Archives for the month of: March, 2016

Rick Hess writes about a new study of teacher evaluation systems in 19 states by Matthew Kraft and Allison Gilmour. It shows that the new systems have made little difference. Instead of 99% of trachers rated effective, 97% are rated effective.

 

This was Arne Duncan’s Big Idea. It was an essential element of Race to the Top. The assumption behind it was that if kids got low test scores, their teachers must be ineffective.

 

It failed, despite the hundreds of millions–perhaps billions– devoted to creating these new systems to grade teachers. Think of how that money might have been used to help children and schools directly!

 

Hess writes:

 

“Emboldened by a remarkable confidence in noble intentions and technocratic expertise, advocates have tended to act as if these policies would be self-fulfilling. They can protest this characterization all they want, but one reason we’ve heard so much about pre-K in the past few years is that, as far as many reformers were concerned, the big and interesting fights on teacher evaluation had already been won. They had moved on.

 

“There’s a telling irony here. Back in the 1990s, there was a sense that reforms failed when advocates got bogged down in efforts to change “professional practice” while ignoring the role of policy. Reformers learned the lesson, but they may have learned it too well. While past reformers tried to change educational culture without changing policy, today’s frequently seem intent on changing policy without changing culture. The resulting policies are overmatched by the incentives embedded in professional and political culture, and the fact that most school leaders and district officials are neither inclined nor equipped to translate these policy dictates into practice.

 

“And it’s not like policymakers have helped with any of this by reducing the paper burden associated with harsh evaluations or giving principals tools for dealing with now-embittered teachers. If anything, these evaluation systems have ramped up the paperwork and procedural burdens on school leaders—ultimately encouraging them to go through the motions and undercut the whole point of these systems.”

 

 

 

 

Jan Resseger, a social justice activist in Ohio, writes here about John Kasich and his lack of knowledge of his own education policies. In one of the most recent presidential debates, Kasich boasted about the rebirth of Cleveland public schools and pretended that he knew how to fix the Detroit public schools.

 

As Resseger writes, he is wrong about Cleveland and Detroit. His policy has been to disinvest in public schools and to rely on charters. Ohio has some of the worst charters in the nation. His plan for Youngstown was hatched behind closed doors, and it follows the ALEC script of a state takeover, followed by privatization.

 

Kasich implied that mayoral control might fix the public schools in Detroit, but mayoral control hasn’t helped the public schools of Cleveland. Of course, he didn’t know that Detroit had mayoral control for a few years, but the voters vetoed it. That mayor, if memory serves, subsequently went to jail for something he did wrong.

 

Kasich plays the role of the adult among a bunch of squabbling kids. But when it comes to education, he is as clueless as the rest of them.

Arthur Camins warned last fall about the resurgence of hateful rhetoric in the presidential campaign. What I take from his article is that the civic and moral purposes of schooling are even more important than test scores. A society that has higher scores but ignores the importance of decency, civility, and ethics is not a good place to live, nor is it likely to have a good future, especially when the society is as diverse as ours.

 

Camins writes:

 

“I wish I lived in a country in which the unconstrained expression of racist and xenophobic ideas from candidates for president of the United States engendered enough public condemnation to cause immediate and unredeemable rejection. I wish politicians, whatever their personal beliefs, felt compelled to keep such poisonous thoughts to themselves. That restraint would signify a healthier more humane national culture.

 

“Our country has arrived at (or maybe, returned to) this deeply disturbing state of affairs for many reasons, including the unrestrained influence of money in political campaigns, political gerrymandering, sensationalist media culture, and the long tradition of stoking bigotry for political and economic gains. Addressing the complex causes will not be easy or quick.

 

“Schools cannot solve every societal problem and this is no exception. However, education can contribute to a long-term solution. To do so, parents, educators and education policy makers will need to embrace a broader civic and moral purpose of schools. All educated, morally- grounded Americans should find suggestions of mass deportation, double border fences, or religious qualifications for political asylum morally repugnant.

 

“The facile inclination to blame the “other” for our society’s difficult and complex problems is certainly not new. What is most troubling is that it continues to reemerge in response to the very behavior we deplore. Are these reactions an intractable feature of human nature or learned? Is this all-to-common tendency subject to constraint and malleable? I choose to believe that it is and that public education can play a significant positive role.”

 

And here we are, with xenophobia and nativism openly aired and treated as a serious issue.

Jessica McNair, a board member of New York State Allies for Public Education–a coalition of fifty parent and educator groups–explained why the opt out movement will not back down this spring. In 2015, about 20% of all eligible students refused the state Common Core tests. That was about 240,000 students. That shook up the state leadership, who have been busily devising ways to appear to placate the angry parents of New York.

 

Bottom line: Despite promises and threats, nothing has changed for the children. “Shortening” the tests translates into dropping one question. Making the tests untimed for students with disabilities mean these children will be tested even longer than before.

 

Testing will continue to be the central driving force in the schools.

 

Opt out will not disappear. It will become the norm, if NYSAPE is successful.

The Senate Committee considering John King’s nomination voted 16-6 to confirm him as Secretary of Education. His nomination will go to the full Senate, where it will likely be swiftly approved. The only “nay” votes came from Republicans.

 

John King did more than anyone else to create the parent-led opt out movement in New York. If he continues to promote high-stakes testing, maybe he can do the same for the nation.

Caitlin Emma reports in Politico from the SXSW conference in Austin, Texas, where thousands of ed tech entrepreneurs meet and greet:

 

 

DISPATCH FROM SXSWedu: Thousands of students have indicated that they’re interested in getting credit since Arizona State University and edX announced [http://politico.pro/1UbIAgi ] a partnership last year to make freshman year available to students entirely online, allowing students to complete the courses and then decide later whether they want to pay for academic credit. edX CEO Anant Agarwal told our own Caitlin Emma at SXSWedu in Austin that while just 323 learners were actually eligible for credit in the Global Freshman Academy’s first year, he expects that to grow. Having online courses deliver real credit has rocketed edX into an era of “MOOCS 2.0,” he said. Thinking ahead, Agarwal said he’s also focused on a recent announcement [http://bit.ly/1U28unX ] to pilot “MicroMaster’s,” which will allow learners to take a semester of courses online and then spend a single semester on campus. The pilot now offers only the courses in “supply chain management,” but Agarwal said he hopes to expand it to dozens of subject areas in the coming years.

 

 

ARIZONA’S APPETITE FOR A MENU OF TESTS: There’s a good chance that Republican Arizona Gov. Doug Ducey will sign a bill that would make the state the first in the nation to offer schools a menu of assessment options. The legislation doesn’t let parents opt children out of tests, but would comes as the opt-out movement warns of another strong showing this spring. The state board would have to approve alternative tests. State lawmakers envision a scenario where schools use the ACT instead of the state standardized test, for example. The Obama administration has supported some states that wanted to move from the state test to the ACT or SAT in high school for accountability. And the Every Student Succeeds Act provides states with the flexibility to pursue this option. But federal officials might take issue with individual schools using different tests for accountability because it could become difficult to measure student learning across the state and hold all schools accountable to a similar standard. More in The Republic: http://bit.ly/1UcaNng.

 

 

As I have said many times on this blog, standardized tests should never be used as a graduation requirement or for accountability. An accountability test should be akin to a test for a driver’s license, not norm-referenced. This is called a criterion-referenced test. Everyone who is able to meet the agreed-upon requirements should be able to do so. A norm-referenced test guarantees that a certain proportion must fail.

Tomorrow night, the NPE Action Fund is hosting a webinar and fund-raiser.

 

The NPE Action Fund is the political arm of the Network for Public Education. We endorse candidates, we help activists connect to other activists, and we publicize the sources of Big Money that is buying local school board elections.

 

I will participate, along with Robin Hiller, the executive director, and Anthony Cody, co-founder of the Network and celebrated blogger.

 

Here are the instructions:

 

Please register for NPE Action for Our Schools: Diane Ravitch and Robin Hiller on Mar 10, 2016 8 pm EDT at:

 

https://attendee.gotowebinar.com/register/4590219526430945283

 

Join education historian, author and blogger extraordinaire Diane Ravitch and Robin Hiller, Executive Director of the Network for Public Education Action for an online Town Hall discussion of the challenges we face in the fight for public education.

 

After registering, you will receive a confirmation email containing information about joining the webinar.

The blogger known as “Dad Gone Wild” lives in Chattanooga, and he is astonished by the Tennessee Department of Education’s inability to schedule and complete the state testing. First, it was all going to be online, but the platform crashed. Then, it was back to paper-and-pencil, but unknown numbers of schools never received the tests. Kids were scheduled to celebrate Dr. Seuss’s birthday by reading, but that was canceled for testing. Now, school trips scheduled long ago will be canceled, because the testing window has moved again.

 

Remember when they said that “reform” was all about the kids? This dad thinks that none of this is for the kids or about the kids.

 

 

All the lectures I’ve received over the last couple of years about how the kids come first and now that we are in the midst of a fiasco that is basically robbing our kids of the last two months of their school year, nobody can address them. Here’s a newsflash: you only get one 4th grade March. You only get one 7th grade April. What the Tennessee Department of Education is essentially saying is that these tests supersede their needs and their right to an actual education, and that it’s not even necessary to ask kids if they are okay with giving up that time. As a parent, that angers me. As a kid, it would incense me.

 

And what about the teachers? The instructional time lost due to test preparation aside, teachers have been scrambling to create new lesson plans for all of these shifts in testing schedules. I guarantee teachers would prefer to not have to deal with this incompetence from the DOE and instead have the authority to plan lessons that would be truly beneficial to their students. It’s maddening and very time-consuming to constantly be changing the schedule. But hey, Governor Haslam and TNDOE are saying these tests won’t count, or well maybe they’ll count, but hey…let’s just take them and we’ll figure out what they count for after we have the results. Have you ever heard of such a thing? It’s insanity.

 

 

The Washington Post profiled Tim Cook, CEO of one of the world’s most valuable companies. Cook graduated from the high school in Robertsdale, Alabama, in 1978.

 

It was there, faced with stark racism, that Cook developed his sense of social justice.

 

Cook is gay, and he knew he was different. He is not celebrated in Robertson, as he should be, probably because he is gay. No, because he is gay.

 

Cook’s experiences growing up in Robertsdale – detailed by him in public speeches and recalled by others — are key to understanding how a once-quiet tech executive became one of the world’s most outspoken corporate leaders. Apple has long emphasized the privacy of its products, but today Cook talks about privacy not as an attribute of a device, but as a right — a view colored by his own history.

 

For Cook, it was in this tiny town midway between Mobile, Ala., and Pensacola, Fla., that a book-smart boy developed what he calls his “moral sense.”

 

On the surface easy-going and popular, according to former classmates, Cook seemed too aware of the injustices around him.

 

“I have to believe that growing up in Alabama, during the 1960s and witnessing what he did, especially as someone who is gay, he understood the dangers of remaining silent,” said Kerry Kennedy, a human-rights activist who has met Cook several times and whose father, Robert F. Kennedy, Cook considers one of his heroes.

 

“He’s not afraid to stand up when he sees something wrong,” she added.

 

***

Cook’s chance to stand up came early, when he was in just the sixth or seventh grade.

 

In the early 1970s, he was riding his new 10-speed bicycle at night along a rural road just outside Robertsdale when he spotted a burning cross. He pedaled closer.

 

He saw Klansmen in white hoods and robes. The cross was on the property of a family he knew was black. It was almost more than he could comprehend.

 

Without thinking, he shouted, “Stop!”

 

The group turned toward the boy. One of them raised his hood. Cook recognized the man as a local deacon at one of the dozen churches in town, but not the one attended by Cook’s family.

 

The man warned the boy to keep moving.

 

“This image was permanently imprinted in my brain and it would change my life forever,” Cook recalled in a speech in 2013, an incident that he also has recounted to friends.

 

A few years later, at age 16, Cook won an essay contest sponsored by a rural electric company and, as part of the prize, met Alabama Gov. George Wallace, the segregationist who resisted the federal government’s attempts to integrate the state’s public schools during the ’60s.

 

Cook shook Wallace’s hand that day, but described it as “a betrayal of my own beliefs,” he said in a speech last year. “It felt wrong. Like I was selling a piece of my soul.”

 

On the same trip, Cook met President Jimmy Carter at the White House. To Cook, the difference between the two men was impossible to miss — “one was right and one was wrong.”

 

Knowing Tim Cook’s moral center is strong, I wonder if he would stand with those of us who are trying to stop the privatization of public education, the effort by giant corporations to monetize the schools and turn them into “investments” with a sure “rate of return”?

 

 

 

Our reader Laura Chapman has unearthed another tentacle of corporate reform, in the business of rating schools and data mining.

She writes:

“Here is another example of the problem.

“Angela Duckworth of Grit fame is on the National Advisory Boardof GreatSchools.org, funded by Gates, Walton, Robertson, Arnold Foundations and 19 others, including the Friedman Foundation for Educational Choice, Goldman Sachs Gives.

“This nonprofit is a huge “red lining” operation with opportunities to license ads using data about schools which, coincidentally, has been gathered through other projects that are not what they seem to be on the surface, like the CORE district program in Californa reaching 11 million students, with data gathering well beyond what that state requires for accountability, including surveys of school climate and social-emotional well-being.

“I am working on some chunks of information that show how deeply this organization is involved in redlining real estate, leveraging data on schools and “choice” options, parent profiles and so on.

“GreatSchools.org offers licenses and ads. These are marketed with “base” and “local” modules set up to push enrollment in specific schools. The scary part is that the U.S. Department of Housing and Urban Devlopment and Fannie Mae have paid for a license,

“The website boasts that it has one million customer ratings, on 200,000 schools, with more in the pipeline. I discovered this operation by looking at one school evaluation in Oakland CA, one of the 10 CORE districts that have a new system of data gathering on “school quality.” When I clicked on the rating, I was sent to the GreatSchools website. None of the PR about the CORE districts disclosed this commercial data mining operation operating under the auspices of a distant non-profit, funded by foundations known to be seeking market- based education with initiatives in dominating media outlets, and surveys that pretend to be research.”