Archives for the year of: 2015

Retired Chicago teacher Ken Previti notes that the Chief Accountability Officer and the Chief Financial Officer have resigned their positions at the Chicago Public Schools.

 

Perhaps Mayor Rahm Emanuel is beginning to wish he had an elected school board, instead of mayoral control. All the chickens seem to be coming home to roost (or as Ken Previti puts it, the rats are deserting a sinking ship).

 

Emanuel’s first pick as school superintendent was a flop. His second pick was indicted for being part of a multimillion-dollar theft, has admitted her guilt, and is awaiting sentencing.  The Illinois Supreme Court ruled that the Mayor can’t cut teachers’ pensions, which are guaranteed in the state constitution.

 

The Chicago Way of cronyism doesn’t seem to be working well these days.

This is what the Chicago Tribune reported when Laquan McDonald was shot a year ago. Police said he slashed one of their tires and lunged at them with a knife. They had to shoot him.

 

But the video that was reluctantly released a year later, in response to a lawsuit, did not show the boy lunging at police. He was walking away from then when he was shot and fell. The officer then finished him off with a total of 16 shots.

 

No wonder Mayor Rahm paid the family $5 million. No wonder he did not want to release the video of the shooting.

Tom Loveless, a nonresident senior fellow at the Brookings Institution, has studied NAEP results for years. In this post, he discusses whether the recent flatlining of NAEP was caused by the adoption of the Common Core standards. He says it is too soon to know. We will have to see what happens in 2017 and 2019, maybe even 2021.

 

But what he does observe is a marked decline in teaching fiction, as compared to informational text. The decline has occurred since 2011, as implementation of Common Core intensified across the nation. The shrinkage of time for teaching fiction was equally large in both fourth and eighth grades. It seems reasonable to conclude that the Common Core standards are causing a decline in teaching fiction.

 

The Common Core standards recommend that teachers spend 50% of reading time on fiction and 50% on informational text in grades K-8. In high school, the standards propose a division of 30% fiction-70% informational text. When English teachers and members of the public complained about the downgrading of fiction, the CCSS promoters insisted that they referred to the entire curriculum, not just to English. But fiction is not typically taught in science, math, or social studies classes (and when it is taught in social studies classes, it has a good purpose).

 

Where did these proportions come from? They are drawn directly from NAEP’s guidelines to assessment developers about the source of test questions. The NAEP guidelines were never intended as instructions for teachers about how much time to devote to any genre of reading.

 

No nation in the world, to my knowledge, directs teachers about the proportion of time to devote to fiction or non-fiction. This is a bizarre recommendation.

 

I write informational text, so I am all for it. But I think it should be the teachers’ choice about whether to emphasize literature or nonfiction. I believe that learning to read and learning to interpret text can be accomplished in any genre. A student could study all informational text or all literature and be a good or great or poor reader. The genre doesn’t matter as much as other factors, like the student’s level of interest, the age appropriateness of the text, and how it is taught.

 

 

 

 

 

Kenneth Zeichner is a professor emeritus of teacher education at the University of Wisconsin. He read the “Every Student Succeeds Act” closely and concluded that its provisions will be extremely destructive to the teaching profession and will lower standards for aspiring teachers. The act will however, benefit the reformers’ fast-track programs, so their candidates can bypass teacher education except in their own non-traditional programs, where charter teachers teach charter teachers how to raise test scores.

 

Zeichner writes:

 

There are provisions in the bill for the establishment of teacher preparation academies – and they are written to primarily support non-traditional, non-university programs.
In October 2013, I criticized a bill called the GREAT Teachers and Principals Act, known as the GREAT Act. It was initiated in March 2011 in conversations between leaders of the New Schools Venture Fund (NSVF); Norm Atkins, founder of the Relay Graduate School of Education; Tim Knowles of the University of Chicago; and several members of Congress.

 

The purpose of this bill was to provide public funds for promoting the growth of entrepreneurial teacher education programs such as the ones seeded by New Schools Venture Fund (for example, Relay, MATCH Teacher Residency and Urban Teachers) that are mostly run by non-profits. At the time, the CEO of NSVF was Ted Mitchell, who is now the U.S. under secretary of education….

 

Zeichner writes that:

 

….the provisions in the Every Student Succeeds Act that relate to teacher preparation academies have been primarily written to support entrepreneurial programs like those funded by venture philanthropists. These include fast-track teacher education programs such as Teach For America, Relay and TNTP, which place individuals in classrooms as teachers of record before they complete certification requirements. Typically these classrooms are in schools that serve students in high-poverty communities. Although there have been some changes in the language in since 2011, the provisions still serve to reduce standards for teachers prepared through the academies and will widen inequities rather than reduce them.

 

Zeichner picked out this doozy of a requirement:

 

 

A second provision in the new legislation that is troubling is the requirement that the authorizers of teacher preparation academies issue degrees or certificates of completion “only after the teacher demonstrates that he or she is an effective teacher as determined by the State, with a demonstrated record of increasing student achievement either as a student teacher or teacher-of-record.” This federal requirement of requiring states to include in their definition of effective teaching a demonstrated record of increasing student achievement is inconsistent with the rules of construction for Title 2 of the bill. These are specified in section 2302 (pp.407-408).

 

“Nothing in this Title shall be construed to authorize the Secretary or any other officer or employee of the federal government to mandate, direct, or control, a State, local educational agency, or school’s … teacher, principal, or other school leader professional standards, certification, or licensing.”

 

Requiring states to include a “demonstrated record in increasing student achievement” for program completion in academies (a provision in the original GREAT Act as well) is inconsistent with the intent of the bill to limit federal control over matters controlled by state authority. It also does not make sense to require this for student teachers, interns or residents who are not teachers-of-record and who complete their clinical experiences in the classrooms of experienced mentor teachers. Student achievement in the classrooms of nonfast-tracked teacher candidates will be mostly a reflection of the teaching of the mentor teachers.

 

 

And the worst provision of all is this one:

 

Another place where the legislation oversteps the authority of the federal government is to declare on p. 306 (lines 6-14) that the completion of a program in an academy run by an organization other than a university results in a certificate of completion that may be recognized by states as “at least the equivalent of a master’s degree in education for the purpose of hiring, retention, compensation, and promotion in the state.” The federal government absolutely has no business in suggesting what should and what should not count as the equivalent of a master’s degree in individual states.

 

No, that is NOT the worst provision. This one is:

 

The most troubling aspect of the new legislation in regard to teacher preparation is its attempt to lower standards for teacher education programs that prepare teachers for high-poverty schools. It does this by exempting teacher preparation academies from what are referred to as “unnecessary restrictions on the methods of the academy.” Here the federal government is seeking to mandate definitions of the content of teacher education programs and methods of program approval that are state responsibilities.

 

The so-called “unnecessary restrictions” that are most troubling are the inability of states to require advanced degrees for academy faculty in academies as they do for faculty in other teacher education programs (p.305 lines 5-6), to restrict the number of course credits in the program of study (p.305 lines 10-12), to place restrictions on undergraduate coursework as long as individuals have passed state content exams (p.305 lines 13-19), and to place restrictions related to program accreditation by an accrediting body (p.305 lines 20-22). All of these restrictions on states would interfere with their responsibility to define the content and methods of approval for teacher education programs and would set a lower bar for teachers who are prepared in the academies.

 

Imagine the federal government supporting medical preparation academies or other professional preparation academies where the faculty would not be required to have the academic qualifications required by the states and accrediting bodies.

Governor Rick Snyder had the solution, he thought, to fixing the deep problems of low test scores in Detroit, a city that has high poverty and segregation: Snyder created the Educational Achievement Authority and gathered the lowest scoring schools into it. Reformers like Snyder think that democracy is the real problem, and if they can consolidate control into the hands of one person, things will get better.

 

Blogger Eclectablog in Michigan reports that the EAA is going from the frying pan to the fire.

 

Scandals. Incompetence. Corruption. Millions squandered.

 

Was as it ever about the children? Or about ripping off taxpayers while the children were treated as Guinea pigs.

 

 

The University of Louisville’s Grawemeyer Award in Education is a major honor for a book. This year’s winners wrote an important book that shows that education alone does not overcome poverty. The implication is that society must have social and economic policies that reduce poverty in addition to providing equal educational opportunity. In 2015, the award went to Andrew Hargreaves and Michael Fullan for their book, Professional Capital: Transforming Teaching in Every School; in 2014, I received the award for The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education; in 2013, Pasi Sahlberg received it for his book Finnish Lessons. The judges have good taste and very high standards!

 

 

LOUISVILLE, Ky., Dec. 2, 2015 /PRNewswire-USNewswire/ — Those born into poverty are unlikely to escape it—even if they have access to better opportunities through education. That’s a key conclusion drawn by the three scholars who have been named winners of the 2016 University of Louisville Grawemeyer Award in Education.

In their 2014 book “The Long Shadow: Family Background, Disadvantaged Urban Youth, and the Transition to Adulthood,” authors Karl Alexander, the late Doris Entwisle and Linda Olson followed nearly 800 Baltimore-area urban youths from first grade through adulthood and found that socioeconomic status trumps education when it comes to life outcomes. Their research spans nearly three decades and challenges the idea that access to public education means equal opportunity.

“Studies of this depth and breadth that include census data, historical narratives, personal interviews, race, gender, family background, neighborhood and school conditions and social mobility over a lifetime are quite rare,” said award director Melissa Evans-Andris. “The authors conclude that children’s life outcomes are substantially determined by the families they are born into. For example, just four percent of the youngsters from low-income families went on to get a college degree by age 28.”

“The Long Shadow,” published by the Russell Sage Foundation, is part of the American Sociological Association’s Rose Series in Sociology and has earned widespread recognition for providing a better understanding of how disadvantaged beginnings impact future social mobility.

All three authors of “The Long Shadow” were employed at Johns Hopkins University. Alexander is the John Dewey Professor Emeritus of Sociology; Entwisle, who died in 2013, was research professor of sociology; and Olson, who recently retired, was an associate research scientist with the university’s Center for Social Organization of Schools.

All 2016 Grawemeyer Award winners will be announced this week, pending formal approval by the university’s board of trustees. The University of Louisville presents the prizes annually the prizes annually for outstanding works in music composition, ideas improving world order, psychology and education and gives a religion prize jointly with Louisville Presbyterian Theological Seminary. The 2016 winners will present free lectures about their award-winning ideas when they visit Louisville in April to accept their $100,000 prizes.

Photo – http://photos.prnewswire.com/prnh/20151201/292335

SOURCE University of Louisville

Steve Singer, a teacher in Pennsylvania, writes here about the latest fad among entrepreneurs and politicians: competency-based education.

 

At long last, schools will get rid of the annual high-stakes testing that provoked parents to opt out.

 

In the new world of competency-based education, students will be assessed continuously, every day, as they work on their modules.

 

Here is how he begins:

 

Welcome to class, children.

 

Please put your hands down, and sit at your assigned seat in the computer lab.

 

Yes, your cubicle partitions should be firmly in place. You will be penalized if your eyes wander into your neighbors testing… I mean learning area.

 

Now log on to your Pearson Competency Based Education (CBE) platform.

 

Johnny, are you reading a book? Put that away!

 

Are we all logged on? Good.

 

Now complete your latest learning module. Some of you are on module three, others on module ten. Yes, Dara, I know you’re still on module one. You’ll all be happy to know each module is fully aligned with Common Core State Standards. In fact, each module is named after a specific standard. Once you’ve mastered say Module One “Citing Textual Evidence to Determine Analysis” you will move on to the next module, say “Determining Theme or Central Idea for Analysis.”

 

Johnny, didn’t I tell you to put away that book? There is no reading in school. You’re to read the passages provided by the good people at Pearson. No, you won’t get a whole story. Most of the passages are non-fiction. But I think there is a fun passage about a pineapple coming up in your module today. Isn’t that nice?…

 

Thanks to the good people at the American Legislative Exchange Council (ALEC), the Gates Foundation, and the Foundation for Excellence in Education, The state and federal government have mandated a much more efficient way of determining student learning. Back in the day, they forced schools to give one big standardized test in Reading and Math every year. Teachers would have to scramble with test prep material to make sure all learners could pass the test, because if students didn’t get passing marks, the teacher was out on her butt.

 

We’ve done away with such silliness now. Thankfully the government got rid of yearly high stakes standardized testing. What we do now is called Competency Based Education. That’s what this program is called. It’s kind of like high stakes standardized testing every day. So much more efficient, so much more data to use to prove you know this set of basic skills written by the testing companies with hardly any input from non-experts like classroom teachers.

 

I might be inclined to dismiss this scenario as a scare tactic, but I heard New York State Commissioner of Education MaryEllen Elia describe the coming shift to embedded assessment, which is the model of Questar, the new testing system for the state, beginning in 2016-17. Competency-based assessment occurs seamlessly, every day, without the students knowing that they are being tested as they answer questions about what they read.

 

If you love standardized testing as part of the daily life of the school, you will love CBE.

 

Once more into the math wars, dear friends. I confess I am an innocent bystander. I have never taught math, and I am astonished at the expectations that our middle school students meet. When I was in high school, I studied Algebra, Geometry, and Trigonometry, but math instruction has moved far beyond what I learned. So I invite math teachers to comment on Wendy Lecker’s new article about what the Common Core math gets wrong. To all the pundits and politicians who ridicule our students and teachers, I have a standing challenge: Take any eighth grade math test and publish your scores.

 

 

Lecker writes:

 

At parents’ night this fall, a high school math teacher I know begged parents to teach their children long division “the old-fashioned way.” She explained that the new way students had learned long division impedes their ability to understand algebraic factoring. She lamented that students hadn’t been taught certain rote skills, like multiplication tables, that would enable them to perform more complex math operations efficiently.

 
It turns out that brain science supports this math teacher’s impressions. Rote learning and memorization at an early age are critical in developing math skills.

 
A study conducted by Stanford Medical school examined the role of a part of the brain, the hippocampus, in the development of math skills in children. The authors noted that a shift to memory-based problem solving is a hallmark of children’s cognitive development in arithmetic as well as other domains. They conducted brain scans of children, adolescents and adults and found that hippocampus plays a critical but time limited role in the development of memory-based problem solving skills.

 
The hippocampus helps the brain encode memories in children that as adults they can later retrieve efficiently when working with more complex math concepts. The hippocampal system works a certain way in children to help develop memory-based problem solving skills. Once the children pass a certain age, the processes change.

 
The study also found that “repeated problem solving during the early stages of arithmetic skill development in children contributes to memory re-encoding and consolidation.” In other words, rote repetition helps the development of this critical brain system so essential to later more complicated math work.

 
Those who developed the Common Core State Standards clearly ignored brain research in math, as they did in reading (http://bit.ly/1IeIgKm); The Common Core emphasizes conceptual understanding at every phase of math instruction. So, even young children are required not only to conduct a simple math procedure, but to also explain and justify every answer.

 

There is more. Open the link and read the rest of the article. Then sound off.

Journalist Yasha Levine wrote the single most comprehensive article about the “so-called” Parent Trigger and the takeover of the Desert Trails Elementary School in Adelanto, California.

 

Levine went to Adelanto to interview parents and teachers. He immersed himself in the issue.

 

The article is timely because a few days ago, the Adelanto school board refused to renew the charter for Desert Trails charter schools. Read Levine’s article for context.

 

It starts like this:

 

When NSFWCORP sent me to Victorville this January, I little expected that the neighboring town of Adelanto would become ground zero for a fight between billionaires on one side, and poor, vulnerable minority parents and children on the other.

 

I first heard about the fight through the local right-wing paper, the Victorville Daily Press, which gleefully announced on its front page that a local school, Desert Trails Elementary, had just made history as the first school in the nation to be privatized under California’s new “parent trigger” law. The paper described the takeover as “promising a fresh start to the failing elementary school,” and claimed it had received widespread support from parents.

 

The national press gushed in similarly glowing terms. The LA Weekly described the Adelanto privatization as an “historic moment for the education-reform movement picking up steam across the nation.” The New York Times dutifully compared the takeover of Desert Trails to “Won’t Back Down.” An “issues” movie starring Face of Indie Maggie Gyllenhaal, “Won’t Back Down” promotes the parent-trigger law as a panacea for America’s public-education problems, one that “empowers” parents to fight back against self-interested public school teachers and their union.

 

All in all, everyone agreed that this takeover of Desert Trails Elementary represented a triumphant moment for parents and their children, a victory for the people over rapacious elementary school teachers and their unions.

 

But something didn’t seem right about this story — it was too pat, too much like a triumph-of-the-spirit Disney tale, too much like Maggie’s movie. So I made some calls and started spending some time in Adelanto, to find out what really went on there.

 

* *
Motorists entering the City of Adelanto are greeted with a big blue sign that reads: “The City With Unlimited Possibilities.” It’s not clear who came up with this slogan, or when. But, these days, the sign is a cruel joke.

 

Founded in 1915 by the guy who invented the modern electric iron, Adelanto never amounted to much. Mostly it served as pit stop and junkyard to a nearby George Air Force Base. The base closed more than a decade ago, and home values have collapsed since the last real-estate bubble popped. Entire neighborhoods emptied out, and building companies went belly up, leaving behind half-finished “master planned communities” that still stand there, desiccating in the dry heat. Signs advertise brand-new three-bedroom McTractHomes for zero down and $800 a month.

 

Today, Adelanto is the end of the line. A poor, desert town, the city serves as a dumping ground for low-income minority families who have been squeezed out of the Greater Los Angeles-Orange County region and pushed out over the San Bernardino Mountains into the bleak expanse of the Mojave Desert, where housing is dirt cheap and jobs almost non-existent.

The numbers tell the story: Of the 32,000 people who call Adelanto home, one out of three are below the poverty line. Per-capita income is just under $12,000 — nearly three times lower than the California average, and about as much as the average person earns in Mexico. There are almost no jobs here, and Starbucks ranks among the city’s top-ten employers.

 

Nearly two-thirds of the population are Latinos, many of them undocumented. Another one in five are African-American. Then there are the 5 percent of the population that the census bureau classifies as “institutionalized,” which is nothing but a wishy-washy bureaucratic way of saying that 1 out of 20 Adelanto residents is currently rotting in jail — a rate five times higher than the national average. Adelanto does not have its own high school, but dropout rates in the neighboring suburb of Victorville, also hard-hit by the subprime bubble, are among the worst in the state — hovering somewhere around 50%.

 

If you stand at the city’s welcome sign, you can just make out its three major prison facilities: a giant federal prison complex to the north, a brand-new state prison to the west, and just north of that, California’s largest private immigrant deportation facility. The last was built recently by Geo Group, the nation’s second-largest private prison contractor.

 

* *
I would spend several weeks talking to the parents of children enrolled in Desert Trails Elementary, meeting with them in local taco joints and strip mall diners and talking about what happened. As I had suspected, their version of events turned out not to match the Disney version in national papers.

 

The parents told me that a Los Angeles-based group calling itself Parent Revolution organized a local campaign to harass and trick them into signing petitions that they thought were meant for simple school improvements. In fact those petitions turned out to be part of a sophisticated campaign to convert their children’s public school into a privately-run charter — something a majority of parents opposed. At times, locals say, the Parent Revolution volunteers’ tactics were so heavy-handed in gathering signatures that they crossed the line into harassment and intimidation. Many parents were misled about what the petition they signed actually meant. Some told me that the intimidation with some of the undocumented Latino residents included bribery and extortion.

 

They first noticed something was up in the summer of 2011, when small groups of parents decked out in Parent Revolution T-shirts started appearing around town, going door to door to speak to parents of Desert Trails Elementary kids, spreading the word that they were organizing a “parent union” to try to improve the quality of their children’s education.

 

At that, local parents who’d been involved in school affairs started to grow suspicious. According to several I spoke to, two of the leading members of this new “parent union” had previously served in the school’s Parent Teacher Association, and had resigned amid accusations of improprieties.

 

Why would they suddenly start a new parent organization? Spite? Revenge? And what exactly was Parent Revolution?

 

 

A large group of principals in Chicago signed a petition opposing looming budget cuts. They said that the 400,000 students would suffer the loss of teachers and programs. They called on the city to roll back the personal income tax cuts that went into effect in January 2015.