Blogger Kafkateach thinks that the new Florida plan to give $10,000 to new teachers based on their SAT scores in high school is the worst “reform” idea yet.
She writes:
“I thought the Florida VAM was the biggest insult ever created for veteran teachers until June when the Florida Best and Brightest Scholarship was snuck into the budget which gives teachers a $10,000 bonus if they scored in the top 20th percentile on their SATs. New hires will automatically qualify but for veteran teachers you must also win the VAM lotto to qualify for the $10,000. You will now have teachers with no teaching experience making $10,000 more than 12 year veterans based on their college entrance exams. It just keeps getting worse and worser. https://kafkateach.wordpress.com/2015/07/28/floridas-best-and-brightest-scholarship-brought-to-you-by-dumb-and-dumber/”
In this post, she writes:
I try not to slander individuals in my blog or use specific names, but every once in a while, an individual does something so incredibly stupid and offensive that they merit public ridicule. Erik Fresen has long been a Florida public school teacher’s worst nightmare. He spear headed campaigns for merit pay, the end of tenure, and has close ties to the charter industry. Unlike other bone headed anti-teacher legislation to come out of Tallahassee, there are only two specific people to blame for the fact that $44 million tax payer dollars will be wasted rewarding teachers for their high school college entrance exam scores- Erik Fresen who came up with the idea, and Governor Rick Scott, who helped sign it into law during a special budget session without any public debate or legislative approval because even members of Erik Fresen’s own party thought it was a stupid idea.
“State Sen. Nancy Detert, R-Venice, called the legislation the “worst bill of the year” and an example of how the legislative process has broken down, the Herald-Tribune’s Zac Anderson reported.”
“The bill went through absolutely no process,” Detert said. “Never got a hearing in the Senate. We refused to hear it because it’s stupid.”
State Rep. Greg Steube, R-Sarasota, agreed. Rep. Ray Pilon, R-Sarasota, blamed Gov. Rick Scott. “If the governor felt so good about vetoing not-for-profit health-care clinics and Manatee Glens,” he said, “why the hell didn’t he veto that line item?”
Fresen, who told other legislators that “multiple studies indicate students learn more from teachers who achieved high SAT or ACT scores” and that such teachers should be rewarded, has no regrets.”
Fresen says he got this dumb idea when he read Amanda Ripley’s book “The Smartest Kids in the World.” He wanted to lure more smart people to teach in Florida.
But Kafkateach portrays another scenario that plays out on Fresen’s brother-in-law’s yacht en route to a charter school convention. The question that Fresen and his sister and brother-in-law discuss is how to get the public to pay a bonus to get more Teach for America kids to staff the family charter chain schools. And Fresen got it done, bilking taxpayers of $44 million to pay new teachers for their high-school test scores.
Kathleen Oropeza of “Fund Education Now,” a grassroots parent group in Florida, says the bill demonstrates “the unbearable ridiculousness of school reform.” She says it was tailor-made for TFA. Veteran teachers can’t qualify for the bonus unless they have both a “highly effective” rating on VAM and scored above the 80th percentile on their SAT-ACT; new teachers need only the high school college admission test scores.
Imagine that you have been teaching 15-20 years in Florida, and you have been rated highly-effective by Florida’s arcane and incoherent rating system. If you want that bonus, you better find the scores on the test you took 20-25 years ago.
This may be the stupidest reform idea of all time. Of course, there’s always tomorrow.
These idiots are just addicted to coming up with ways to spend the tax payers money. Any hair brained idea will do.
Kafkateach is a she for the record.
Watch this testimony from Andy Goldstein, a Palm Beach public school teacher and parent. He addresses the local school board there about the changes in how teachers are paid there—i.e. veteran teachers with 14 years are paid barely more than rookies: (and this is before the $10,000 bonus for high SAT scorers)
Hey Diane – do you have pull with Arne?? http://nypost.com/2015/08/03/farinas-commitment-to-success-is-failing-our-students/
Does this make you complicit in “the status quo” (I am well aware of your stance on what the real status quo is now)
Here’s the real Status Quo doing their 60s hit in 2009.
“anti-reform activist Diane Ravitch — said to wield substantial influence at the Department of Education now”
Arne’s moving to Chicago, who will Diane put in his place?
Off-topic but thought this might be of interest: the superintendents of 41 southwest Ohio school districts are banding together to fight state mandates such as the Ohio Teacher Evaluation System: http://www.cincinnati.com/story/news/2015/08/03/cincy-schools-state-stop/31049447/
What is most interesting to me is that districts like mine — the well-funded suburban districts which usually think they can handle anything that is dished out — have finally had enough. They usually don’t think it worth the risk to be “too political,” but now feel they must.
Public schools are an unfair playing field. Teachers can not control the home life of their students. Home life determines more than fifty percent of a student’s success. Anyone who has a child or teaches children knows this. A teacher’s competence can not be measured in one year. If they are measured by the the performance of their students a number of factors should be considered that effect the home life such as single parent households, marginal incomes, learning disabilities, number of ELL children, children of divorce, children whose parents are alcoholics or are in recovery etc… Many factors other than the skill set of the teacher have bearing on how well the child performs in school. Why the reformers hold teachers accountable for all the failings of their students is baffling. Their beliefs demonstrate a very shallow comprehension of the underlying problems for educators. We should wonder how this new wave of education reformers became so shallow. How did our society give birth to these cardboard people? What is fueling the simplistic views? Is it a spoiled generation calling the shots?
I think we can safely conclude from this blogpost alone that public-teacher-bludgeoning legislation has nothing to do with the alleged ‘views’ of a spoiled generation, and everything to do with the pocket-lining political highjinks that flourish when the democratic process is steamrolled by those who’ve bought the key players.
“you better find the scores on the test you took 20-25 years ago.”
That’d be more like 42 years ago for me for a test I took on a Saturday morning completely hungover head throbbing (yeah, I was only 17 at the time).
Duane-I am in the same boat! Almost 40 years ago, at 17 on a Sat. morning,etc. I received an email from ACT stating that they do not have percentile rankings from when I took my test. And with the time deadline, I cannot even attempt to retake the test and get back a score report before the Oct. deadline. This is obvious age discrimination!
Florida keeps winning stupid trophies. It is a beautiful state with an abundance of natural sunshine, but there is so little in Tallahassee where the legislative debates medieval or plain awful ideas. This is a state with an abundance of sunshine, yet they fail to offer incentives to convert to solar energy. Taxpayers paid over a million dollars to drug test poor people that get assistance, and they found only a few such abusers. However, Scott’s wife’s company had a huge payday from this stupid law. Carpetbagging charters carry off bags of taxpayer money as they have so little oversight in the lovely land of stupid and “stand your ground.” This law is another example of “Florida stupid.”
The sad thing is, that many states, including mine, follow the stupidity of Florida’s education laws. I wouldn’t be surprised if this newest law comes up as a bill in a year or so in Utah.
This $10,000 bonus is about luring TFA to Florida… because TFA supposedly values and recruits higher quality teachers… but, with regards to the criterion of “teaching, experience,”, how does TFA hire its teachers, and upon what criteria do TFA’s corporate reform allies pay its teachers?
Not based on teaching experience, as TFA requires ZERO experience in the classroom.
Furthermore, how does Florida and other states dominated by corporate reform pay its teachers — TFA or not?
Again, not based on teaching experience… as corporate reformers claim that all the “studies” (non-peer-reviewed) from corporate reform think tanks show that years of classroom “experience” do not correlated to “teacher quality.”
However, check out this job listing BELOW:
https://tr.linkedin.com/jobs2/view/13769566?trk=job_view_similar_jobs
Here you see that, unlike “TFA teachers” and the criterion of teaching experience, TFA DOES demand that “TFA lobbyists” come onto the job with 7 years (!!!) of lobbying experience, and the more prior lobbying experience that a TFA lobbyist brings to the job, the more TFA pays that lobbyist.
Mitchell Robinson found this TFA job listing, and writes about this contradiction with TFA and what it “values.”
http://www.mitchellrobinson.net/2015/07/28/teach-for-america-experience-and-values/
Again, unlike “TFA teachers”, to work as a “TFA lobbyist,” the job listing says that prospective TFA lobbyists need…
— “at least 7 years of work experience, with at least three years experience on Capitol Hill”.
Again, unlike “TFA teachers” and teaching experience, pay for “TFA lobbyists” is based on years of lobbying experience (something absolutely “verboten” in corporate reform… as studies — non-peer-reviewed — from corporate reform think tanks show that “experience” on the job.does not correlated to “teacher quality”… just “lobbyist quality”, apparently.)
— “Salary for this position is competitive and depends on prior experience.”
http://www.mitchellrobinson.net/2015/07/28/teach-for-america-experience-and-values/
————————————————————–
EXCERPT:
“What does it say about your organization’s values when you
require 7 years of experience for a lobbying position,
but require zero years of experience for teachers in
charge of classrooms full of young children?”
” .. ”
“Perhaps its time for TFA to update their mission statement from this:
” *** OUR MISSION is to enlist, develop, and mobilize as many as possible of our nation’s most promising future leaders to grow and strengthen the movement for educational equity and excellence. ***
“… to this:
” *** OUR MISSION is to lobby, pressure and persuade as many as possible of our nation’s most powerful political leaders to grow and strengthen the movement for educational privatization and profit. ***
“Because, based on what your organization actually says
and does, this is what you truly value.”
http://www.mitchellrobinson.net/2015/07/28/teach-for-america-experience-and-values/
Another thing that teachers—or any employees—should beware of is one-time “bonuses” or “stipends”. These are a way to cheap out on paying teachers, as the hourly base salary of teachers does not increase, or to put it technically, this is not reflected as a raise on the salary schedule.
In Los Angeles, LAUSD kept offering UTLA “one-time bonuses” of this percent, or that percent, and UTLA negotiators wisely insisted that any percentage go on the salary schedule permanently, and be a permanent increase in hourly wages. Ultimately, UTLA teachers received a 10% raise last spring… that being a permanent 10% increase in their hourly and annual pay.
That’s but one reason that “merit pay” is so appealing… it’s a maddeningly vague, nebulous, constantly changing metric set by the bosses that allows them to be the arbiters of who qualifies, and who does not. When you replace a salary schedule based on experience with the blurry criterion of “merit”, teachers end up getting screwed financially.
Bingo.
Bonuses rather than raises are cheaper for employers, and much worse for middle class people like teachers.
The US Department of Education and the Obama Administration should NOT be promoting policies that harm middle class workers, particularly younger workers, who are already saddled with heavy student debt.
Arne Duncan is giving younger teachers lousy financial advice. They will have a much more difficult time building financial security with a bonus system.
The cluelessness in DC regarding the lives of ordinary people is amazing.
http://time.com/3342841/bonus-bad-news/
Yes and more importantly that “bonus” will not count towards a teachers pension either.
The state of Nevada also faces a dire teacher shortage.
Part of their solution is the usual short term fix of bonuses:
http://www.reviewjournal.com/news/nevada-legislature/lawmakers-tackle-teacher-shortage-scholarship-fund-bonuses
Again, what the Nevada governor is implementing is not an across the-board permanent increase in teacher pay—that would make sense, as that would solve the problem long-term, as such a raise would encourage returning teachers to stick around next year, and the year after.
No, it’s the usual “bonuses”… a short term fix that treats the symptoms, but not the disease… It’s $5,000-per-year, for just the first two years… and it can only go to new hires, some of them from fast-track programs and who have no experience. This fits the two-year TEACH FOR AMERICA program like a glove.
This is a total slap in the face to returning veteran teachers, who don’t get a penny.
AGGGGGH!
Reblogged this on karenw95.
Ok, Diane, I’ll bite. Aptitude, as measured by SAT scores, affects nearly everything. While it’s not the end-all (as seen by high-SAT teachers who prove less than highly effective), it’s very predictive in general.
Here are two studies that show why Florida might want to attract some of those high-SAT students into the ranks of teaching.
1. The first study from Duke’s TIP program shows that even among the top 1% of students, higher SAT scores are predictive of success. In other words, higher aptitude students achieve more.
2. The second study shows why Florida might be desperate to get some high-SAT students to choose education over other fields. It shows the relative aptitudes (verbal, math, spatial) among various career tracks (not a surprise that engineers dominate this ranking btw). Education majors are so far down the general ability scale it’s hard to even find them.
So the bottom line is our kids are desperate to find great teachers and it’s the public’s responsibility to try to incentivize better candidates to join profession. I might add that we might start a “truth in advertising campaign” about just how much teachers really earn and that will surely attract some new talent.
Virginiasgp,
This is total nonsense. TFA kids leave in a year or two or three. Why not build a stable profession of people who want to make teaching their career?
Virginiasgp,
“Desperate to find great teachers”???? I teach in a county where because so many teachers were rated “Highly Effective” the previous year, almost none were given that same rating in spite of the same great results. At my high school not one single teacher was rated “Highly Effective” so even those of us vets with high SAT scores don’t qualify. And because of the corruption of VAM, our VAM scores don’t count. Ever wonder why only 4,000 or so out of 175,000 Florida teachers are supposed to divide up the incentive money? Because of the manipulation behind the scenes to keep most vets from being rated Highly Effective. Find a comparatve chart and check it out for yourself. This is clearly a ploy to hire TFA’s for charter schools. Since you thinking Intelligence is so lacking in public school teachers, you might show a lot more of it yourself before make such nonsensical comments. Diane nailed it: Why not build a stable profession of people who want to make teaching their career?
TFA do leave teaching after a few years. We must build a stable profession for teachers. It is one of the reasons I oppose voucherism. I see unqualified and uncertified teachers getting jobs at Basis Academies, for example. I seem them teaching OUTSIDE OF their academic area (a huge mistake particularly in Foreign Langauges). This is a stupid and insulting idea. There are otherways to attract good teachers. Have higher minumum salaries. Give credit for military service (I got a pay raise based on my military service which counted for almost three years of teacher experience -it meant thousands of dollars for me. But more important I made me feel my service was appreciated). I have never heard a single complaint from any teacher about this. But giving such large bonuses to rookie teachers -based on SAT scores they take in high school is a mistake. And it is insulting to the rank and file of teachers.
Studies have shown that high school GRADES are a better indicator of future college and career success. SAT scores are being phased out by many colleges as they have proven ineffective in predicting college success.
Virginia, I haven’t seen any convincing research that shows high aptitude TFA types have higher student learning gains than their counterparts. I have seen at least two studies that show their is no correlation between the two: “little direct evidence of a link between pre-college test scores and teacher effectiveness”. Furthermore, Tim points out that in a paper he wrote with Doug Harris (another former FSU faculty member) in 2011 it was concluded that SAT scores are “not significantly correlated with individual teacher value-added in Florida” when results are controlled for college coursework.”https://bridgetotomorrow.wordpress.com/2015/04/28/florida-legislatures-proposal-would-base-10k-annual-teacher-bonuses-in-part-on-their-own-satact-scores-does-the-research-on-teacher-effectiveness-support-such-a-proposal/
Miami Dade County did their own study on the reading and math results of TFA recruits and they also found no correlation to higher test scores https://kafkateach.wordpress.com/2015/08/04/floridas-fastest-and-fittest-scholarship-might-be-next/
Thank you Diane for bringing this important issue to the attention of your readers. Unfortunately, as Florida goes so goes the nation when it comes to stupid education ideas. By the way, Kafkateach is actually a she not a he. I guess the reference to Kafka throws people off.
Kafka Teach, the gender reference is corrected
kafkateach, nice try. This just proves yet again the dismal reading comprehension skills of so many on this blog.
First, I will examine your post in which some Georgia State professor said that SAT scores and VAMs were not related for individual teachers after taking into consideration their college coursework. That’s like saying that once you have made it into the NBA, height is not that big of a factor. But when comparing the general public against NBA players, the NBA folks are always taller. College coursework indicates the selectivity of the college which is related to the SAT scores. Did you miss this whole line of discussion?
Now, my turn. This paper shows that literacy and standardized test scores are the single greatest predictor of teacher effectiveness. Now, it’s not determinative so that’s why we need to measure their effectiveness after they become teachers. And this recent UNC study showed that the NCTQ “standards” per se don’t correlate with higher effectiveness, but that colleges’ selectivity based on SATs does have a significant difference. But there is good news. More high-aptitude teachers are entering the profession.
As for the folks who note that SATs are taken in high school before college, I guess you didn’t realize that SATs measure IQ which doesn’t really change after your 5th birthday. You may not like your SAT score but you can’t really change it through test prep regardless of what all those academies are trying to sell you. Now, relax, high SAT scores are not a requirement for success in teaching (unlike say astrophysics). But they are generally related so that high-SAT teachers have a better chance of success just like a sub-4.4 40-yrd dash receiver has a better chance of success in the NFL.
One more example. I can’t seem to find it now but I’m positive I saw a study many years back. They took high-IQ bankers (think Goldman, McKinsey, etc.) and a set of military types (I think they were actually submariners). They had perform tasks related to the other group’s jobs. While the bankers were able to catch on quickly and perform reasonably well (not as well as the experienced military members), the military folks were completely out of water in the banker environment. Now, the military folks were high-performing individuals both as students and in the military. But they didn’t have the same pure aptitude that the high-end bankers had. While the applicability varies by occupation (garbage collection is not so much related to IQ), on average, aptitude improves results in every single job. This has no bearing on any individual. We can all maximize our fixed potential. But when policy makers set incentives, they are all competing for the same high-aptitude employees. One ignores aptitude at their own peril.
Richard Munro, I agree completely on the Career Switcher types. I FOIA’d info on those entrants in my county. They had very little data. Even though Virginia allows a county to offer them ANY starting salary they like (can give credit for relevant experience in the private sector), my county always brought them in at Step 1. This makes no sense. I would hope teachers are open to career switchers starting at higher salaries. Can others weigh in on whether you would mind if an experienced STEM major or military member started at Step 5 or even Step 10?
outofthecave, I think only 4000 teachers were forecasted based on the historical data. Nothing more, nothing less. As for the vets not qualifying, you are already in the profession. Existing Verizon customers don’t get the same special deals that new customers get. Do you seriously not understand that? I’d be interested in seeing the data on how your highly effective ratings were suppressed. No judgments here as I can see it either way. I am interested in that data.
Tracy, you are completely wrong. Here’s an example. Student A scores 1000 on the SAT (average, not bad at all) whereas Student B scores 1500 on the SAT (very high). Student A goes to state school and studies hard and gets good grades. Student B goes to an Ivy League and majors in a STEM major. Both students get about the same GPAs in college. Can student A survive in the same major and school that student B attended? No chance whatsoever. Can student B survive in the same major and school that student A attended? Of course. Your “research” doesn’t take into account self-selection. Once folks realize they can’t hack it in a STEM major at a certain school, they simply switch majors. Or switch schools. That said, study skills and discipline (as evidenced by high school GPAs) do make a difference. As long as a student is capable of understanding a certain major, the rest is up to their own actions and not their IQ. I’ve listed links in the past and can provide more if you don’t know where to find them.
The Real One, not a bad career choice. That’s how capitalism works by incentivizing those capable of performing the most needed jobs to enter that occupation. But I would dare say there are not 3M anesthesiologist assistant jobs in the US. When one considers the days worked and total compensation (+20% for pensions), top teachers in Loudoun County actually earn $157K/yr. Not that bad even compared to AA jobs.
Listen up and pay close attention. Florida isn’t going to attract diddly into teaching. My SAT scores were in the top 5% and I went into teaching because I was very good at breaking down things into simpler terms and forging long lasting relationships with people. Florida is 47th in teacher pay and is one of the most expensive places to live. A one time bonus of $10,000 isn’t going to attract anyone into the field especially top tiered students who have an abundance of career choices that will reward them for their hard work and dedication. I taught for thirteen years and made only $2,000 more than a rookie teacher. It isn’t called Floriduh for nothing. I wouldn’t go back for a $50,000 bonus paid in cash. Teachers want and deserve respect and that means real “raises” and improved working conditions. Merit pay is a sham as my test scores were always extremely high and guess what I got? A pat on the back because the merit pay scheme is an unfunded mandate so when there is no money regardless of how well your student data is you still get s–t. Look at this pathetic salary scale and tell me that a ten thousand dollar bonus is going to change the reality of the situation. To make matters worse they don’t even honor that piece of garbage salary scale as teachers in Broward County have received one step in the last seven years. Those are years that will never be recovered by employees both in up front dollars as well as future dollars via pension payouts.http://www.nctq.org/docs/Broward_2013-14_Salary_Schedule.pdf
The Real One, wow, I hope Diane doesn’t put you on her moderated list with all those ****’s. I’m on there and I haven’t even uttered on yet.
All kidding aside, why don’t you come teach in Loudoun County, VA? Dulles airport, at our eastern end, attracts lots of tech companies to neighboring Reston, VA. Many dual-income families make Loudoun one of the “wealthiest” (household income) counties in the nation. Our parents purchase gift certificates for the teachers and bring them lunch on Wonderful Wednesdays. But the best part is we pay really well (higher than more expensive Fairfax at both the top and bottom steps!).
Our officials claim that our school system has been “underfunded” for year and that no teachers received step increases since 2009. But through a FOIA request, I demonstrated that teachers both received ‘step increases’ (their actual step went up) AND they received raises in excess of that step increase (they moved teachers up a step, adjusted the scale so that Step N+1 now paid what Step N used to pay, but then moved EVERY step up with a “COLA” allowance). The average step increase is 2.5% but younger teachers’ step increases are closer to 1.5%. Thus, the COLA increases for younger teachers are a better deal than a ‘true step’ (if it sounds complicated, that’s because our officials didn’t want the public to know raises were given so they could extort more money from the taxpayers). The net-net is that teachers have received pay raises of 2%+ in 5 out of the last 7 years. In fact, the middle step teachers (Steps 10-13) received raises of 13% + over 3 years. That’s all for only working 200 days per year!
I understand Florida has made some questionable decisions (evaluating teachers off subjects they don’t teach and no step/cola increases). That’s not true in Virginia. Maybe you should change location.
Virginiasgp, you are on the moderated list, not for cursing, but for logorrhea. If I didn’t stop you, you would post comments 15-20 times daily. You have so much to say that I encourage you to start your own blog.
Virginia SP, forgive the brevity of my response but I don’t seem to have the same amount of free time for blog commenting. Although I certainly don’t agree with basing anyone’s future pay off of a single test they took when they were 17, let me buy into your aptitude equals success argument just to illustrate how stupid the Florida SAT bonus is. I scored in the 95th percentile on the verbal portion of the SAT. Clearly I must have the right verbal IQ to be a great English or history teacher. I have never had much aptitude or interest in math. I never took an expensive SAT prep class and I scored somewhere in the 70th percentile. Under Florida’s law I will not qualify for the bonus because both verbal and math need to be above 80%. So even though I teach history and will never teach math, I will never qualify for the bonus despite highly effective evaluations. Meanwhile, the state will be paying the bonus to teachers who have a much lower verbal aptitude than me, but have a slightly higher aptitude in math. Since the SAT is essentially an IQ test, I will never score above the 80% percentile in math and never qualify for the bonus. Will the policy really reward the best and brightest? What about those excellent teachers with average test scores that are extremely hard working and dedicated? Isn’t emotional intelligence more important for the job of an educator? Sometimes people with high IQs have a terrible time relating to others and breaking down concepts that for them were easy to learn.
Bravo! Well stated and I applaud your honesty!
Hello Virginia,
Please define the terms “success,” “achieve more,” and “great teacher.”
Mamie, I’ll define great teachers (and success/achieve more) as those who can perform all of the following:
1. Increase student growth on standardized tests
2. Increase student performance on tests of higher level thinking
3. Increase students’ self reported effort
4. Increase students’ enjoyment of class
5. Increase students’ lifetime income
6. Increase students’ college attendance rates
7. Decrease students’ incarceration rates
8. Decrease students’ teenage pregnancy rates
VAMs help identify teachers who can do all of the above. Next question.
vsgp, Using test scores to raise test scores is self referential. All your arguments start with seeing tests as a solution and then you work backward to try and validate your ideas with cherry picked links to “studies”. That is why you lack credibility. And also because you insist on ideas as correct with out actually seeing classrooms in practice. Theory breaks down quickly when reality strikes.
Tests are far from an exact science and fail miserably as a representation of learning. Of course, first you must define learning.
As far as success, even that is a difficult measure. An electrician can earn far more than a nurse, but if I’m under care, the heck with a new light switch, I value that nurse.
Logorreah! That had me on the floor losing it. Diane I am sorry for the “S”bombs but some comments really stir the pot for me and Virginia just hit one of those nerves with me. Virginia it is too late for me to return to teaching I am one year invested in my Anesthesiologist Assistant program. Take a look here this is what teachers should be earning. http://www.gaswork.com/search/Anesthesiologist-Assistants/Job/All. The crazy thing is I still have 16 months left of school and already have multiple job offers.
The SATs do not measure “future success” as a musician and music teacher. I don’t recall any questions that dealt with music or required me to perform on an instrument.
So, despite being 11th out of 630 in my HS class, graduating summa cum laude with an average of 3.97 for my AA, BA and MS in Music Performance & Education, and being required to learn to play my major instrument, as well as seven minor instruments, only my SAT score counts?
I would like to see the TFA Engineering major with perfect SAT scores try to teach seven different instruments to elementary band students. They might be able to show how to build the instrument, but that doesn’t mean they can play it or teach someone else to play.
I also don’t see how SAT scores predict the success of art teachers, phys ed teachers, etc., either.
TEACH FOR AMERICA does have a semi-secret, non-transparent arm that seeks to place TEACH FOR AMERICA alumni in positions of power, getting them elected or appointed to influential positions to promote privatization of schools and the expansion of charter schools… while taking great pains not not to violate the rules governing its non-profit status… which bar it from promoting privatization.
It is called the “Leadership For Educational Equity.” or LEE
For more on TEACH FOR AMERICA’s “Leadership For Educational Equity,” (LEE) and its lack of cooperation to journalists who want to know its workings, read this piece from RETHINKING SCHOOLS’ writer Barbara Miner:
http://www.rethinkingschools.org/archive/24_03/24_03_TFA.shtml
———
BARBARA MINER: “Leadership for Educational Equity, meanwhile, has been less than cooperative in providing IRS documents that, by law, are to be made publicly available within 30 days of a request. In mid-January, after more than two months of LEE’s refusal to provide these documents, Rethinking Schools filed a formal complaint against LEE with the IRS; as of press-time in mid-March, LEE had still not responded.
” … ”
“St. Louis provided a window on many of the complexities of TEACH FOR AMERICA at the local level, but didn’t answer the question of TFA’s national role. So I interviewed others across the country, and also Googled, phoned, and emailed, acquiring reams of studies, reports, and articles on TEACH FOR AMERICA… ”
and on it goes… it’s long, but well worth the read.
——-
On the subject of the mysterious LEE, here’s a blast from the (recent) past:
FIRST, SOME BACKGROUND —
At the invitation of the L.A. Times, Dr. Ravitch wrote a piece about what LAUSD Board Members should look for during its search for a new Superintendent:
http://www.latimes.com/opinion/op-ed/la-oe-ravitch-what-la-needs-in-a-new-school-superintendent-20150723-story.html
Since Dr. Ravitch’s suggestions had an implied criticism of LAUSD charter schools, the California Charter School’s Associaion (CCSA) “struck back” with its own op-ed… one that totally distorted what Dr. Ravitch said, put words in her mouth, etc.:
https://dianeravitch.net/2015/07/26/los-angeles-the-charter-empire-strikes-back/
This vituperative op-ed was written by Sarah Angel, the Los Angeles Director of Outreach for CCSA.
Now here’s where it gets interesting.
Who is Sarah Angel?
She’s a former (current?) prosecutor with the city of Redondo Beach, neighboring Los Angeles
http://transparentcalifornia.com/salaries/2012/redondo-beach/sarah-angel/
and a former (current?) lawyer with O’Melveny & Myers LLP law firm in the posh city of Newport Beach. O’Melveny & Myers LLP and its lawyers have deep ties to, and does business with the privatization and charter school industry… its members sit on charter school boards… etc.
http://www.lawyercentral.com/sarah-b-angel-interactive-profile–20-815112.html
While claiming expertise in education…
Ms. Angel has ZERO background or experience in education.
She has NEVER worked as a teacher.
She has NEVER worked as an administrator.
She has NEVER worked in any capacity at any school.
A mother of two children, the eldest a four-year-old daughter, she has ZERO experience with education from the point of view of a parent.
However, Sarah Angel is married to Dan Nieman, who is… WAIT FOR IT… a former TFA Corp Member (Class of 2001), and the Los Angeles Director for
… WAIT FOR IT, again…
… TFA’s “Leadership for Educational Excellence (LEE)”: (go the top of this post if you forgot what LEE is)
http://vator.tv/person/dan-nieman
—————–
“Dan Nieman is the Managing Director of Field Engagement at LEE. Dan is the liaison between Teach For America and (TFA’s) ‘Leadership For Educational Equity,’ managing the partnership and ensuring that our members are on track to succeed in the fields of politics, policy, and advocacy.”
———–
Both of those jobs held by that family’s household pay somewhere in the range of $150,000 – 250,000 each, or $300,000 – 500,000 TOTAL HOUSEHOLD INCOME from the privatization / corporate reform industry.
Chew on that for a while, as both Sarah and Dan are in their early 30’s.
It gets even better. Sarah Angel’s husband Dan Nieman, is also simultaneously on the Board of Directors for … WAIT FOR IT… the national Charter Management Organization “CITIZENS OF THE WORLD Charter Schools” chain:
Here’s CITIZENS OF THE WORLD’s… well… “charter” (excuse the pun)
Click to access CWC_Charter.pdf
Now, go to page 129 (or page 109 of the pdf’s page counter)
–————————————–
“BOARD OF DIRECTORS:
“DAN NIEMAN — Mr. Nieman currently serves as Managing Director of the
Political Leadership Initiative for ‘Teach For America,’ where he is responsible for
managing relationships with a variety of partnerships to support Teach for America
alumni in their pursuits of elected office.
“Mr. Nieman also coordinates Teach for America’s School Board Fellows Program and Emerging Political Leaders Fellowship for corps member alumni.
—————————–
“Citizens of the World Charter School” rings a bell with me for a couple of reasons.
First, its New York City affiliate is run by… WAIT FOR IT… Eric Grannis, the husband of SUCCESS ACADEMY charter chains CEO Eva Moskowitz”:
(hmm… a small world, corporate reform is… Yoda might might say)
http://ednotesonline.blogspot.com/2013/10/citizens-of-world-charter-run-by-evas.html
Secondly, in multiple locations both in Los Angeles and in New York City, “Citizens of the World Charter School” is without a doubt, the worst actor in the whole divisive phenomenon of charter school co-location—where a charter school “invades” a pre-existing public school’s campus, causing havoc and community upheaval whenever one its schools co-locates there.
Activist Robert Skeels covered CITIZENS OF THE WORLD’s invasion of Micheltorena Elementary in the Silverlake neighborhood of Los Angeles:
http://rdsathene.blogspot.com/2012/03/open-letter-to-silver-lake-nc-regarding.html
http://atthechalkface.com/2013/07/08/solidaridad-the-99-cents-store-school-brought-to-you-by-the-lucrative-charter-school-industry/
Parent activist Adam Benitez chronicled in detail CITIZENS OF THE WORLD’s disastrous one-year invasion of Stoner Elementary in the Mar Vista Neighborhood in this highly entertaining blog here:
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/
To blunt the bad P.R. that Nieman’s CMO has generated, and to promote co-location as a wonderful opportunity for all, Loyola Marymount University,( just south of Los Angeles), hosted a seminar. This pro-charter seminar was jointly run by the charter friendly LAUSD official Jose Cole-Guttierez and…
…WAIT FOR IT…
…. Sarah Angel, Dan Nieman’s husband, and CCSA’s Director of Outreach in Los Angeles:
——————-
00:54
SARAH ANGEL: “I want to to thank Jose for continuing to be a partner. We are texting and on the phone multiple times-a-week, and meeting face-to-face practically weekly now, and I think… ummm… that’s a testament to the strength of this partnership, and room for growth.”
—————–
Now why, you may ask, is Dan Nieman, Ms. Angel’s husband, being on the Board of Directors of the CITIZENS OF THE WORLD Charter Chain significant?
First off, because his wife Sarah Angel is the California Charter Schools Association’s point person in protecting and expanding charter schools in Los Angeles, especially in the divisive and controversial context of co-locations. (SEE VIDEO)
When it comes to the LAUSD charter school chains which Ms. Angel is paid to promote and help expand—including her husband’s CITIZENS OF THE WORLD chain—keep this in mind:
Those schools hire a significant amount of its TEACH FOR AMERICA teachers to staff its schools—in some cases 100% of the faculty being TEACH FOR AMERICA Corps Member teachers—with those Corps Member teachers belonging to an organization, TEACH FOR AMERICA, that Ms. Angel’s husband also promotes and of which he is part.
So in essence… the more privately-managed charter schools that Ms. Angel can help add to LAUSD, the more her husband’s TEACH FOR AMERICA organization will likewise benefit and expand, and the more that she and her husband will also financially benefit… making the supposed benefit that charters offer to poor kids seeking charters (as Ms. Angel claims in her anti-Ravitch op-ed)… making all that at best, a secondary concern for Ms. Angel and her husband, Mr. Nieman… if that.
This doesn’t seem right. Isn’t there a conflict of interest here somewhere? If not with Mr. Angel and Mr. Nieman, then with Jose Cole-Gutterez, or with new LAUSD Board Member (and former PUC Charter CEO) Ref Rodriguez?
Just askin’…
Also, keep in mind that both of the six-figure salaries paid to the Angel-Nieman household come from money that originates in part from taxpayers — money that is funneled into TEACH FOR AMERICA, California Charter Schools Association, and CITIZENS OF THE WORLD Charter Schools ultimately comes from California taxpayers and citizens.
These two are being well-paid to execute a slow, stealth privatization of schools and to eliminate the traditional public schools that have been been a part of the United States and its democracy for centuries.… whether those same taxpayers and citizens want their schools privatized or not.
That ain’t right.
(A shout-out to on of my BFF Julie Tran for her contributions to this piece)
Geronimo posted about a mendacious missive that Sarah Angel sent out in suport of the pro-charter LAUSD School Board (and former PUC Charter CEO) Ref Rodriguez:
It’s in the COMMENTS section at:
https://dianeravitch.net/2015/07/26/los-angeles-the-charter-empire-strikes-back/
Geronimo:
“Last February, Sarah Angel sent out a letter as part of the Parent Teacher Alliance in Support of Rodriguez, Galatzan and Vladovic for School Board 2015 to shape community support in our last school board election.
“I wrote back to her email at the time:
—————————————–
Dear Sarah-
First off, let me first express my complete revulsion with your group.
As a National Board Teacher, I find your exploitative use of minority children grotesque and this lame, rah-rah letter you have sent out completely fraudulent in its intent and purpose.
I despise your pedagogy.
Truly, absolutely sickened by it.
I would love an honest debate with your organization to expose your own racism and class-ism. These are not terms I throw about lightly but I honestly believe you have earned them. The recent District 5 campaign flyer you sent out completely epitomizes your organization and the intellectual, behind-the-scene, strategy session that must have gone in to devising it.
You can keep Ref Rodriguez. You can also keep Ms. Galatzan and Dr. Vladovic too. I’m embarrassed by their “commitment” to LAUSD’s children as well. I have no use for what they feel our children need and deserve and their continual service on the Board depresses me no end that they have been in positions of power over LA’s education for so long.
For too long, money has spoken in education and our children are not getting what they truly need.
Alas, my education utopia and yours differs vastly. By re-emailing your solicitation letter to other teachers and educators, I hope others recognize your organization despite the flower power vague wording of your “outreach”. You should know that true Progressive activism in education is explosive and pervasive, despite the removed financial and political powers-that-be that support and endorse YOUR vision of education, not only in LA, but nationwide.
My students desperately need a Parent-Teacher Alliance–
–But certainly not yours.
Sincerely,
Geronimo, NBCT
————————————————
———————————————–
I posted back to Geronimo:
“To Geronimo:
“I later located the misleading form letter that you received from Sarah Angel, and about which you are writing:
https://disqus.com/home/discussion/laschoolreport/charter_group_says_kayser_policies_8216by_no_means_race_neutral8217/
——————–
(FORM LETTER)
Dear__________:
Did you know that there is a critical LAUSD school board election taking place in Northeast Los Angeles and the Southeastern cities of Vernon, South Gate and Huntington Park on March 3? As a registered voter, you could make a big difference in the outcome of this race.
Parent Teacher Alliance is a group of public school parents, teachers and community members who are dedicated to improving education for all children in the LAUSD. We would like to send you email you about the candidates and issues in this campaign.
Sarah Angel
Parent-Teacher Alliance
———————
Well, as we all now know, thanks to Julie…
Ms. Sarah Angel is neither a “Parent”… of a school-aged child, her eldest being four years old…
Nor is Ms. Angel a “Teacher”… as she has never worked in that capacity.
Nor is she a citizen of Board District 5, the contested board seat, as she is a resident of Studio City.
However, in order to influence voters, Ms. Angel fraudulently posed as such…. as that could be the only inference in the way she billed herself in that letter.
I mean, why didn’t Ms. Angel identify herself by her true title, and instead say that she was at the time…
“Los Angeles Managing Director of Advocacy of the California Charter Schools Association”?
Because that wouldn’t have gotten votes. That’s why!
Liar!!! You are a liar, Ms Angel!!!”
This so-called “Parent-Teacher Alliance” was and is nothing more than a bogus astroturf group created by those forces out to privatize public education via the slow expansion of charter schools.
Ms. Angel made even more lies during the recent school board election!!!!
For a measure of how utterly dishonest and sleazy Ms. Angel and her misnamed “Parent-Teacher Alliance” group was, check out this:
http://laschoolreport.com/campaign-against-kayser-turns-negative-with-charter-funded-flyer-lausd/
BACKGROUND:
LAUSD Board Member George McKenna was supporting incumbent Board Member Bennett Kayser, and not.. NOT! NOT! NOT!!! … supporting his corporate reform opponent (and eventual winner) Ref Rodriguez, who was supported by the privatization/charter industry.
Well, what did Ms. Angel and her falsely-named “Parent-Teacher Alliance” do? They paid for and sent out millions of fliers knowingly lying, and falsely claiming that …
George McKenna ENDORSED RODRIGUEZ, AND NOT KAYSER???!!!
McKenna was incensed.
http://laschoolreport.com/campaign-against-kayser-turns-negative-with-charter-funded-flyer-lausd/
L.A. SCHOOL REPORT: (who got it right this time at least)
“In a news release this morning, McKenna expressed outrage that his name appears on the flyer, saying the ‘literature is misleading and racially inflammatory in nature.’ McKenna also makes clear he has not sought the group’s endorsement.
GEORGE MCKENNA: “ ‘I reject the statements, accusations and positions promoted by this group as it relates to Board Member Kayser, whom I strongly support for re-election,’ he said.
“He continues: ‘I was not consulted prior to the release of this literature, nor did I give Parent Teacher Alliance permission to use my name. I request that their endorsement of me be withdrawn, and that my name and/or title not be used by them in any of their literature.’ ”
Here’s some more details about the anti-co-location blog by Stoner Elementary parent Adam Benitez:
Parent activist Adam Benitez chronicled in detail CITIZENS OF THE WORLD’s one-year invasion of Stoner Elementary in the Mar Vista Neighborhood in this highly entertaining blog here:
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/
Note, CITIZENS OF THE WORLD’s co-location at Benitez’ kid’s public school Stoner lasted but one year—2013-2014—before its officials outrageous conduct and the parent activism opposing CITIZENS OF THE WORLD drove them out. Benitez is reportedly writing a book about this horrific year, adapting his blog entries.
Here are some highlights from Benitez’ blog:
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/2014/05/cwc-parent-caught-vandalizing.html
“The Stolen Yard Signs” — A pro-CITIZENS OF THE WORLD parent grabbed all the anti-CITIZENS OF THE WORLD yard signs that neighbors had posted on their lawns. Benitez and his wife found the signs in the backseat of this parent’s car. When confronted, the vandalizing thief-of-a-parent claimed “that the wind blew them there.” He’s being prosecuted.
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/2014/04/flashback-cwc-admin-meets-with-stoner.html
“Combination Lock”—instead of hiring a security guard to sit and watch the fence entrance to the campus—that serves as entry to both CITIZENS OF THE WORLD and Stoner campuses—CITIZENS OF THE WORLD officials cheaped out, and gave out the combination to the lock to all of its parents…. thereby putting the safety of both school’s students at risk… as now hundreds of people now had the combo, and can get onto the campus whenever one of them felt like it.
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/2014/07/flashback-cwc-karma-tickets.html
“Karma Tickets”—the CITIZENS OF THE WORLD morning drop-off was a street-clogging disaster, greatly inconveniencing the neighbors (some Stoner parents, some not), who then called L.A. Parking Enforcement on CITIZENS OF THE WORLD parents’ illegally parking their cars while dropping their kids off, resulting in parking fines.
CITIZENS OF THE WORLD responded by handing the neighbors packets of newly-created “Karma Tickets” that the neighbors could put on the parents’ cars’ windshields instead. The design and font resembled actual L.A. parking tickets.
As Benitez said, that’s like having your dogs dump all over the neighborhood, then handing out plastic bags to the neighbors for THEM to all those dumps up.
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/2015/03/bombshell-cwc-docs-released-follow-up-4.html
“The Naked Student Hose Down”—after a CITIZENS OF THE WORLD student had a bathroom accident, the child’s (uncredentialed?) teacher took the child outside and, in plain view of those in school community, as well as those citizens in the neighborhood and… I’m not making this up… stripped the child naked, the proceeded to hose him down with a garden hose, like he was livestock on a farm. In addition to being child abuse and outrageous, it posed a health hazard to the kids at both schools.
When confronted, CITIZENS OF THE WORLD officials were like… “Yeah.. so what? It’s no big deal… Get over it… ” but then stonewalled the release of any of its internal documents, then redacted them when they were later forced by a Freedom of Information request.
http://cwcmarvista-co-location-stoner-lausd.blogspot.com/2014/06/flashback-cwc-protest-1-whats-in-gate.html
“The Strangler Vine Metaphor”—captured on video, one of the CITIZENS OF THE WORLD parents let the mask drop, and signaled CITIZENS OF THE WORLD’s true intentions—not co-location, but conquest; he compared CITIZENS OF THE WORLD’s school to a young and healthy tree sending out “strangler vines” to strangle the older, rotting, dying tree standing next to it (Stoner Elementary):
Here’s that video: (at 03:23)
(you can see Karen Wolfe, pro-public education parent activist and regular blogger here, FRAME RIGHT)
——————
(at 03:23)
CITIZENS OF THE WORLD PARENT: (at 03:23) “He’s saying that if this (the new CITIZENS OF THE WORLD school) ends up expanding to be a good school in the neighborhood –
KAREN WOLFE: “Oh, so that’s a good thing? So let me ask you a couple questions-”
CITIZENS OF THE WORLD PARENT: “I mean if you’ve got a tree that’s dying, and the strangler (vine from the young tree) that’s healthy grows around it, eventually the rotting tree goes away.”
–
Needless to say, rhetoric such as this—comparing a beloved neighborhood school that’s served students for generations to a rotting, near-dead tree that needs to die so the charter can take its place—did not sit well with Benitez and the other Stoner Parents, as Stoner has been educating those neighborhood students for generations.
After a year (2014-2015) of being free of charter co-location, Benitez is reporting that LAUSD’s Jose Cole-Guttierez, perhaps in retaliation, is foisting another and different Charter Chain, ICEF, on the Stoner campus this fall.
Benitez is finishing up his book about this unending charter school horror that CITIZENS OF THE WORLD brought to the Stoner community. He’s currently vetting it with lawyers. Once I buy it, it’s going up on my shelf with “Chronicle of Echoes” and “Reign of Error.”
This provides a higher pay for the TFA recruits that are so loved by some FL superintendents. This also provides a higher pay for newbies in Floridas booming charter schools at the taxpayer’s expense. And ensures they will stay through April for the payout. Veteran career teachers, however, are struggling to obtain their scores and rankings for the year they tested. None of this is #ForTheKids.
This is blatant age discrimination. For veteran teachers, there is NO WAY to get our percentiles. We can pay them to look for our scores, and get no refund if they can’t be found, but here is what the ACT said in response as to whether my report would have a percentile. (I took my test in the early 70’s)
“In regards to the percentile rankings on our score reports, the numbers are based off of RECENT high school graduates. Unfortunately, we have no way of providing the percentile rankings from the time you tested.
That being said, it may be worth your while to check with the high school that you attended to see if they would have a record of your scores and the rankings from that time period.
Please feel free to share this information with your colleagues.”
I seriously doubt my high school has retained my records from more than 30 years ago. So even though I have a Highly Effective rating, I can’t apply.
This has to be a covert plan to fill the pockets of the testing companies, since teachers can retake the test now to get a higher score. What a scam for the tax payers!
I love your last line. I have no doubt that this isn’t the Bottom of stupidity in the reform well. With campaigns gathering momentum, the pressure to offer new or name-linked plans/policies assures more stupidity will burst forth. Look at the PPH fiasco. Stupidity always acts more quickly than intelligence cuz consequences are ignored, intended or otherwise, and history of similar failures is irrelevant.
A favorite Gore Vidal quote: Americans tend to live in the present, with each generation differing from the preceding only in having more of the past to forget. [1876]
Add self-interest to ideological blinders and indifference to the impact for a majority of citizens or children and the stupidities, not peace, will be flowing like a river …
The next SAT administration isn’t until Oct 3rd, AFTER the deadline. Even if you take the ACT in September, you won’t get a score report back in time.
Yes and that was of course done intentionally.
Here’s more on on TEACH FOR AMERICA’s “Leadership For Educational Equity,”—where Ms. Angel’s husband is a managing directer— and its lack of cooperation to journalists who want to know its workings, read this piece RETHINKING SCHOOLS’ writer Barbara Miner’s:
http://www.rethinkingschools.org/archive/24_03/24_03_TFA.shtml
(WARNING: it’s long, but well worth reading)
——————————–
BARBARA MINER: “Leadership for Educational Equity, meanwhile, has been less than cooperative in providing IRS documents that, by law, are to be made publicly available within 30 days of a request. In mid-January, after more than two months of LEE’s refusal to provide these documents, Rethinking Schools filed a formal complaint against LEE with the IRS; as of press-time in mid-March, LEE had still not responded.
” … ”
“St. Louis provided a window on many of the complexities of TEACH FOR AMERICA at the local level, but didn’t answer the question of TFA’s national role. So I interviewed others across the country, and also Googled, phoned, and emailed, acquiring reams of studies, reports, and articles on TEACH FOR AMERICA.
“Which is how I came to find out about two of TFA’s newest initiatives: ‘TEACH FOR ALL’ and ‘Leadership for Education Equity.’
” ‘TEACH FOR ALL’ is a global network of like-minded organizations, launched in 2007 to replicate TFA in countries ranging from Argentina to Estonia, from Australia to Germany. ‘Leadership for Education Equity’ (LEE) was founded in 2008 to provide a vehicle for political work and campaigning.
“LEE appears to be crucial to another aspect of TEACH FOR AMERICA’s strategy: TFA’s ambitions in shaping the country’s education policy agenda and encouraging alumni to run for office. My surprise at the media silence around LEE was outdone only by my amazement at LEE’s lack of public transparency.
“The Mysterious ‘Leadership for Education Equity’ (LEE)
“TFA spends significant organizational time, energy, and money on its alumni, who are arguably the source of the organization’s true political power. (The most famous alumni are Michelle Rhee, chancellor of the Washington, D.C., public schools, and Mike Feinberg and David Levin, founders of the KIPP Schools.)
“LEE is an outgrowth of TFA’s Political Leadership Initiative, which the TFA website says is designed to provide ‘tools, resources, and opportunities to help alumni influence the policies and priorities of local, state, and national government. It also helps prepare them to pursue elected positions.’
“Some 27 TFA alumni are currently in office, nine more are running for office, and more than 700 are interested in ‘pursuing political leadership.’ TFA has a goal of 100 elected officials in 2010.
“The elected officials, however, present a potential quandary, which is where LEE comes in. As a 501(c)4 nonprofit, LEE can engage in lobbying and political campaigning that is either off-limits or strictly curtailed for a 501(c)3 such as TEACH FOR AMERICA.
“Jen Bluestein Lamb, vice president of TFA’s Political Leadership Initiative, who spends part of her time overseeing LEE, agreed to talk about the new organization. At the same time, Bluestein Lamb refused to give me even temporary access to the members-only website that is at the heart of the organization’s work.
“I was hoping that LEE might unlock the door to TFA’s political agenda, so imagine my surprise when Bluestein Lamb said in no uncertain terms,
“JEN BLUESTEIN LAMB: ‘We have absolutely no agenda for LEE. We don’t have an agenda, we don’t have political goals, we don’t have an ideology.’
In fact, she added, ‘Our [501](c)4 does not lobby.’
“I found it hard to believe, but Bluestein Lamb patiently said the same thing in several ways. So then I asked whether there might be any positions deemed out of bounds—say a TEACH FOR AMERICA alumnus wanted to run for office on a platform ending taxpayer support of public education or a total conversion to vouchers.
“Would LEE have any problem with that?
“ ‘No,’ Bluestein Lam responded, although she hoped such a platform would spark ‘a pretty brisk dialogue’ among other alumni.
“Hoping there might be other information to help me understand LEE, I asked if there had been any media articles about the organization. ‘No, not to my knowledge,’ she responded.
” ‘Leadership for Education Equity’ (LEE) was far out of the realm of any 501(c)4 that I knew, especially one that says its mission involves ending the achievement gap and educational inequity. LEE may not lobby or advocate a political agenda but, I asked, has it ever taken a policy position of any sort?
“ ‘No, and we never would,’ she responded.
“ ‘But even the Boy Scouts take policy positions,’ I countered.
“Bluestein Lamb laughed and then repeated, ‘We have never, and never will, take a policy position ourselves.’
“We were at a standstill. I felt I had entered an alternate reality. All this passion, all this talk of social justice and ending educational inequity—but without any political content or ideology or platform of any sort?
“It didn’t make sense.
“If LEE and TEACH FOR AMERICA are as apolitical as they claim, why does the media constantly link TEACH FOR AMERICA with ‘reformers’ who attack the unions and schools of education, and reforms such as entrepreneurially motivated charter schools, even for-profit charters, as necessary alternatives to traditional public schools?
“And if the media is falsely linking TEACH FOR AMERICA to such pro-marketplace reforms, why doesn’t TEACH FOR AMERICA set the record straight?
” … ”
“Journalism 101: Follow the Money
“To further investigate TFA, I decided to go back to Journalism 101: Follow the money. Which leads, among other places, to the story of Barbara Torre Veltri’s mother.
“Torre Veltri is an assistant professor at Northern Arizona University. Last summer, her mother received a letter from Wachovia Securities/Wells Fargo Advisors, dated June 12, 2009, requesting input on a customer service questionnaire. In exchange for her time, the letter promised,
” ‘We will make a donation to your choice of one of the following charities: American Red Cross, Teach for America, or the National Council on Aging.’
“Torre Veltri’s mother was puzzled.
” ‘Why would donations be solicited by [Wachovia Securities/]Wells Fargo for Teach for America?’ she asked her daughter. ‘Since when is teaching some kind of charity?'(1)
“Good questions without easy answers.
“Wachovia Securities/Wells Fargo was undoubtedly in need of an image makeover in early June. A few days before the letter to Torre Veltri’s mother, affidavits in a federal lawsuit recounted how Wells Fargo deliberately steered working-class African Americans into high-interest subprime mortgages, with the lending referred to as ‘ghetto loans.’
“TFA’s 2008 annual report lists Wachovia as one of five corporations donating more than $1 million at the national level. The others are Goldman Sachs, Visa, the biotechnology firm Amgen, and the golfing tournament Quail Hollow Championship.
“The organization is, without a doubt, a fundraising mega-star. In one day in June 2008, for instance, TFA raised $5.5 million. The event, TFA’s annual dinner, “brought so many corporate executives to the Waldorf-Astoria Hotel in New York that stretch limousines jammed Park Avenue for blocks,” the New York Times reported.
“To my knowledge, there has been no in-depth analysis of who funds TFA and why. Clearly, one of the unanswered questions is how TFA has been able to garner such amazing corporate support—especially since some of these same companies, in their business practices, have preyed on low-income people or have exacerbated this country’s growing inequality of wealth.
“Are the donations to TFA ‘guilt money’? Is TFA just smarter than other education groups in wooing corporate support? Is it that corporations believe it is no more politically risky to support TFA than to support the American Red Cross or the Council on Aging?
“Or is there a confluence of views between TFA and its leading corporate and foundation funders? TFA has no public criticism of pro-market reforms such as privatization and for-profit charters. Nor does it ask hard questions about the relationship between the achievement gap and problems of segregation, poverty, and an unemployment rate among African American men that hovers around 50 percent in some urban communities.
“Wendy Puriefoy is president of the Public Education Network, a national association focused on public school reform in low-income communities, and was on the board of Teach for America in the early 1990s. She believes the organization has expanded its agenda in recent years and chooses her words carefully in analyzing its current role because, she says, ‘it is going to sound harsh.’
“Likening market-oriented reforms in public education to the deregulation of the financial industry that culminated in a recession, she says that the very same people who promoted economic deregulation are influential supporters of organizations such as Teach for America. They want to sidestep professional teachers, unions, and schools of education “and let loose the forces of the market,” Puriefoy says.
“ ‘The marketplace of education is a big market. There is a lot of money to be made.’
” … ”
“There are any number of concerns that swirl around TEACH FOR AMERICA:
– that the organization is part of a global network promoting ideologies of privatization, individualism, and elitism;
– that TFA rests on the dubious supposition that elite graduates of elite colleges are inherently better teachers than people from local or regional schools who come from the communities where they teach;
– that the media and foundation attention lavished on TFA sucks away energy and money from other important reforms.
“But what if one accepts TFA’s assumptions—that its purpose is purely to address educational inequity by recruiting the best and the brightest, training them briefly, and having them teach for two years in a low-income school? And that its model trumps the value of recruiting accredited teachers who view teaching as a career?
“Given that the revolving door of unqualified teachers is a key factor in the poor performance of many low-income schools, what are the repercussions of those assumptions? Is TFA aggravating a problem that it claims to be solving?
“It is (TFA Founder Wendy) Kopp herself who perhaps best answers that question. Speaking in a 2007 commencement speech at Mt. Holyoke College, Kopp said:
WENDY KOPP: “What I have come to appreciate is that things that matter take time. We live in an era when it is rare to meet people in their 20s and 30s who have stayed with something for more than a few years. And certainly, in some cases the right thing is to experiment and move on.
“But in many cases, the right thing is to stay with something, internalize tough lessons, and push yourself to new levels of knowledge and responsibility. Deep and widespread change comes from sticking with things.”
Here’s more from Allie on “Leadership for Educational Equity”
————–
he Leadership for Educational Equity:
http://www.dailykos.com/story/2013/06/06/1214049/-Leadership-for-Educational-Equity-the-master-plan-for-Teach-for-America
—————-
Wed Jun 05, 2013 at 05:28 PM PDT
Leadership for Educational Equity – the master plan for Teach for America
by
teacherken
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Those who have been paying attention know that some years ago Teach for America ceased being an organization providing bright students from good colleges to fill in at schools where there were a lack of certified teachers to being an organization that serves as a way-station on the way to other careers.
What many may not realize is how formalized this has become, not merely with the preferential admission to graduate and professional schools after 2 years of service in TFA, but also a parallel organization, Leadership for Educational Equity, which seeks to place former corps members into positions of influence in politics and policy.
To help understand the scope of this, I strongly recommend that you read Teach For America’s Deep Bench from American Prospect. This piece, by James Cersonsky, from last October, provides a clear and potent description of what the TFA apparatus is seeking.
Here are two key early paragraphs from the article:
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AMERICAN PROSPECT: “Since its founding, TFA has amassed some 28,000 alumni. Two have made Time’s ‘Most Influential’ list: its Chief Executive Officer and founder, Wendy Kopp, and former Washington, D.C., schools chancellor and StudentsFirst founder Michelle Rhee. Others have gained prominence as the leaders of massive charter operations, like KIPP Schools and New Schools for New Orleans. And TFA alums are currently the heads of public schools in Newark, D.C., and Tennessee.
“What about the other 27,000-some-odd people? That’s where Leadership for Educational Equity, or LEE, comes in. LEE was founded in 2007 as a 501(c)4 spin-off of Teach for America to provide resources, training, and networking for alumni who are interested in elected office or other extracurricular leadership positions. Its goals are ambitious: by 2015, as its standard job posting reads, it hopes to have 250 of its members in elected office, 300 in policy or advocacy leadership roles, and 1,000 “in ‘active’ pipelines for public leadership.” If all goes as planned, LEE could shift control over American education reform to a specific group of spritely college grads-turned-politicians with a very specific politics.”
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There is more.
LEE functions as an alumni network for former TFA corps members.
AMERICAN PROSPECT: “The organization also provides resources for the electorally curious. Besides running two six-month fellowships pairing members with public officials, it offers a variety of webinars and tool-kits on organizing, advocacy, and elections.”
And there is this:
AMERICAN PROSPECT: “In 2010, 12 LEE members ran for local boards of education (with 4 wins), 31 for Chicago local school councils (14 wins), 31 for neighborhood council or other local office (21 wins), and four for state legislature (two wins). In LEE’s accounting, these totals are a step up from 2008, when five members ran for school boards (four wins) and four for other local offices (three wins).
“In total, as of August 2011, LEE counts 56 TFA alums in office: 14 on school boards, 13 on local school councils, 24 on neighborhood councils or other local boards, two state senators, a constable, a judge, and a justice of the peace.
“Understand clearly, that whatever the original intention of TFA may have been, it has morphed into something else, and LEE serves as an important mechanism, to seek to reshape American education into a model to which most Americans have NEVER given their assent.”
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Read the article:
http://prospect.org/article/teach-america%E2%80%99s-deep-bench
Consider the implications.
Recognize that the vision they seek to impose is NOT what most professional educators seek for their students.
Then decide what if anything you are going to do to save public education.
Allie’s final piece that she found on “Leadership for Educational Equity”:
ALLIE WALL:
Here’s AMERICAN PROSPECT’s article on the organization for which Sarah Angel’s husband Dan Nieman is the local Los Angeles Manatger..
The Leadership for Educational Equity:
http://prospect.org/article/teach-america%E2%80%99s-deep-bench
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Teach for America’s Deep Bench
by
James Cersonsky
October 24, 2012
The education nonprofit is also training the next generation of politicians, who have very specific ideas on school reform.
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“Is this our Egypt moment? Will we seize the moment?”
Former New York City schools chancellor Joel Klein spoke those words at Teach for America’s 20th anniversary summit last summer. Coming from Klein, who is now a divisional leader at Rupert Murdoch’s News Corp, incitements to political uprising might raise some eyebrows. But at the summit for the nonprofit, which recruits college graduates to be teachers in poor school districts around the country, Klein was onto something that Nicholas Kristof and Thomas Friedman have ignored in their eight pro-TFA columns: behind the veil of well-funded, debate-worthy idealism, TFA is coordinating a political revolution.
Since its founding, TFA has amassed some 28,000 alumni. Two have made Time’s “Most Influential” list: its Chief Executive Officer and founder, Wendy Kopp, and former Washington, D.C., schools chancellor and StudentsFirst founder Michelle Rhee. Others have gained prominence as the leaders of massive charter operations, like KIPP Schools and New Schools for New Orleans. And TFA alums are currently the heads of public schools in Newark, D.C., and Tennessee.
What about the other 27,000-some-odd people?
That’s where Leadership for Educational Equity, or LEE, comes in. LEE was founded in 2007 as a 501(c)4 spin-off of Teach for America to provide resources, training, and networking for alumni who are interested in elected office or other extracurricular leadership positions. Its goals are ambitious: by 2015, as its standard job posting reads, it hopes to have 250 of its members in elected office, 300 in policy or advocacy leadership roles, and 1,000 “in ‘active’ pipelines for public leadership.”
If all goes as planned, LEE could shift control over American education reform to a specific group of spritely college grads-turned-politicians with a very specific politics.
LEE functions in part as a network for TFA alumni. In the restricted section of its website, to which I gained access through an existing member, you can find job postings ranging from government relations at the National Education Association to Web Editor for the Heritage Foundation. Members are also encouraged to connect with each other: “[P]erhaps you want to bring some of your fellow LEE members to an education rally in Houston. You could cast a wide net, and search for all LEE members within 100 miles of zip code 77001. Your search returns about 240 LEE members—that’s quite a rally.”
The organization also provides resources for the electorally curious. Besides running two six-month fellowships pairing members with public officials, it offers a variety of webinars and tool-kits on organizing, advocacy, and elections. In a PowerPoint entitled “What School Boards Can Do,” you meet two reformers, one of whom is pushing for “data-driven, outcomes-focused” superintendents, the other “driving debate on pay-for-performance.”
In another presentation, charter operator Future is Now advises on getting elected to union office. “New unionism,” in its rendering, means “enabling unions to play a critical role in the development and implementation of new efforts aimed at meeting students’ needs/achievement.” Inspired by Obama’s call to “out-educate” and “out-innovate” the world, Future is Now is in the dual business of “reforming” unions and pushing for new charter schools—in other words, something a little afield from the Chicago Teachers Union, whose reigning Caucus of Rank-and-File Educators has rallied alongside community groups to stop school closings and fight for more resources in district schools.
Though LEE’s 990 filings are missing from the IRS’ online database and chronically allergic to press attention, executive director Michael Buman says that its budget this year is $3.5 million. While Buman maintains that elections constitute the “minority” of LEE’s work, some portion of that sum has gone toward electing TFA alums to office.
“We provide various kinds of in-kind support,” he says. “If we host a training and the person is a candidate, that’s an in-kind contribution. Sometimes they want us to take a look at a piece of mail that they’re sending out.” On the other hand, “Sometimes the candidate looks at our services and says no thanks.” Furthermore, he says, LEE does not operate independent expenditures campaigns, which support candidates or candidate committees without officially cooperating or consulting with them.
The limited-access section of LEE’s site reveals the numbers: In 2010, 12 LEE members ran for local boards of education (with 4 wins), 31 for Chicago local school councils (14 wins), 31 for neighborhood council or other local office (21 wins), and four for state legislature (two wins). In LEE’s accounting, these totals are a step up from 2008, when five members ran for school boards (four wins) and four for other local offices (three wins). In total, as of August 2011, LEE counts 56 TFA alums in office: 14 on school boards, 13 on local school councils, 24 on neighborhood councils or other local boards, two state senators, a constable, a judge, and a justice of the peace.
LEE’s poster boys—its two state senators—are of similar breeds. Soon after uprooting a 27-year incumbent to become Maryland’s youngest ever elected state senator, Bill Ferguson, who is 29 years old and worked as a TFA teacher in Baltimore, introduced a package of bills last year that included a Maryland version of parent trigger. (Parent trigger laws allow some proportion of parents to vote for new school management—and in some cases, entirely new staff—at their kids’ schools.)
Upon entering office in Colorado in 2009, Michael Johnston, who is 37 and served as part of TFA’s Mississippi Delta corps, wrote a controversial, and ultimately victorious, bill that weakened teacher tenure and upped the role of students’ “academic growth” in teacher and principal evaluations to 50 percent. Ferguson got elected with significant support from TFA alumni; alumni also make up four of five Johnston staffers.
Of the five LEE members profiled at its website’s “Candidate Corner,” three speak a common language: Caitlin Hannon, vying for the Indianapolis School Board, supports merit-based pay and decries the “lemon dance” of “ineffective practitioners” lampooned in Waiting for Superman; Rob Bryan, a Republican running for the North Carolina House and fellow merit pay proponent, asserts that “the solution for struggling schools is not simply throwing more money at their problems;” and Allison Serafin, TFA’s former executive director in Nevada and candidate for State Board of Education, has signaled support for expanded standardized testing and parent trigger.
(Takashi Ohno and Jeremy Ly, candidates for the Hawaii and Illinois Houses, respectively, have meager site material on big-ticket issues; neither could be reached for comment for this piece. It’s worth noting that Ly led a campaign to unionize a charter school and has received donations from the Illinois Federation of Teachers.)
According to Buman, “LEE does not have any kind of litmus test about any policies. We’re completely policy-agnostic.”
Alex Caputo-Pearl, a teacher in the Los Angeles Unified School District and a member of TFA’s inaugural class, is leery of LEE’s politics. Caputo-Pearl is a co-founder of the United Teachers of Los Angeles’ Progressive Educators for Action Caucus, which, like its Chicago allies, advocates member and community organizing and resists school privatization.
“LEE hasn’t been openly unsupportive of our work,” he says. “But LEE is clearly looking to strategically promote folks who have a different politics”—including, he claims, his union’s “NewTLA” caucus, trumpeted by Future is Now and founded by a TFA alum.
Steve Zimmer, who was elected to the LA school board with the help of TFA alumni and is still a proud alum, now feels a cold shoulder from the group—possibly, he suggests, because of his stances on charter schools and unions that buck “TFA orthodoxy.” “There are many ways we can get to transformation in public education,” he says. “Either TFA is going to welcome those multiple pathways or it will run the risk of creating the resistance in the political arena that there once was at the school site.”
Because it counts on federal grants and local contracts—in sum, $43 million in 2011—TFA has to be involved in some amount of political advocacy. LEE voiced indirect opposition to TFA skeptic and Wendy Kopp persona non grata Linda Darling-Hammond when she was being considered as Obama’s Secretary of Education. In the case of Kira Orange-Jones, TFA’s executive director in Louisiana who was recently elected to the board that oversees New Orleans’ Recovery School District and approves TFA’s contract, TFA is in a position to influence its own contract from both sides.
LEE adds a new dimension to TFA’s growing empire. A selective crowd of high-achieving college graduates is primed to take over the leadership of America’s schools. This summer’s elections for Nashville’s school board, which featured a race between TFA alums, could be a preview of intra-family rivalries to come. (The winner, Elissa Kim, is
TFA’s chief admissions officer and garnered near-record donations for her campaign.) And while LEE may be policy-neutral, it isn’t hard to imagine the massive proliferation of Michelle Rhees and, in turn, the entrenchment of education reform geared toward money-soaked charter expansion, “new unionism,” and test-based student achievement. In other words, what began—and is still viewed by many—as an apolitical service corps could be the Trojan horse of the privatization of public education.
For the record, the commenter Virginiasgp is Brian Davison.
Davison believes that Value-Added Models (VAMs) of teacher assessment are “golden.” They’re not. Far from it. The American Statistical Association has pointed out the many flaws of VAMs, and concludes that ” Most VAM studies find that teachers account for about 1% to 14% of the variability in test scores, and that the majority of opportunities for quality improvement are found in the system-level conditions. Ranking teachers by their VAM scores can have unintended consequences that reduce quality.”
See, for example: http://www.amstat.org/policy/pdfs/ASA_VAM_Statement.pdf
Moreover, Davison believes that the SAT measures aptitude, as his comment above suggest. It doesn’t. The SAT is simply a bad test that just doesn’t do much at all in predicting success in college or life.
But Davison doesn’t care. He likes to cite conservatives economists like Eric Hanushek and Milton Friedman to try and make his points. Yeah…Friedman and Hanushek. Sigh.
Davison has sued the state, sued Loudoun County Public Schools, and filed oodles (more than 60) of FOIA requests with that school system. Recently a Loudoun circuit judge judge chastised him for not paying the costs of those many FOIA requests, and scolded him for being “so rude.”
Sad.
democracy, why yes that is me. I have nothing to hide but folks either criticize me for “seeking attention” (I don’t use my real name to deflect attention from me and onto the real issues) or for not being “open” by sharing my name. Make up your minds people.
Yes, I issued a few FOIA requests to my local school district. They didn’t think they had to comply. For example, I asked for the emails of my school board chairman during the time that the schools had to revise the teacher evaluation procedures to include student growth (SGPs). Chairman Hornberger proclaimed in public and in email responses two years earlier to me that he had no idea what SGPs were or how they should be used. Those emails would prove otherwise. But rather than provide a narrow response with the applicable emails, Loudoun tried to charge me $4000! Our superintendent’s previous district, York County, charged me $73 for similar emails which I gladly paid. Given Loudoun’s refusal to negotiate, I issued separate FOIA requests (16 in this pack) asking for Chairman Hornberger’s emails by month. The county could do a quick count by month (they earlier acknowledged having 3000+ emails on SGPs even though officials claimed they were clueless) and I could pay for the months I wanted (the payment is needed to review the emails prior to release even though there can’t possibly be any exemptions in those emails).
Another issue in that suit involved teacher salaries. I was trying to prove that yes, unlike many other districts, our district has given raises in 5 of the last 7 years (don’t you all want to move to Loudoun now). Officials were saying publicly that “no step increases” had been given since 2009. Loudoun first said “no documents exist” even though state law requires them to provide that info when employees earn > $10K/yr. Then, they promised a quote for the response. That quote never came. In Judge Irby’s ruling, she claimed that Loudoun had provided me 3rd and 4th grade teacher salaries in response to my FOIA request. She completely made that up! Loudoun had provided me salaries on a limited set of 4th-8th grade teachers in Jan-2015, but nothing with respect to my March FOIA request and never any 3rd grade teachers. Loudoun didn’t dispute the fact that they had not provided salary info in this petition. Imagine having circuit court judge who literally makes up facts to support her rulings. Just glad I’m not a criminal defendant in that court. In any case, for those who have lots of spare time on their hands, read my objections to the judge’s ruling that were provided to her prior to her final signature. Even though she had these in hand, she still signed the final order. The only reason I didn’t file a judicial misconduct claim was because I didn’t want everyone to have to go to Richmond twice (once for misconduct and once on appeal). Due to the FOIA issues involved, I think there is a high chance it will get picked up on appeal. Btw, that document above showing salary increases was provided well after the trial once another citizen became involving in issuing nearly identical FOIA requests. At first, Loudoun’s counsel accused me of impersonating imaginary individuals. She never apologized even though the other citizen was real, worked as a civilian employee of the federal gov’t, had a top secret clearance and was a military veteran. This counsel is the same attorney who conducted an “independent review” of teachers’ claims of improprieties by a Loudoun principal and found there was “nothing to see here”. She, is quite a piece of work.
democracy is clueless when it comes to SATs. One reason that SAT scores should never be used to evaluate teachers is because students do well/poorly on them based on their own aptitude and not on what the teacher provides. It’s patently unfair to evaluate teachers based on SATs but my county allows the use of SAT scores in teacher evals. Say what?! Read this Slate article on why IQ factors into college and career success (Slate is not exactly a conservative bastion).
Keep trying, though. Hey, why don’t you reveal your identify too. Do you happen to live in Loudoun? Hmmmm…
Thank you, Virginia, for your above-response defining success, achieve more and great teachers. It speaks for itself. Surely this is just your short list of what great teachers should be able to accomplish. 🙂
Contrary to what several commenters claimed above, the current SAT does NOT measure either IQ or Scholastic Aptitude. It has been transformed into an achievement test.
It is true that at one time the College Board claimed that the SAT measured aptitude for success in college, but there is no proof that that claim was true.