Archives for the month of: August, 2015

Pearson has sold two of its premier publications–the Financial Times and The Economist–to focus on education.

“The Financial Times and The Economist were sold to help Pearson’s push into education become “one of the great global growth stories of the next decade,” the company’s chief executive told CNBC.”

“Despite its lengthy ownership of the Financial Times and its stake in the Economist Group (owner of The Economist magazine), Pearson has focused on consolidating its place as the world’s leading education company in recent years. It offers a range of public school exams as well as online and traditional educational resources for schools, universities and professionals.

“We are tying our future to what I think is going to be one of the great global growth stories of the next decade,” John Fallon told CNBC on Friday.
“Parents in countries around the world, rich and poor, the single thing that matters to them most is equipping their kids with the skills and the knowledge to go to university, to learn English as a foreign language, because that’s what’s going to get them a better job and a better start in life and that’s what we’re lining Pearson up to and it’s a huge opportunity for us.”

Steve Cohen, educator from Long Island, writes:

“One of our favorite quotes: Einstein: Not everything that counts can be counted and not everything that can be counted counts.

“That which counts that cannot be counted is the historical process by which young human beings act to shape their own potential. Genuine teaching is the task of guiding these young people to complete this fundamental task of becoming an adult with the most care, grace, intelligence and wisdom.

“I would bet that everyone of us who learned from a great teacher knows exactly what I’m talking about. Count what you will, but this uncountable experience is essential in real education of the young.

“Do we really want hedge fund overlords in charge of this basic part of childhood and adolescence?

“I’ll also bet that these hedge funds folks send their kids to schools that embrace what I’m saying to the fullest. Their kids’ education shall not be subjected to foolish accountability–which wastes kids’ precious time growing up.”

Another success for “reform.” Oklahoma, like most other states, is facing teacher shortages.

Remember the “reformers” who said we need to fire teachers whose students had low scores? Who said that “great” teachers should have larger class sizes? They keep saying it, and they have promoted ruinous policies that cause teachers to take early retirement.

“An Oklahoma survey last year showed about 1,000 unfilled vacancies, resulting in larger class sizes and the elimination of some courses. The state’s average teacher salary is $44,128 — 49th in the nation….

“Some former teachers say an increase in mandatory testing and a sense of hostility from lawmakers has crushed morale. Recent Oklahoma measures are designed to increase rigor as well as imposing a grading system for schools that many teachers and administrators felt was unfair. But per-pupil funding has kept declining, and teachers haven’t received a pay raise in nearly a decade.

“We used to be treated as professionals who were allowed to have autonomy in our classrooms and play to our strengths or our background or education,” said Rebecca Simcoe, a high school English teacher in Tulsa with a doctorate who resigned last year to do nonprofit work. “Now we’re expected to be automatons following their robotic instructions, just getting these kids to pass tests.”

This is a terrific article about whether test scores lose their value for accountability when so many students opt out.

What’s terrific about it is the comments of opt out leader Jeanette Deutermann, who says the purpose of test refusal is to bring down the system, to make test-based accountability impossible. She is a parent and she knows how testing has undermined education.

Then there is Tom Kane, the Harvard economist, insisting that without the scores, poor kids and minorities will be neglected. Where is the evidence that 13 years of testing has closed gaps or helped the neediest children?

Jeff Bryant says that John Kasich, Governor of Ohio, is now getting serious attention because he presented himself as a “moderate” and a “do-er” at the Fox News Republican candidate debate.

Yet in all this horse-race analysis there is very little scrutiny of what Kasich’s track record actually is in the state he governed for the past four years – a consideration that should matter a lot in order to be recognized as a candidate in the first rank.

On the economic policy front, Kasich has very little to brag about. According to a recent op ed by Dale Butland of Innovation Ohio, a progressive think tank in that state, Kasich makes a case for his economic prowess based on an increase in jobs in his state since the Great Recession. But compared to other states, Ohio has “led the nation in lost jobs” and “is still about 140,000 jobs short of where we were in 2007 before the downturn began.” Job creation in the Buckeye state has “lagged the national average for 20 straight months” and kept its rank mired at 41st.

Butland points to an analysis by the Associated Press that shows “Ohio’s real median household income fell from $54,000 in 2007 to $45,000 in 2012 – a far steeper drop than for the nation as a whole. Nearly half of Ohio households now live paycheck to paycheck, and 16 percent have fallen into poverty.”

Another analysis from the Center for American Progress finds Kasich presided over an economy of expanding inequality where “the share of the total income generated across Ohio that has gone to the middle class has declined sharply,” and there has been “increasing concentration of income among extremely wealthy Ohioans.”

Jeff says that governors can always claim that global and national economic trends are outside their control.

So it is important to examine what they have done on education specifically, because they have more control over education policy than economic trends.

Jeff writes:

As governor of Florida, Jeb Bush slashed education budgets, rolled out an absurd school grading system that stigmatized schools serving low-income kids, and opened the door to an invasion of corrupt charter school operations. In overseeing New Jersey schools, one of the top school systems in the country, Chris Christie has bullied teachers, slashed funding, and made the whole system vastly more unequal. In Wisconsin, Governor Scott Walker has cut education spending, especially to the state’s prized university system, weakened teachers’ job protections, and spread a failed voucher scheme from Milwaukee across the state.

But the effect Governor Kasich has had on public education policy in Ohio is especially atrocious.

A quick report card compiled by Innovation Ohio, a progressive advocacy group in the state, finds that under a Kasich administration school spending hasn’t kept pace with inflation. This has left many school districts to rely more on local property taxes for funding, a financial situation that is virtually guaranteed to increase inequity in support of low-income schools. In the meantime, Kasich has jacked up the proportion of school funds diverted to private pockets, spending over $1 billion a year on charter schools and increasing the amount of money in the state’s voucher program by 113 percent.

Other education funding facts provided by Innovation Ohio

Traditional public schools, which educate 90 percent of Ohio’s kids, receive $515 million less state funding than before Gov. Kasich took office.
Charter school funding has increased by 27 percent, and charters now receive more state money per pupil than do traditional public schools.
These factors alone should make anyone think twice before letting Kasitch get anywhere near the US Department of Education – the federal agency historically tasked with enforcing states to uphold education equity in their school systems. But Kasich’s education record is so bad, a more in-depth examination is merited.

He adds:

Right after he took office, Kasich trashed a school spending upgrade put into place by previous Governor Ted Strickland that would have, according to an article in Education Week, revamped state standards and assessments, required all-day kindergarten, and gradually increased spending to align with a “series of court decisions finding the state’s school finance system unconstitutional.”

He stocked the state board of education with charter school advocates, and undermined the state superintendent of education, Deborah Delisle, by creating an Office of 21st Century Education that would work on a “parallel track” to bring more “school choice” to the state. Then he appointed a former charter school executive Robert Sommers to head that office. Delisle was forced to resign.

Then Kasich and Sommers turned their attention to passing a bill, Senate Bill 5, which, according to an Education Week reporter, “would have stripped teachers and other public employees of most of their collective bargaining rights.” When educators fought back by getting the bill put up for a vote in a ballot recall, Ohioans overwhelmingly agreed, voting to reject that measure by a 22-point margin.

With the backing of the state legislature, Kasich then put into place a Jeb Bush style grading system that unfairly labeled schools serving high poverty kids “underperforming.” School officials in Cincinnati, who lead the state’s highest rated school system, denounced the grading system and said it would cause more families to opt for charter schools.

On the matter of charters, Educations Week’s state policy reporter Andrew Ujifusa finds, “The number of charter schools in Ohio has grown on Kasich’s watch, from about 325 in 2011 to about 370 today,” and “the governor made expanding state aid for charter school facility costs a top priority” even though “a study of Ohio charter schools’ performance found their students to lag behind their counterparts in traditional public schools.”

Under Kasich, Ohio charter schools have become a national embarrassment. Recently, an Ohio newspaper ran a story with the headline, “Ohio’s charter schools ridiculed at national conference, even by national charter supporters.”

The story gets worse from there. Cronyism, political patronage, wasted taxpayer dollars, manipulation of data for the benefit of charters and political donors.

Peter Greene reviews Eli Broad’s plan to privatize at least half of the public schools in Los Angeles. The Beoad Foundation, the Walton Family Foindation have decided to provide privately-managed charter schools for half the district’s schools.

Peter writes:

“My hat is once again off to folks who have the chutzpah to unilaterally declare themselves the head of a previously-democratic sector of society. Did somebody elect the Broad Foundation to the school board of the LA USD? No? Well, why let that stop them from going ahead and setting policy. I think I may go ahead and declare myself the chief of police here in my town, stop down to City Hall, and let them know what the new polici are going to be.”

They have to keep some public schools open to enroll the children who didn’t get accepted by charters or were pushed out or told they were not “the right fit.”

Large numbers of children will be collateral damage, left behind and neglected by the games billionaires play.

Angie Sullivan teaches young children in Nevada. She writes occasional letters to state legislators, journalists, and other educators.

She writes here to refute the canard that only conservatives don’t like Common Core.

Angie writes:

Here are my liberal thoughts taken directly from my decades of teaching experience and my Nevada classroom.

Fact:

Free versions of state standards are published all over the Internet. Lots and lots of free sets without a copyright and most likely with research based best practice attached. Standards have always been a part of Nevada education or at least as far back as 1990 when I taught first grade in Winnemucca, Nevada. Teachers in each state, including Nevada, created standards based on research and best practice and the specific needs in each state. This was routine and done annually. Many many sets of K-12 standards are readily available to anyone at any time. Different sets have strengths and weakness – and common core is no exception.

Problem One: These common core standards were not created by people who represented my specific area K-2. Early childhood was obviously not represented in common core development meetings. When you increase the rigor two grade levels by forcing down the standards, working backward from college – you end up with 3rd grade rigor in Kindergarten. This is not developmentally appropriate and doesn’t work. Example: A singular Kindergarten writing standard that requests a five year old write a fact and opinion paper – without addressing writing letters or words first is not good. I don’t mind rigor. I do mind legislated mandates the equivalent of education malpractice. When almost every prominent Early Childhood Researcher and Professor makes a public statement against Common Core – politicians should listen. This is going to create significant issues down the road because Nevada students were never taught at their instructional level due to mandated rigor.

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/29/a-tough-critique-of-common-core-on-early-childhood-education/

Click to access joint_statement_on_core_standards.pdf

Fact:

In the past, Nevada classroom teachers were given an opportunity to join a team to work on standards and they were slowly modified to increase rigor. Standards were standards. And now politicians try to convince us common core is the same – just another set. This set is completely different because it was lobbied nationally and sent down with money attached. Unfortunately not enough money to implement properly – but in a cash starved state like Nevada too much to turn down whether the standards were appropriate or not. Financially punishing states for not implementing a national set of standards is new and weird.

Also there is an overall tragic assumption that what is good for kids in Connecticut will also meet the needs of kids in Nevada. That is crazy. Meeting individual needs helps kids – not mandating “rigor”. While it is nice to know what typical grade level work should look like – when you work in a community that is typically three years or more behind before ever setting foot in a public school – individualized differentiated instruction that will authentically teach children should be the emphasis. We should not be in a hurry to introduce rigor. Our Nevada kids do not need rigor. Believe me. All they get is rigor. And it leads to failure on every level.

Problem Two: Teachers are used to revisions in standards. Small methodical common sense and appropriate revisions. When you hear education reformers state – drastic disruption – run away! Since teachers have to buy our own materials and implement curriculum without much support in Nevada – pressing down crazy drastic reform without the $151 million to implement caused major stress and teachers became overwhelmed. Teachers are obedient people who try to make due and wait for appropriate change. Many teachers I know support the common core in public and then struggle in significant and real ways in private. Silence or even public supportive announcements from educators does not mean these standards will make significant change or benefit kids – it means teachers are afraid to complain. And when teachers have problems with a standard now – where do we go to improve them. Do we lobby in Washington? Where is the body that actually controls the benchmarks for Nevada’s children now?

Fact:

It is misinformation to say Nevada had no standards or we weren’t improving Nevada standards before common core. Any veteran experienced teacher who has been teaching in Nevada can tell you that history. In fact, using data, Nevada was actually doing significantly better and making steady growth puttering around at a methodical balanced pace than we are doing now that we have been “reformed”. We will never know what could have happened if we had patiently stayed the course instead of insisting on drastic, destructive immediate improvement. Instead we are now going to stagnate due to disruption and wonder why all the money we spent in the wrong direction did not work according to return on investment.

Problem Three: Standards weren’t the problem and data does not clearly identify the real issues. Rushing to implement the next fad that was not research based, supported, and well thought out has been devastating to public schools. We were on track to improve but had significant obstacles that were growing faster than our steady improvements. Now I’m afraid we may never recover from legislated whiplash. When a lobbyist is telling you things that sound idealistic and unrealistic- please question their credentials. If they have not been in the classroom directly working with Nevada kids in the last five years – I would question what they really could add to the conversation – especially if they are representing a corporation or for-profit entity. Educational fads, scams, and frauds are expanding at an alarmingly rapid rate and misusing tax payer funds.

Fact:

It is misinformation that if we did not have common core – that we would have nothing. Plenty of free standard information is circulated. You also have thousands of professionals in Nevada who can help create whatever standards are needed – just as we did for decades before common core.

Problem Four: No one wants to admit they made a mistake. Teachers do not feel comfortable being vocal about the problems because of possible workplace harassment, appearing negative or insubordinate. We have flawed standards like everyone else in America who accepted them. We have spent large amounts of resources and moved in a direction that did not authentically educate kids. We are supposed to take comfort from the fact that we are not alone? This does not mean kids will improve or that teachers get what they need to teach. It is not working – so we continue to throw more resources in the wrong direction? Too late to go back now is the answer? We still have big problems.

Fact:

It is misinformation that Nevada was not competitive. Or that we had drastically different standards than other states. That is simply a lie. I grew up in Nevada when we funded near the top in the nation and everyone received an education comparable to everywhere else in the United States. I have taught or worked in schools across the United States including Nevada, Texas, Delaware, New Jersey, Maine, Ohio, Maine, and Florida. States all had about the same standards but they were based on research and best practice. And no one would have thought that standards developmentally appropriate for an eight year old should be the benchmark for a five year old.

What has changed in Nevada education over the last decades? Simply a huge increase in population that includes large numbers of families in poverty. Children in Nevada need more support to be successful than they needed in the past. Spending resources to manipulate standards doesn’t address the real problem does it?

Problem Five: Someone told politicians this expensive fix would solve a problem we simply did not have. Now we have to try to teach inspite of unfunded, unsupported legislated mandates and common core. When it doesn’t make sense – teachers like me roll our eyes and plug forward. There is a myth that teachers were the problem when we were actually the solution. Now I post the standards, reflect on the stupidity, and the look into those precious faces in my classroom and teach small people to read and do math. I teach inspite of many crazy mandates. And sometimes I weep because I’m not able to think of a creative way to get around the destruction imposed on me. I do not have what I really need because we are busy trying to get federal money or buying product from vendors that donated to campaigns?

Fact:

If things improve in Nevada education, it will not be because of reform.

It will be because professional teachers take back our schools and tell politicians to let us do our professional jobs. This reform is preventing me from teaching. It would be nice if I could get some textbooks, books at a variety of instructional levels, paper, and technology for my classroom.

You can count on me. I love my kids. I know their names and advocate for them daily. Please do not mandate things like common core that waste my time and keep me from doing my job.

O God hear the words of my mouth – hold Nevada’s children in your hand and protect the women who teach babies to read.

It is not just the far right that has problems with common core. Those of us with university degrees based in research and developmental educational theory hate the common core too.

Angie.

The Néw York Times opposes the opt out movement and asserts–with no evidence–that the rigorous Common Core standards and tests will raise achievement and close the gaps among racial groups and between affluent and poor.

This is magical thinking. Or wishful thinking. Or illogical thinking.

Alarmed by the fact that 20% of students didn’t take the tests, the Times’ editorial asserts that the test boycott could damage the Common Core standards: “The standards offer the best hope for holding school districts accountable for educating all students, regardless of race or income.”

If the editorial means that teachers, principals, and schools will be punished for low scores on unrealistic tests, it is right. Heads will roll. People will be fired. Schools will be closed. Chaos and disruption are not good for children or learning.

Will these standards and tests ensure that all children have an excellent education? No. Setting standards a grade or two above where children will not make the children smarter; those who are most advantaged will move ahead, while those who are lagging will fall farther behind.

Why does the editorial board defend standardized tests whose cut scores are absurdly high, guaranteeing that most children will fail? Why defend tests that fail almost every student with disabilities and almost every English language learner? Why defend tests that actually widen the achievement gaps? These tests accomplish the exact opposite of what the Times says it wants: an excellent education for all.

Has common sense deserted the editorial board of the New York Times?

Brian Maline’s exposé of the dark money behind corporate education reform, “Education, Inc.,” is playing today in more than 50 communities.

To find out where it is showing, or to get your own copy to hold a screening for your friends, contact the film-maker Brian Malone at http://edincmovie.com/

Adam Benitez is a parent in Los Angeles who writes a blog about the “folly of errors” that accompany charter school co-location.

I confess that I had not seen his blog before, but now I know about it.

It seems that one of our readers (Allie Wall) wrote a comment on the post called “Stupid in Florida” and linked to one of the posts on Adam’s blog.

Adam suddenly saw a surge in readers and checked to see why.

They were readers of this blog checking out his blog.

I went skimming through his previous posts and found them to be a valuable parents’ view of co-location and the damage that co-locations do to authentic communities.

Go and look for yourself.