Archives for the month of: March, 2016
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Paul Thomas: The Hoax of Accountability

By dianeravitch
March 9, 2016 //
14

Paul Thomas, professor at Furman University in South Carolina and former high school teacher, warns of the risks of relying on standards and accountability to fix poverty.

 

South Carolina has families trapped in generational poverty. This is no secret or new discovery. What do policymakers propose: tougher standards and accountability, and school takeovers. They tell themselves and the public that the New Orleans Recovery Dchool District and the Tennessee Achievement District is the answer to poverty, although there is no evidence to back their assertion.

 

In effect, accountability is a hoax, a scam, a swindle. It is a 3-card Monte game. It diverts our attention from what must be done. It is a quick fix that fixes nothing.

Categories Corporate Reform, Education Reform, Poverty, Privatization

Here Comes “Personalized Learning”

By dianeravitch
March 8, 2016 //
39

As we have seen again and again, in the rhetoric  of the Gates Foundation, Mark Zuckerberg, and assorted tech entrepreneurs, “personalized learning” means learning on a machine. In typical corporate reform talk, where up means down and reform means destruction, personalized means impersonalized.

 

And here it comes, as described by Politico Education:

 

“DISPATCH FROM SXSWedu: “Who here has ever complained about No Child Left Behind?” iNACOL President and CEO Susan Patrick asked a room full of people during a panel discussion at SXSWedu in Austin. The vast majority of hands shot up, our own Caitlin Emma reports. “The future is now,” she said. The Every Student Succeeds Act represents an “incredible opportunity,” Lillian Pace of KnowledgeWorks said: States couldn’t fully implement personalized learning systems under No Child Left Behind, but now there’s an opportunity to do something different. That’s particularly true when it comes to testing, she said. And there’s been a lot of discussion at SXSWedu about what New Hampshire is already doing with its Performance Assessment for Competency Education pilot. It took a while to get federal officials on board, New Hampshire Deputy Education Commissioner Paul Leather said. Leather said he first pitched former Education Secretary Arne Duncan on the idea just six months into the Obama administration. But Duncan told Leather to come back when the idea was more fully formed. So Leather did and blew Duncan away with his presentation: New Hampshire’s assessment pilot received federal approval last year.

 

“- Leather said his state has been working on competency education for about two decades. “It’s not a Johnny come lately” idea for the state and it shouldn’t be one for other states, he said. Seven states will have the opportunity to pilot [http://politico.pro/1QCPQAx ] innovative assessment systems under ESSA. But New Hampshire is a pioneer and for most states that are considering applying for the pilot, it’s their only frame of reference for an innovative assessment system, Pace said. States considering these systems should think carefully about what works best for them, Leather said – because what works for New Hampshire won’t necessarily work everywhere.”

Categories Education Reform, Online Learning, Standardized Testing, Technology

New Mexico: Audrey Amrein-Beardsley on the Trial of VAM

By dianeravitch
March 8, 2016 //
5

As I posted yesterday, the judge in the New Mexico trial of teacher evaluation based on test scores has been delayed.

 

Audrey Amrein-Beardsley explains the delay here. 

 

The good news is that the preliminary injunction on use of VAM remains in place.

Categories New Mexico, Teacher Evaluations, VAM (value-added modeling)

Chris Christie Promises to Open More Charters

By dianeravitch
March 8, 2016 //
21

Fresh off the campaign trail, New Jersey Governor Chris Christie promised to open more charter schools in Newark. 

 

If Newark Mayor Ras Baraka gets in his way, Christie said, he would run right over him.

 

So much for local control.

Categories Charter Schools, Education Reform, New Jersey, Newark

Meet David Coleman: Master of the SAT and Architect of Common Core

By dianeravitch
March 8, 2016 //
31

Here is David Coleman, the arbiter of what America’s children should know and be able to do.

 

This is quite a lofty perch. First, he oversees the writing of what are supposed to be national standards.

 

Now, he is in charge of testing whether students are qualified to enter college.

 

What an amazing career trajectory for a guy who never taught and whose primary experience was with McKinsey and later with his own testing business, which he sold to McGraw-Hill for $14 million.

 

 

Categories Coleman, David, Common Core, Education Reform, Higher Education, Standardized Testing

New York Regents Set to Select New Chancellor, Fresh Ideas

By dianeravitch
March 8, 2016 //
8

According to press reports, the New York Board of Regents will select veteran educator Dr. Betty Rosa as Chancellor at its meeting next week.  Rosa was born in Puerto Rico and educated in New York City. She has been a teacher, a principal, and a superintendent in the public schools in the Bronx. She has taught English language learners and children with disabilities.

 

Rosa was a member of the dissident group of Regents who questioned high-stakes testing, test-based teacher evaluation, the Common Core, and other aspects of the corporate reform movement. With her real-world experience, she brings a fresh perspective to the board that oversees education in the state.

 

She has the strong support of parent leaders in the opt out movement.

 

 

Categories Common Core, Corporate Reform, Education Reform, New York, Opt Out, Parent Groups

Mom in New Mexico: Are My Boys Failures?

By dianeravitch
March 8, 2016 //
31

A mom in New Mexico doesn’t understand why the schools in her state treat her twin sons as failures and refuse to acknowledge their strengths. Is there room in our schools for children who are gifted with their hands and highly skilled at fixing things but not so good at taking standardized tests?

 

She writes:

 

I recently retired (forced out, actually) after 30 years in education. I still have three kids in school; one thankfully will graduate this year. She has no desire to go to a traditional college, although extremely capable. She fears it will be too much like high school..She has plans to go to a cosmetology school.

 

But it’s my twin 14 year old boys I’ve always worried about. Every year on every standardized test they are on the “cusp.” Not proficient, but just barely. Now as they get older and more aware it frustrates them. They are all boy, can operate every power tool in the house, build elaborate shelves, swings, chairs, and recently have convinced their dad to let them “work on” his 1977 pickup that’s been sitting idle for 20 + years.

 

They are avid hunters, can build a campfire if needed, fix most broken items in the house, and willingly take electronics apart to figure out how they work.

 

They are in no AP classes because they cannot make the grade. They are in lower level classes with most teachers who have the attitude that they won’t learn much (which they really haven’t because of the teachers attitudes toward them.) They can’t join the robotics team because it’s for Gifted only.

 

They are super bright, capable, hands-on kind of boys. One has decided that mechanic or welding school is in his future. He has no confidence that he could even make it to college, The other still has aspirations of going to college, but that too is being squelched with his poor performance on PARCC (which, btw, scores were just released to parents –it’s February!)

 

I am saddened that my own kids have been robbed of developing at their own pace. I too was a late bloomer. My high school teachers never thought I could make it through college. I have an Ed.S. In educational leadership.

 

How does a parent turn this around?? My husband and I have saved all our lives so we could help our kids through college, but guess what, our educational system, has destroyed that dream.

 

Thanks, Superintendent Hanna Skandera and Governor Susana Martinez.

Categories Education Reform, New Mexico, Standardized Testing

Parents Across America on Test Stress

By dianeravitch
March 8, 2016 //
9

I accidentally posted this when I meant to edit it and add the links. The links are now inserted.

 

 
Press release *** For immediate release

 
Parents and educators stand together against growing test stress in children

 

 

March 8, 2016

 

 

Contacts: Julie Woestehoff, Interim Executive Director, Parents Across America, 773-175-3989

Laura Bowman, leader of PAA-Roanoke Valley (VA), 540-819-6385

Danielle Arnold-Schwartz, leader of PAA- Suburban Philadelphia (PA), 215-498-2549

 

 

Today, Parents Across America announces the endorsement of its position paper, “Parents Stand up Against Test Stress,” by such prominent educators as Alfie Kohn, Jonathan Kozol, and Nancy Carlsson-Paige (list follows).

 
PAA has also contacted the National Institutes of Health and the American Academy of Pediatrics asking that they investigate our concerns that high-stakes standardized testing has become a health hazard for our nation’s public school children.

 
According to Dr. Isabel Nuñez, Associate Professor in the Center for Policy and Social Justice, Concordia University Chicago:

 
“High-stakes testing is doing children grievous mental and emotional harm. Parents Across America has gathered overwhelming evidence of the destructive psychological impact of test anxiety. For your children’s sake, read and be outraged!”

 
Dr. Peter Gray, a research professor in the department of Psychology, Boston College, added:

 
“The evidence is overwhelming that our national mania for testing–and for so much time in school and at schoolwork–is damaging the physical and psychological health of our children. I appreciate the work of Parents Across America and sincerely hope that the educational powers that be start to listen. What we have today is, essentially, state-mandated child abuse.”

 
Testing in the early years, which is strongly opposed by early childhood professionals, is taking a toll. According to Dr. Nancy Carlsson-Paige,
“As we see testing increasingly edge out play and active learning in classrooms for young kids, we also see more and more children who don’t like school, who feel way too much pressure, who don’t want to go to this place that feels so uncomfortable and out of synch with who they are and what they need.”

 

 

A research paper recently published in JAMA Pediatrics suggests a correlation between the increased academic pressure on young children and the significant increase in ADHD diagnoses (Brosco).

 

 

Coping skills, “stealth” assessments not the answer

 

Much of the literature on test anxiety focuses on how to help children cope with the stress. In contrast, PAA believes the cause of the stress itself must be addressed. No child should be exposed to prolonged, intense stress, which can inhibit brain function and take a toll on mental health.

 

PAA is not simply asking for an end to high-stakes, one-shot testing. Parents are demanding that no child be harmed in the assessment process. We know that test publishers and education entrepreneurs are already developing new ways to label, sort and profile students through high-tech devices now taking over classrooms. This may not create as much stress but carries other dangers such as:

 

 

Constant collection of student data via online websites, apps, and programs without parental notification.

 

 

Embedded or “stealth” assessments – students will not even be aware if their work is being used for high-stakes purposes.

 

 

A significant increase in the amount of screen time children are exposed to – the American Academy of Pediatrics recommends a two hour per day screen time limit for children.

 

PAA has many other concerns about the misuse and overuse of standardized tests which we have detailed in previous position papers and fact sheets (see, for example, “Testing and ESEA,” and “Why More Standardized Tests Won’t Improve Education”).

 

Our full position paper with recommendations and endorsements can be found here.

 

Our one-page fact sheet on test stress is here and a downloadable pdf version of our position paper is here.

 

To learn more about testing or PAA, please visit http://www.parentsacrossamerica.org
or email us at info@parentsacrossamerica.org.

—

Interim Executive Director

Parents Across America
JulieW@parentsacrossamerica.org

http://www.parentsacrossamerica.org
Our children, our schools, our voices

Categories Education Reform, Parent Groups, Testing

Mate Wierdl: Great Teachers Matter More than Technology

By dianeravitch
March 8, 2016 //
21

 

Mate Wierdl is a professor of mathematical sciences at the University of Memphis and a frequent commenter on the blog.

 

 

He writes:

 

 

“In math education, there’s not a single thing computers do that is necessary for a great math class. Not one. Occasional calculations? A $5 calculator does everything needed, and even at the university, a $30 Casio can even do symbolic calculations so it does more than needed. But of course, all calculations can be done by hand.

 

“There’s a free software called Sagemath. It does all possible math and statistics (and chemistry, etc) related calculations, visualizations. It can be used online or can be installed on any computer. At the university, I show it to the kids where it can be accessed. That’s all they need. It’s simple to use, and it has a freely available user guide. At home or library or computer lab, kids can use it as much as they want to. They can use it to check the solutions to all their home work, or they can do experiments with it.

 

“But whatever Sagemath can do has nothing to do with great math teaching. Great teaching is done by great teachers, so there is no choice between tablets and teachers when it comes to students’ need.

 

“If teachers’ pay doesn’t keep up with inflation, the quality of teaching will decline. If you don’t use computers in classes, quality of teaching doesn’t decline.

 

“So that’s where my priorities are: in great teaching. I believe, that’s very much in the interest of students, isn’t it?

 

“Before making yet more assumptions about my motives or state of mind, also consider the fact that I maintain computers, email and web servers, various free software, and each year I evaluate the newest software offerings that are supposed to help teachers in their work.

 

“Without exception, they are designed to take over a teachers’ job by distorting what math education is supposed to be. Kids, and that includes my daughter in 10th grade and my college freshman son, learn to press buttons, do calculations, enter solutions online with cumbersome interfaces instead of learning real math—math that would be useful and interesting for them.

 

“My daughter comes home every day and demands me to explain what she really learned in math because in class she just “learned which buttons to push to get the answers.”

 

“This pragmatic push to perceive math as a subject to get correct answers via calculations truly destroys math education.”

Categories Teachers and Teaching, Technology

Gene Glass: Which Students Do Charter Schools Serve?

By dianeravitch
March 8, 2016 //
6

The eminent researcher Gene Glass notes on his blog that the purpose of charter schools, when they were first launched, was to enroll the students with the highest needs. Now, ironically, those are the students likeliest to be avoided by most charter schools.

 

He writes:

 

The great irony is that the charter school movement was launched decades ago as a solution to the “problem” that special needs students were not being adequately served by the traditional public schools. Charter schools would specialize in serving the needs of that neglected population — or so the story went. How ironic, then, that the modern charter school movement creams the top performing, largely white middle class, sector of the public school population and leaves the poor, the needy, and the minorities back in the traditional public schools.

 

He gives citations to prove his point.

 

Glass adds:

 

And now, irony climbs atop irony. Charter schools that have creamed high scoring students from the public schools are labeling high percentages of the students “autistic” to increase their state allotment from under $10,000 per regular student to about $20,000 per “autistic” student. And then they report no expenditures for special programs.

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Education Reform, Privatization
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