Archives for the month of: March, 2017

Dana Goldstein, one of the best education writers, now reports for the New York Times.

In this article, she describes the rush to expand vouchers for religious schools in Iowa.

You don’t have to look far to find funding by Betsy DeVos and the Koch brothers.

“Despite Republican control of the governor’s mansion and both houses of the State Legislature, proposals to significantly expand school choice programs in Iowa are stalled, at least for now. The pushback has come from groups traditionally opposed to the idea — Democrats, school districts, teachers’ unions and parents committed to public schools — but also from some conservatives concerned about the cost to the state.

“Iowa is one of 31 states where legislators have proposed creating or expanding school choice programs this year, without Washington even lifting a finger. Even if just a few of the bills pass, the number of children attending private schools with public money could greatly increase, one reason the proposals are meeting resistance.

“There is a national discussion about this, and obviously Donald Trump has brought it up,” said State Representative Walt Rogers, chairman of the House Education Committee. He said a modest expansion in Iowa remained possible this year. “I tell people, ‘This discussion isn’t going away.’”

“A powerful force in the movement is Mr. Trump’s secretary of education, the philanthropist Betsy DeVos. She has spent decades arguing that public schools have a monopoly on education and fighting for tax dollars to be available for private tuition.

“Mary Kakayo and her daughter Alma, 9, who attends St. Theresa Catholic School in Des Moines. The state covers more than half of Alma’s $3,025 tuition. Credit Kathryn Gamble for The New York Times
The issue is so important to her that she has sought to insert it into almost every statement she has made in her new role — even when it was an awkward fit, such as when she described historically black colleges as being created by school choice, when in reality they were formed because black students had been barred from traditional colleges.

“As education secretary, Ms. DeVos has limited ability to carry out school choice nationwide, at least without action from Congress. But her previous investments as a philanthropist are paying dividends.

“In 2013 and 2014, the most recent years for which financial disclosures are available, several organizations associated with Ms. DeVos invested over $7 million in school choice lobbying efforts in states now considering new bills. Americans for Prosperity, the activist group founded by the Koch brothers, and the conservative American Legislative Exchange Council are also pushing private school choice in statehouses across the country.

“The number of American students benefiting from private school choice programs now is relatively small. Estimates by EdChoice, the organization founded by Milton Friedman, the University of Chicago economist who first introduced the idea of vouchers, put the number at 446,000 this year, out of a total school-age population of 56 million. (Three million attend public charter schools, which Ms. DeVos also has championed and which generally do not accept vouchers.)

“Advocates say that expanding private school choice would allow parents to remove children from public schools that are not meeting their needs, and note that surveys show parents in existing programs have high satisfaction rates. Competition from private schools, they say, can help public schools improve.

“A lot of families want to have the choice,” Gov. Terry E. Branstad of Iowa said at a rally in January. “We want to make sure all those choices are available, and are as affordable as possible.”

“Traditional school voucher programs, which exist in 15 states and the District of Columbia, allow the government to pay private schools, many of them religious, directly. Tax credit scholarships, like the one that helps pay tuition for Ms. Kakayo’s daughter, are a newer and growing form of school choice. They allow individuals and corporations to receive credit on their state income taxes for donations to nonprofits that provide tuition aid to students. Iowa’s program, currently used by 11,000 students, has income limits — $73,800 for a family of four — and the average scholarship award is only $1,583.

“Iowa is one of the states where legislators this year proposed education savings accounts, an even more expansive benefit. The accounts give parents state money each year — under one proposal, in the form of a $5,000 debit card — that they can use on private school tuition, home schooling costs, online education or tutoring.

“Ms. Kakayo said she would welcome further tuition support from the state, which would allow her to save money for college for Alma and her younger sister, Anna-Palma, who also attends St. Theresa. Under one proposal, after a student graduates from high school, any money left in the account could be used for tuition at in-state colleges. “It would be very, very helpful,” she said.

“Both sides of the debate over the proposals ran marketing campaigns. A television ad from the Iowa Alliance for Choice in Education, a group Ms. DeVos has financially supported, said that “education savings accounts give parents the right to choose a school that meets their child’s needs.” The ad cited smaller class sizes and individual teacher attention, but did not use the term “private school.”

“A competing social media campaign by an online group called Iowans for Public Education satirically compared the accounts to “park savings accounts” that would allow parents to spend tax dollars on country club fees instead of public playgrounds.

“Opponents have called the programs a giveaway to religious institutions. All but five of the 140 schools currently participating in the program are Catholic or Protestant, and the Diocese of Des Moines is among those lobbying for the expansion….

“It is unclear, however, how much public support exists for any expansion. A Des Moines Register poll of 802 Iowans in February found that 58 percent opposed using public funds to pay for private education, while 35 percent supported the idea.

“Both public and private school leaders extol the excellence of public schools in Iowa — it had the nation’s highest high school graduation rate in 2015 — and speak proudly of cooperation between the two sectors.”

So, the billionaires want vouchers to disrupt the nation’s most successful school system.

Here is a recap of the debate between Julian Vasquez Heilig and Christopher Stewart of the Walton-funded “Education Post.”

The proposition debated was “Charters and Vouchers are the answer.”

Texas legislators became suspicious when the letters began pouring advocating for vouchers. Some investigation revealed that they were fraudulent.

“Several members of the House have received hundreds of fraudulent letters addressed from constituents asking them to vote for education savings accounts.

“State Rep. Drew Springer, R-Muenster, was suspicious when his office fielded 520 letters between mid-February and mid-March from constituents of his rural district, who are more likely to oppose private school choice than support it. All the letters were addressed from Austin and had the full names and addresses of each constituent at the bottom.

“Springer started making calls. “We talked to a couple of dozen constituents. No one knows where they’re coming from. None of them agree with the positions that they’re even taking,” he said. He knows of about 10 other representatives who got similar letters.

“One of Springer’s letters was addressed from former state Rep. Rick Hardcastle, who vacated the seat currently held by Springer about six years ago. “I don’t believe in vouchers of any kind,” Hardcastle said Monday. “It ought to be illegal…representing me for something I have no interest in supporting or helping.”

“Sue Dixon, a public school teacher in Gatesville for the last 20 years, got a call from state Rep. JD Sheffield’s office asking whether she had sent a letter lobbying her representative to vote for vouchers.

“I said, ‘Absolutely not!'” Dixon said. “I’m upset that someone would hijack my views.”

“Sheffield, a rural conservative from Gatesville, said he had received about 550 of those letters.”

The first Earth Day occurred in 1970, and it raised awareness of the importance of protecting the environment.

Now, more than ever, we must all stand together to support the environment, to defend science, to denounce fake theories, and to protect the earth.

The Trump administration thinks that climate change is a hoax. Trump’s budget makes deep cuts in the budget of the Environmental Protection Agency, which has enjoyed bipartisan support for almost 50 years.

Earth Day is April 22.

Join your friends and neighbors to speak up for clean air and clean water. Join with them to protest the budget cuts to scientific research in many other agencies.

Plan now for April 22.

I have often criticized economist Raj Chetty for his study claiming that teachers in elementary school who “produce” test score gains affect the lifetime earnings of their students. This study, which he conducted with two other economists, supported Arne Duncan’s obsession with measuring teacher effectiveness by test scores of their student, a practice that was repeatedly debunked by scholarly organizations and caused the unjust firing of thousands of teachers and principals.

But he has a new study that makes sense, as

Teachers organizations from across the state of California have formed an alliance to fight for genuine School reform.

CALIFORNIA: 8 Teacher Union Locals Unite Against the Trump/DeVos Agenda, Fight for Public Schools through Collective Bargaining, Community Power

United around common struggles and a shared vision, The California Alliance for Community Schools is a groundbreaking coalition of educator unions from 8 of the largest cities in California, representing more than 50,000 educators. The alliance officially launches tomorrow, Thursday March 23 and includes: Anaheim Secondary Teachers Association, Oakland Education Association, San Bernardino Teachers Association, San Jose Teachers Association, San Diego Education Association, United Educators of San Francisco, United Teachers Los Angeles and United Teachers Richmond.

All 8 unions are uniting around statewide demands, through local bargaining as well as legislation, for more resources in schools, charter school accountability, lower class sizes and other critical improvements. Most of the locals are in contract bargaining or are interested in organizing around these key issues. The alliance plans to expand to include other labor and community partners.

As California faces a statewide teacher shortage, school districts issued more than 1,750 pink slips for educators last week. Trump released his proposed federal budget, which slashes funds for disadvantaged children, afterschool programs, teacher trainings and other vital services. Trump wants to spend $1.4 billion to expand vouchers, including private schools, and would pay for it from deep cuts to public schools. Voters in California have twice rejected voucher plans.

“We are reaching a state of emergency when it comes to our public schools,” said Hilda Rodriguez-Guzman, an Alliance of Californians for Community Empowerment member and charter school parent since 1994. “We must support and reinvest in public education. I join educators in the fight for well-resourced, transparent, accountable, and democratically run schools, at the bargaining table and beyond.”

All 8 unions will use the power of bargaining and statewide organizing to fight for:

Lower class sizes

Resources for high-needs schools and students

Shared decision-making at local school sites, critical to student success

Charter school accountability

Safe and supportive school environments

The first significant step is the launch of the bargaining platform and petition, which includes statewide demands and specific contract demands for each local union. The petition reads:

“As educators in large urban school districts across California we face many of the same challenges. We are particularly concerned about disinvestment in schools and communities, especially those with the greatest needs; educational policies that discourage authentic teaching and learning; and the rapid expansion of privately managed and unregulated charter schools at the expense of our neighborhood schools.”

We applaud the work of these unions, who are fighting back the Trump/DeVos agenda and standing together with their students and communities to reinvest in public education.

To find out more, contact each union for more information:

Anaheim: Grant Schuster, CTA State Council Representative on ASTA Executive Board, schusters3@charter.net, (562) 810-4035

Los Angeles: Anna Bakalis, UTLA Communications Director mailto:abakalis@utla.net, (213)305-9654

Oakland: Trish Gorham, OEA President, oaklandeapresident@yahoo.com, (510) 763-4020,

San Diego: Jonathon Mello, mello_j@sdea.net, (619) 200-0010

San Francisco: Mathew Hardy, Communications Director, mhardy@uesf.org, (415) 513-3179

Richmond: Demetrio Gonzalez, UTR President, president@unitedteachersofrichmond.com, (760) 500-7044

San Jose: Jennifer Thomas, SJTA President, jthomas@sanjoseta.org, (408) 694-7393

San Bernardino: Ashley Alcalá, SBTA President, ashleysbta@gmail.com, (909) 881-6755

THE CALIFORNIA ALLIANCE FOR COMMUNITY SCHOOLS
We are a coalition of California parents, community, educators, and students united in our commitment to transforming public education in ways that contribute to a more just, equitable, and participatory society.

Together, we are fighting for well-resourced, community-centered, publicly funded and democratically run schools that prepare our students with the intellectual, social, and emotional skills necessary for success in a changing and often turbulent world.

Our Platform for The Schools All Our Students Deserve

1. Low Class Sizes: Quality instruction for all our students depends on limiting the number of students in a class. Lowering class sizes improves teaching and learning conditions leading to growth in student achievement and positive social interactions.

2. Adequate Resources for All Schools with Additional Resources for Our High Needs Schools and Students: All schools and students deserve adequate levels of funding and support, including but not limited to quality early childhood education programs, lower class size, lower Special Education caseloads, additional educators, after-school tutoring, counselors, nurses, certificated librarians, and other resources to address our students’ academic, emotional, and social needs. Schools and students with the highest need should receive additional funding and support. Site based governing bodies consisting of democratically selected staff, parents, students, and community partners should be responsible for deciding how such additional supports are to be used.

3. Shared Decision-Making at Our Local Schools: The needs of a school are best addressed by the members of the school community. Site based governance by democratically selected stakeholder representatives is a critical component for school and student success. Districts and unions should provide joint trainings to fully empower these bodies.

4. Charter Schools Accountable to Our Communities: All schools receiving public money must be held accountable and be locally and publicly controlled. Unfortunately, many privately run, under-regulated charter schools drain needed resources from neighborhood schools, are not fully transparent in their operations, and fail to provide equal access to all students. Common sense standards and adequate oversight are necessary. New charter schools should not be approved without ensuring accountability and transparency and without a comprehensive assessment of the economic and educational impact on existing public schools.

5. Safe and Supportive School Environments: All students at publicly funded schools, regardless of ethnicity, gender, economic status, religion, sexual orientation, and immigration status, have a right to an academically stimulating, emotionally and socially nurturing, and culturally responsive environment that recognizes and addresses the many stresses that affect student performance and behavior. Adequate trainings and supports for restorative justice programs must be provided as an alternative to punitive disciplinary programs.

Audrey Amrein-Beardsley has devoted a large portion of her professional life to criticizing the work of William Sanders, creator of the value-added model for measuring teacher effectiveness. She reports in this post that he passed away at his Tennessee home at the age of 74.

Sanders’ model was tried out first in Tennessee in the late 1980s and then widely disseminated to other states. Many teachers lost their jobs because they didn’t get the gain scores that the Sanders’ model predicted.

Sanders was trained in animal genetics. His hometown obituary reports that:

He received a bachelors of Science degree in animal science in 1964, and a doctorate in Statistics and Quantitative Genetics in 1968….

Beginning in 1972, Sanders created and led a statistical and consulting group for the Institute of Agricultural Research for The University of Tennessee system. Over the next 28 years, Sanders worked with scientists to plan experiments and analyze the resulting data on research projects ranging from agronomy to physics. One of his research projects modeled the nutrient flow in the Peace River system in Florida, which proved that the environmental degradation in the Gulf was not a function of the development along the west coast as was previously thought but rather was a result of the phosphate mining activity in Central Florida. Other projects were as wide ranging as developing a forecasting system for Bike Athletic to improve forecasts for over 2,500 different inventory units to working with a longtime friend to develop a process that improved calibration of an invention that measures fiber properties.

He achieved lasting fame by transferring his attention from agricultural assessments to teacher assessments. He seemed never to recognize that assessing the effectiveness of teachers was far more complicated than studying animals and plants, which may be raised in a controlled environment.

Although his methodology was critiqued by scholars like Amrein-Beardsley, the American Statistical Association, and the American Educational Research Association, Sanders continued to peddle it to credulous school board members looking for a simple formula to determine teacher “effectiveness.”

Amrein-Beardsley writes:

Sanders thought that educators struggling with student achievement in the state should “simply” use more advanced statistics, similar to those used when modeling genetic and reproductive trends among cattle, to measure growth, hold teachers accountable for that growth, and solve the educational measurement woes facing the state of Tennessee at the time. It was to be as simple as that…. I should also mention that given this history, not surprisingly, Tennessee was one of the first states to receive Race to the Top funds to the tune of $502 million to further advance this model; hence, this has also contributed to this model’s popularity across the nation.

Arne Duncan too bought the horse manure that Sanders was selling and that he patented. Keeping his methodology secret and proprietary posed a challenge to scholars. But there were always buyers, no matter what the scholars said. States that wanted to be eligible for Race to the Top funding had to adopt a test-based evaluation system, which was a boon for Sanders’ model.

On Wednesday night, there will be a debate about school choice at the Notre Dame Law School. South Bend, Indiana.

Robin Potter, a lawyer,will support the importance of public schools.

John Schoenig of Notre Dame will defend school choice.

Wednesday night March 22 at 5:30 pm.

If you can attend, contact Robin Potter to get on the list for admission.

Robin@potterlaw.org

This should be interesting in light of recent research showing that kids in voucher schools are actually harmed and lose grounds compared to kids who stay in public schools. Indiana is one of the voucher states where kids are set back and have lower test scores in voucher schools.

https://www.brookings.edu/research/on-negative-effects-of-vouchers/

Mike Klonsky gathered some memorable quotes.

The most appalling is this one from the director of the federal Office of Management and Budget, Mick Mulvaney:

Mick Mulvaney on after-school programs that feed kids

“The way we justified it was: these programs are going to help these kids do better in school and get better jobs. And we can’t prove that that’s happening.” — Undark

So if kids don’t get better grades and test scores, they don’t need to eat.

McClatchy News reports that the FBI is investigating the timing of Russian cyber attacks timed to support Trump campaign when it was on the defensive.

“Federal investigators are examining whether far-right news sites played any role last year in a Russian cyber operation that dramatically widened the reach of news stories — some fictional — that favored Donald Trump’s presidential bid, two people familiar with the inquiry say.

“Operatives for Russia appear to have strategically timed the computer commands, known as “bots,” to blitz social media with links to the pro-Trump stories at times when the billionaire businessman was on the defensive in his race against Democrat Hillary Clinton, these sources said.

“The bots’ end products were largely millions of Twitter and Facebook posts carrying links to stories on conservative internet sites such as Breitbart News and InfoWars, as well as on the Kremlin-backed RT News and Sputnik News, the sources said. Some of the stories were false or mixed fact and fiction, said the sources, who spoke on condition of anonymity because the bot attacks are part of an FBI-led investigation into a multifaceted Russian operation to influence last year’s elections.

“Investigators examining the bot attacks are exploring whether the far-right news operations took any actions to assist Russia’s operatives. Their participation, however, wasn’t necessary for the bots to amplify their news through Twitter and Facebook.

“The investigation of the bot-engineered traffic, which appears to be in its early stages, is being driven by the FBI’s Counterintelligence Division, whose inquiries rarely result in criminal charges and whose main task has been to reconstruct the nature of the Kremlin’s cyber attack and determine ways to prevent another.

“An FBI spokesman declined to comment on the inquiry into the use of bots.

“Russia-generated bots are one piece of a cyber puzzle that counterintelligence agents have sought to solve for nearly a year to determine the extent of the Moscow government’s electronic broadside.

“This may be one of the most highly impactful information operations in the history of intelligence,” said one former U.S. intelligence official, who spoke on condition of anonymity because of the sensitivity of the matter.

“Bureau director James Comey confirmed Monday at a House Intelligence Committee hearing what long has been reported: that the FBI is investigating possible links between individuals in the Trump presidential campaign and the Russian campaign to influence the election and whether there was any coordination between the two.”

Read more here: http://www.mcclatchydc.com/news/politics-government/white-house/article139695453.html#storylink=cpy