Archives for the month of: July, 2015

Jonathan Pelto writes that Connecticut has acquired yet another corporate reform group, disguised an nonpartisan and independent.

 

Pelto writes:

 

Like some type of gigantic octopus the pro-charter school, pro-common core, pro-SBAC Testing scheme and anti-teacher corporate education reform industry has set up multiple front groups, while dumping more than $7.9 million dollars into their lobbying effort on behalf of Democratic Governor Dannel Malloy’s “education reform” initiatives.

 

By now you’d think these hedge-fund managers and corporate executives would have created enough different groups in their effort to create the impression that they are more than they seem.

 

But that’s just not the way it works…

 

Connecticut’s education policy arena is being honored with the presence of yet another “reform” front group.

 

And as with their earlier pronouncements, the charter school and education reform industry is claiming that their latest front group is an “independent source of accurate data and information that transcends special interests.”

 

The newest corporate funded education reform group to invade Connecticut’s education policy debate is called the Connecticut School Finance Project and according to its PR:

 

“Founded in 2015, the nonprofit Connecticut School Finance Project strives to be a trusted, nonpartisan, and independent source of accurate data and information that transcends special interests.”

 

Independent?

 

Transcends special interests?

 

File under this one under – There is truly no lie that is too big for the charter school industry and its corporate education reform associates.

 

What makes Pelto so sure that this is just another corporate reform front group?

 

Well, it may be because the Chief Operating Officer of the Connecticut Council for Education Reform, one of the state’s leading advocates for Governor Malloy’s anti-teacher, anti-public school agenda, is the new Director and Founder of the Connecticut School Finance Project.

 

Don’t be fooled, Pelto warns. The corporate reform industry has a galaxy of organizations with misleading names, but no popular support for their agenda.

Here is the handbook of the for-profit education industry (although it does advise you to drop the label “for-profit”).

 

Here are some basic facts that it recites. The world spends many billions on education. The United States spends close to $2 trillion on education, nearly $900 billion on K-12.

 

This is a huge market for investors seeking to make a profit.

 

And then it launches into spin about how terrible the American public education system is, never mentioning that our students (white, Black, Hispanic, and Asian) now have the highest test scores ever on NAEP, the highest graduation rates in history (for all groups), and the lowest dropout rates (for all groups). It is the usual “sky-is-falling” hokum, all intended to persuade the public to turn their public schools over to hedge fund managers and equity investors and hucksters who know nothing at all about education.

 

There is also no mention of the many scandals that have surrounded the charter industry, as fly-by-night operators cash in on a newly deregulated industry.

 

The main point, the same point that Michael Moe of GSV Investors has been making for nearly 20 years, is that the education industry offers the opportunity to clean up for the canny investor and entrepreneur, by siphoning off taxpayer funds that were supposed to go to children and classrooms.

 

If you love Teach for America, charter schools, consultants, for-profit schools and colleges, online universities, and technology, you will love this report. If you loved No Child Left Behind, Race to the Top, and “Waiting for Superman,” you will love this report.

 

If you think that corporate reform is a pox on American education, read it and arm yourself for the battles ahead.

 

 

 

 

Jeb Bush created the “Foundation for Educational Excellence” with two goals in mind. First, to burnish his credentials as a “reformer.” Second, to serve as a vehicle for advocating vouchers, charters, online learning, and high-stakes accountability.

Peter Greene writes that we now know who contributed large sums to Jeb’s FEE. We may safely assume that they shared Jeb’s policy goals.

He writes:

It is not an exact list in that donors are organized by ranges. So we know that Bloomberg donated somewhere between $1.2 million and $2.4 million, which is quite a margin of error. But it’s still a chunk of change, either way.

Joining Bloomberg Philanthropies in the Over a Cool Million Club are these folks, a completely unsurprising list:

Walton Family Foundation (between $3.5 mill and over $6 mill)
B&M Gates (between $3 mill and over $5 mill)
Charles and Helen Schwab Foundation (between $1.6 mill and $3.25 mill)
News Corporation (between $1.5 mill and $3 mill)
GE Foundation (between $2.5 mill and over $3 mill)
Helmsley Trust (at least $2 mill)

The Might Have Hit a Million Club includes

The Broad Foundation
Jacqueline Hume Foundation
Robertson Foundation
Carnegie Corporation of New York
Kovner Foundation
The Arnold Foundation

Beyond those, we find Florida businesses and a fair sampling of folks who have a stake in the FEE mission, like McGraw Hill and Renaissance Learning.

For the most part, it is a familiar list of billionaires and mere multimillionaires. What Greene notes is that there is no evidence of a grassroots base for Jeb’s activities. It is the same old, same old super-rich people–the 1%, if you will–fattening one of their favorites spokesmen.

Or, as he writes:

The truth about FEE is a reminder– for the gazillionth time– that we have yet to see an actual hard-core full-on grass roots movement in support of reformster policies. It’s also a reminder that if education issues were being decided on merit, or if all the Rich Person money just dried up tomorrow, we wouldn’t be having this conversation.

Ed reform is a big delicate rosebush in the middle of the desert, and money is the water that keeps it alive. Shut off the water, and it’s done.

Since there have been no positive results for any of the billionaires’ favorite Big Ideas, there is always the chance they will get bored. Never underestimate the power of boredom among the glitterati.

In large part because of Jeb Bush, Florida is a national leader in privatization. It now has more than 100,000 students using vouchers for private schools, including religious schools, despite the fact that Florida voters rejected a Constitutional amendment to allow vouchers in 2012 by 58-42. The will of the voters is an inconvenient distraction to the privatization industry, nothing more.

 

Even more are enrolled in a burgeoning charter industry, despite the fact that charters regularly open and close, stranding students, and charters dominate the list of the state’s lowest-performing schools. Of course, Florida is a haven for for-profit entrepreneurs, who are encouraged by the state to open and compete with public schools, while sucking taxpayer dollars out of those public schools and funneling it to their investors.

 

With so much unrestrained school choice, Florida should be the state with the highest test scores and the highest graduation rate. It is not.

 

On the NAEP, Florida is smack dab at the national average in 4th grade math; significantly below the national average in 8th grade math; significantly above the national average in 4th grade reading; at the national average in 8th grade reading.

 

 

The only bright spot is 4th grade reading, and the performance there might be attributable to the state Constitutional amendment to reduce class size in the early grades, which voters approved despite Jeb’s opposition.

 

Florida’s high school graduation rate is 76% (over four years), as compared to a national average of 81%. Florida’s graduation rate is below that of Alabama, Arkansas, and tied with Mississippi.

 

What exactly has school choice done for students in Florida except to undermine public education? How does that help students? How does that improve education? Do taxpayers know how many millions of dollars have been wasted due to fraud, incompetence, and mismanagement? And how many millions have been siphoned off to pay investors instead of going to the classroom?

An email arrived from a woman of Hispanic origin. It speaks for itself:

 

I am a big fan of your blog. It is so insightful and relevant to what is happening with our educational system. I am a teacher candidate and I am so discouraged by the edTPA. I recently received my master’s degree in special education with a 3.475 grade point average and passed the EAS, ALST, Multi-Content Specialty Exams (which are 3 tests ELA, Math, Science) and CST Disabilities. But I can’t get my license because I can’t pass the edTPA. I have completely exhausted all my funds and can’t afford to take the safety-net ATS-W exam. I put my life on the line to enter a profession in which I am strongly pushed out of. I really enjoyed my student teaching and found it very challenging to work in an under served public school. I taught students who were homeless, in foster care or whose parents were incarcerated. The assistant principal commented how well the students responded to me and were actually upset when I left. After much thought and informal interviews conducted with my students, I discovered why they responded so well to me. I looked like them.

 

In public schools we push so hard for these students to rise from their neighborhoods and succeed in life. But this is why they don’t believe this goal can be achieved; they don’t see anyone who looks like them actually make it out of the neighborhood. All they know is that if they become an athlete or rapper they can get out of their neighborhood because those are the only role models they are provided with. When they go to school, they do not see any African-American or Hispanic teachers and because of that they cannot fathom the idea of continuing their education to college. With tests like edTPA and the rising costs of the NYSTCE exams, minorities are further pushed out of this profession. After student teaching for 4 months without pay and using what little funds I had on expensive exams, I was brought to financial ruin and nearly lost my house to foreclosure. No career path should bring you to economic ruin.

 

Not only did Pearson break my wallet they also broke my spirit. As much as I loved teaching, I don’t feel welcomed by the teaching profession. I tried applying for vouchers, but I did not qualify. The questions on the teaching exams are not biased. But when you make testing unaffordable and only certain kinds of people can afford them, that is when it becomes bias! NYS, I read your message loud and clear. You clearly don’t want me in this profession. No job should raise the requirements to a level that is almost unattainable and not have a salary to compensate for it. The state wants me to complete edTPA, which is like the bar exam for lawyers. However when lawyers pass the bar, they are offered jobs that pay from $80,000-$167,000 a year while teachers’ starting salaries range from $47,000-$72,000. If NYS wants teachers to become more professional, they should pay like one. Sorry for my rant but I felt you would understand my frustrations. No one else seems to agree with me. All I find on the internet is how great they think the edTPA is and how easy it was for them to pass and that all scorers are qualified certified teachers. Just because you are a certified teacher hired by Pearson does not mean you are a highly effective teacher. How do I know that the teachers scoring edTPA are highly effective teachers? This seems to be the question of the day and my dilemma.

 

Sincerely from a teacher candidate who will never become certified and have a MsED but can’t teach,

This just in:

 

The Delaware Legislature passed a strong Opt Out bill.

 

The legislation — House Bill 50 — was introduced in March by state Representative John Kowalko, a Democrat, and state Senator David Lawson, a Republican.

 

After months of wrangling over the language and the scope of the proposal — debates that local media reports often became “a shouting match,” with the public gallery at the legislature filled to the rafters — the final compromise version of the two bills was approved by the state House of Representatives on June 23 by a vote of 31-5 and then a few days later the state senate followed suit, voting 15-6 to send the bill to the desk of Democratic Governor Jack Markell.

 

It now goes to the governor, Democrat Jack Markell, who opposed it, based on concerns by business leaders and civil rights groups. The legislation has strong parental support.

 

In Delaware, a majority of parents seem to support the bill. In fact, the state Parent Teacher Association (PTA) openly called for its passage.

 

PTA President Terri Hodges told DelawareOnline, “Smarter Balanced in its current form does not provide a true picture of student learning. “The results of tests are not available until the end of the year. That provides very little value to me as a parent or for a teacher.”

 

Here is the legislative language:

 

HOUSE OF REPRESENTATIVES
148th GENERAL ASSEMBLY

HOUSE BILL NO. 50:

AN ACT TO AMEND TITLE 14 OF THE DELAWARE CODE RELATING TO EDUCATION ASSESSMENT.

BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF DELAWARE:

 

Section 1. Amend § 151(k), Title 14 of the Delaware Code by making deletions as shown by strike through and insertions shown by underline as follows and redesignating accordingly:
(k)(1) Notwithstanding any other provision in this section to the contrary, any parent or guardian of a student in any public school or charter school shall have the right to opt out of the statewide assessment.
(2) The parent or guardian must notify the student’s school in writing at least 2 school days prior to the scheduled exam. Schools shall honor any timely request and provide alternative educational activities during testing times.
(3) There shall be no academic or disciplinary repercussions on the student’s record for opting out of participating in the statewide assessment.
(4) The Department shall maintain a data system to track the student’s opt-out decisions.
(5) The Department shall report opt-out numbers in accountability ratings to provide context and impact on school and district ratings; however, the opt-out numbers shall not factor into the accountability ratings.
(6) The districts and charter schools shall notify all parents and guardians of this right no later than 15 days prior to the start of the assessment via its website and mailing. The Department shall also post a notification on its website no later than 15 days prior to the start of the assessment.
(7) A student having reached the age of majority shall solely possess the opt-out rights under this subsection.​(l) Rules and regulations pursuant to this subchapter shall be proposed by the Secretary subject to approval by the State Board of Education.

 

SYNOPSIS OF THIS LEGLISATION:

 

This bill creates the right for the parent or guardian of a child to opt out of the annual assessment, currently the Smarter Balanced Assessment System.

Scott Walker, the Governor of Wisconsin, is trying to distinguish himself from the crowded field of candidates by taking the most extreme positions in opposition to working people and the middle class (he long ago blew off the poor). Over the weekend, he lobbied a few more grenades at working people and the poor. As has recently become customary among governors who don’t like debate, he tried to stuff some ugly provisions into the state budget at the last minute. Having won election and then beat back a recall, he has to answer only to the people funding his campaign.

Only one hurdle stands between Wisconsin Governor Scott Walker and his upcoming bid for the White House: passing a budget to keep his state chugging for the next two years.
After months of uproar over provisions to slash hundreds of millions of dollars from state universities and strip the values of “truth” and “service” from their mission, lawmakers in Madison missed their July 1 deadline to pass the budget.
In the ensuing scramble, Governor Walker and his allies in the statehouse used the 4th of July holiday weekend to insert several more controversial provisions into the massive document, which local press called “a grab bag of pet projects.” Walker and Republican lawmakers have already been forced to retreat on one of them: a gutting of the state’s open records law that would have barred reporters and the public from accessing the documents that reveal how laws are written, including drafts and e-mails between state lawmakers.
But the other additions remain, including provisions that censor information about police shootings, scrap factory workers’ right to one day off per week, and completely eliminate the state’s 100-year-old definition of a “living wage,” which now says workers deserve pay that provides “minimum comfort, decency, physical and moral well-being.” This major change, which has received far less attention than the open records law rewrite, would strip the state’s Department of Workforce Development of the power to to investigate complaints that an employee is not being paid a living wage, and would replace “living wage” with “minimum wage” throughout Wisconsin’s laws.
The change to the wage law comes just as low-income workers in the state are suing Governor Walker for refusing to consider their complaint that the current state minimum wage of $7.25 an hour is not a living wage.

In response to Gary Rubinstein’s post about “the three stooges of reform,” reader “Chris in Florida” sent this comment:

From the article:

“Then the panel gets underway and three times I hear a new catch-phrase three times[sic]. In terms of accountability, schools that are not measuring up and teachers who are not getting the test scores they should will “lose the privilege of educating kids.” Such a nice way to say ‘get shut down’ or ‘get fired.’”

So now they are going to make our profession a ‘privilege’ instead of a job that one studies for, earns a degree in, attempts and receives certification in, and then applies for teaching jobs and gets hired to teach. BS.

This harkens back to the days when schools were run by unmarried women in poverty, religious brothers and sisters with vows of poverty, and men with families who lived in poverty because of the low wages for teachers.

Deep at the heart of this reform movement is a deep hatred of women, teachers, unions, independent thinkers, the middle class, people of color, the poor, and anything that threatens the old status quo of powerful, rich, racist old white men controlling everything. It is part and parcel of the culture wars and will be fought under that context. They are losing their grip and are squeezing ever tighter.

The ship is about to sink but they cling and insist that all is fine. I am beginning to understand that there is no way they can achieve a lasting victory here with this pathetic war against teacher, students, schools, and hippies.

I may be very old or dead when their final defeat is achieved but it will come.

At the annual meeting of Pennsylvania AFT, the leaders of the union called on the legislature to eliminate the test-based teacher evaluation system. Because of the inducements offered by Race to the Top, almost every state spent many millions to design a new teacher evaluation process, based on Arne Duncan’s insistence that such a system would weed out “bad” teachers. Behind that assumption is the wacky belief that bad teachers cause low test scores.

Last year, the first year of the new system, 98.2% of teachers were rated satisfactory or higher.

This year, 97% of Pittsburgh’s teachers were rated proficient or distinguished. The statewide figures for this year are not yet available.

“AFT Pennsylvania president Ted Kirsch said, “The law was based on a false narrative that low-performing schools exist primarily because of ineffective teachers, which is not the case. There are many factors involved in student success that are not given the proper weight under Pennsylvania’s new teacher evaluation system. The result is a system that gives high marks to educators working in well-funded schools with few disadvantaged students and penalizes teachers who take the tough assignments in under-funded schools with large concentrations of students from low-income families or with special needs or English language learners.”

“The release stated the delegates want a system that is “transparent and understandable by teachers and the community“ and is “primarily a professional growth system that supports teachers in their development and differentiates evaluation for new and experienced teachers to ensure that new teachers who are in need of support are not driven away.”

Bill Phillis is a watchdog for Ohio public schools. He is a man of great integrity who cares passionately about fair and equitable funding of the schools. He was Deputy State Superintendent many years ago and is now a fighting septugenarian, with no goal but the public interest. He created and leads the Ohio Coalition for Equity and Adequacy.

Here is his reaction to the collapse of charter school reform a few days ago:

“An initiative petition for a law or a constitutional amendment will be necessary to hold the charter industry accountable or phase it out

“High hopes were dashed by the refusal of House leadership to schedule HB 2 for a vote on June 30th. Democrats and Republicans, charter proponents and charter opponents were in support of HB 2 as amended by the Senate. Had the bill been scheduled it would most likely have passed; hence House leadership kept it off the House floor.

“This lack of House action on HB 2 demonstrates the absolute legislative control the for-profit sector of the charter school industry has on charter policy in Ohio. It matters not that the industry is laced with fraud, corruption and education malpractice. It matters not that Ohio is the butt of jokes regarding its deregulated, injudicious charter policy. Maybe Senate leadership permitted the Senate amendments with a nod from the House that the bill as amended would not pass in House. Who knows?

“When will Ohio taxpayers rise up to demand accountability of their legislators and the Governor? Until state officials are held accountable, charters will extract a billion dollars annually from school districts. Much of this money flows to for-profit management companies which is used for campaign contributions, cozy business arrangements, marketing and of course, PROFITS. When one thinks Statehouse turpitude can’t get worse, it does. Citizens must rectify this matter by by-passing the legislature and Governor with an initiative petition.”

William Phillis
Ohio E & A

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