get better results at less cost. They said, give us autonomy and hold us accountable. Part of the apeal of the charter idea was the cost savings that would certainly occur by eliminating bureaucracy.

Now, however, charters say they need the same funding as public schools. There apparently are no cost savings.

The Arizona Supreme Court turned down a request by charter schools for equal funding.

“The Arizona Supreme Court has dismissed a request to review a lower court’s previous opinion that the state’s education funding formula is constitutional despite the fact that charter schools do not get the same amount of funding as traditional school districts…

“The court of appeals ruling in Novemeber stated that the fact that charter schools provide students with free, adequate education is enough to satisfy the law regardless of whether their funding is equal to traditional public school districts.”

Jesse Turner is “the walking man.”

He made the walk from Connecticut to DC once before. Things have only gotten worse so he is walking again to call attention to the disastrous education policies of the Bush-Obama administrations.

“Jesse “The Walking Man” Turner is walking from Connecticut to Washington D.C. this summer to protest the education malpractice that is demoralizing parents and teachers, and turning our children into human capital. He is a professor of literacy and everything he knows professionally informs him that what is happening to our children in the name of education reform is child abuse.

“This walk is a grassroots campaign to connect the dots across states and bring awareness to the testing abuse that is demoralizing children and their teachers. Jesse will hold Walking Man Events along the way in people’s homes, libraries, coffee shops, churches, and on street corners, to gather evidence from parents, students, and teachers.

“Listen to Jesse’s official kick off on James Avington Miller Jr.’s radio show, The War Report on Public Education.

“Depart: Pomfret, CT on June 11th
Arrive: Washington, D.C. on July 24th for the BATs Teacher Congress and the SOS mock trial: The People vs. Corporate Reform”

Open the link to see Jesse’s route.

I consider you my friends, and I would like to share some happy memories.

Last weekend, I drove to Massachusetts, for my 55th college reunion at Wellesley College. I always drive to reunion with three dear friends who were classmates.

We stayed in one of the dorms. I had forgotten how beautiful the campus is. I still remember arriving on campus in the fall of 1956. I was a very bright but entirely unsophisticated, innocent, naive kid from the Houston public schools. I never visited the campus before I attended. I applied because my rabbi’s wife went there, and she encouraged me. I went to a Seven Sisters reception, applied, and was accepted.

I recall my first September, standing in awe as I looked at the trees ablaze in bright hues of vivid yellow, orange, and red. We never saw that in Houston.

I loved Wellesley. I loved that it was a women’s college, and I could speak up without risking being “too smart” for a girl. Boys didn’t like that. There were many classmates smarter than I, so I could enjoy the stimulation of engaging in discussions about the world without having to act like a lady.

The high point of reunion at Wellesley is the alumnae parade. Everyone is lined up with the members of their class. At the very end is the oldest class, which this year was the class of 1940. They graduated 75 years ago! All of them rode in beautiful, open cars from the 1920s and 1930s. They wave, and as they pass, we cheer loudly for them. Then comes the class of 1945; some are walking, some are in the antique convertibles or golf carts. Then the class of 1950, then 1955. More cheering, more applauding (we shout our class cheer).

Then it is our time to fall in behind the class of 1955, and it is our turn to be cheered by the younger classes. We march past 1965, 1970, 1975, 1980, 1985, 1990, 1995, 2000, 2005, and finally 2010. As we advance, the cheering grows louder. And I can’t help but notice that as the classes grow younger, they are more diverse. More women of color. By the time we reach the class of 2010, the cheering and applause are thunderous, amplified by a brass and banjo band playing old-time music.

I love the parade because it is not only fun and colorful, but it reminds you about the cycle of life. You realize that with each reunion, you get closer to the end of the procession. The oldest class surviving is only 20 years older than us!

I did something special this year. I endowed the Education Department with funding for an annual lecture series and for student internships and grants for student research. I also am leaving a bequest to fund a full professorship in the Education Department. No one has ever given them money for internships, research, or an endowed chair. This is my way of thanking Wellesley for changing my life. I will write more about this later.

I will inaugurate the lecture series on October 22, 2015. If you live anywhere in the area, please mark it in your calendar.

This teacher blogger says that the worst line invented by the reformers‘ PR team is “It’s all about the kids,” which seems to imply that teachers don’t care about their students. Right up there among toxic and accusatory lines are “Students First” and “Students Matter.” I would add “Children First” as another insulting trope. Also “Stand for Children,” which critics call “Stand on Children.” All imply that teachers have been putting their own interests first, or they don’t think children matter.

 

 

Who really, truly cares about the kids? Not their teachers, not their parents, but billionaires, hedge-fund managers, entrepreneurs, politicians.

 

 

This insulting rhetoric trips lightly off the tongues of reformers, along with assertions of wanting “to save poor kids from failing schools” by closing their school and handing the kids over to privatizers.

 

 

“Raging Horse” saw this teacher-bashing reach the height of absurdity or the depths of slime in a statement made by Carmen Arroyo, a member of the New York State Assembly, defending Cuomo’s test-based teacher evaluation plan.

 

 

She said:

 

 

“Those teachers that [sic] are responsible and are doing their job, those teachers that [sic] sacrifice their families and themselves for the children they serve are going to be protected. Those that are not good, better get a job at McDonalds…..”

 

 

Raging Horse blogger writes:

 

 

“Any system that demands the sacrifice of a person’s family is deranged and any public official who demands such is unfit for public office. Any people who stand for such deserve what they get.”

Mila Jasey, a member of the New Jersey Assembly, proposed a three-year moratorium on opening new charter schools. She said it was time to pause and take stock of the charter law. Meanwhile, Governor Chris Christie is opening as many charters as possible in the state’s poorest, most segregated districts, with an occasional effort to place them in suburbs (which usually provokes intense parent resistance).

Now that parents and the Newark Students Union, as well as Newark Mayor Ras Baraka, oppose Cami Anderson’s efforts to eliminate their neighborhood schools, the usual corporate reform narrative has gotten scrambled because students and parents in Newark are fighting to stop privatization.

So KIPP-NJ organized a rally of 100 parents in front of Assemblymember Jasey’s office to protest the moratorium. Note that the legislation would not close their schools, although the statements of demonstrators assume that it would.

The rally was called “Hands Off Our Future.” Again, the moratorium would have no bearing on any of the existing charter schools or their students. Note in the press release that questions should be directed to KIPP’s marketing and communications specialist.

I have been impressed by the clever and appealing slogans–the branding–of the charter chains. Last year, when Mayor Bill de Blasio in NYC threatened to reject some of Eva Moskowitz’s charter proposals, her supporters (“Families for Excellent Schools”) quickly produced $5 million for slick TV ads called “Don’t Steal Possible.” (You may safely conclude that the “families” who came up with $5 million overnight don’t enroll their children in public schools or charter schools.) That, plus $1 million or so of campaign contributions to Governor Cuomo from hedge-fund managers, turned the tide. Cuomo became a charter cheerleader, and he pushed through a bill protecting Eva’s expansion plans and guaranteeing free space in public schools and requiring the public schools in NYC to pay the charters’ rent in private space.

Clearly, public schools must have their own branding strategy. How about this:

“”Wall Street: Hands Off Our Public Schools”

“Don’t Steal Democracy”

“Our Children Are Not for Sale”

“Public Schools Belong to the Public, Not Corporate Raiders”

Do you have better ideas? The charter sector is rich and ambitious. They start with the schools in urban areas, but they have already begun to push into the suburbs and even small towns.

The end result will be a dual system: one for the motivated students and families, free to exclude those students it doesn’t want; the other–our public schools–for the kids who were rejected by the charters. I thought the Brown decision of 1954 settled the issue of a publicly-funded dual system. But it is back again, not based on race, but on something else, maybe grit, ability to succeed, motivation. One system for strivers, another for the rest. When I was in graduate school many years ago, an economist who studied international education told me that systems may be shaken up but they tend to revert to long-established patterns. Like a dual school system.

I was in Oklahoma a few days ago, I talked to a principal who shares a building with KIPP. He told me that the charter sends him students they don’t want, usually right before the state tests. That’s how the new system works.

The College Board has ambitious plans to make SAT prep a standard part of the curriculum, utilizing Khan Academy videos. The head of the College Board is David Coleman, architect of the Common Core. The ostensible goal is to help more poor kids get prepared to take the SAT and gain admission to college.

“The company wants schools to track students’ progress from eighth to 12th grade using the “SAT Suite of Assessments,” which will be largely paid for by schools and typically administered during the school day, thus ensuring high participation rates. All of the exams will be aligned with the redesigned SAT, which is slated to make its debut next spring. More school-day testing is bound to take time away from traditional instruction, as is Khan prep if schools make it part of the standard curriculum, which appears to be the College Board’s goal….”

“If you ask Coleman, having students do Khan prep in school doesn’t detract from authentic learning. He believes that doing multiple-choice math and reading questions on screen and watching Khan’s YouTube videos constitute an “organic tool” that will work within the existing curriculum to develop academic skills. Meanwhile, Cynthia Schmeiser, who oversees assessment at the College Board, believes that “the sooner a student starts [using Khan prep], the more comfortable they’ll be on test day.”

“These positions fly in the face of test-prep experts, who argue that the SAT is divorced from traditional school work because it is a high-stakes, time-pressured, multiple-choice exam. Tutors typically recommend intense, compact preparation that detracts as little as possible from other educational pursuits and takes months not years. As Brendan Mernin, a founding tutor at Noodle.com, put it, “The SAT is supposed to show what you got out of your schoolwork. It is not supposed to be the schoolwork.”

What do I think? I think this is a corruption of education. The goal of education is to help young people learn and develop in mind, body, and character. School is a time to explore and develop interests and talents. Taking a test is not the goal of education. It is supposed to be a measure, not a part of the curriculum.

It is well-established that students’ grade point average predicts college readiness better than the SAT. Many colleges recognize this,and more than 800 are now test-optional.

The SAT has been losing ground to the ACT. This may be a clever marketing ploy by the College Board to best the competition.

Let’s hope that more colleges recognize that students’ work over four years means more than the SAT or the ACT. Free the students from this unnecessary burden!