Archives for the month of: December, 2017

Rebecca Klein, education editor of Huffington Post, reports here on a HuffPost analysis of the nation’s voucher-supported private and religious schools.

Many of these voucher schools teach creationism, sexism, racism, and homophobia. They are supported by your tax dollars.

These are the schools that Betsy DeVos wants to send more tax dollars to. Unlike public schools, which are expected to accept all children and to teach tolerance and democratic values, voucher schools teach whatever their religious sponsors want. And all too often, their teachings are hateful toward minorities.

President Donald Trump and Education Secretary Betsy DeVos have openly championed such programs and have encouraged states to embrace school choice, arguing that voucher programs give parents an alternative to low-performing public schools. Currently 14 states and the District of Columbia have voucher programs, and 17 have tax credit programs. DeVos has made it a top priority to push a federal school choice initiative.

Should federal and state tax dollars support the teaching of hate? DeVos and Trump say yes.

Our analysis found that about 75 percent of voucher schools across the country are religious ― usually Christian or Catholic, with about 2 percent identifying as Jewish and 1 percent identifying as Muslim. There were gray areas: At least six schools identified as non-religious but used a curriculum created by the founder of the Church of Scientology, L. Ron Hubbard.

42% of voucher-funded schools are non-Catholic Christian schools, many associated with an Evangelical group.

HuffPost spoke to nearly a dozen former students and teachers at schools that relied on Abeka, Bob Jones and Accelerated Christian Education curricula. Many of these students, who consider themselves no longer religious, reported feeling traumatized by their educational experiences. A number of them communicate with each other via online support groups for survivors of fundamentalist schools, including Bishop.

Some say these curriculum sources left them woefully ill-equipped to thrive in a diverse society while instilling in them racist, sexist and intolerant views of the world. Bishop [the focus of the article] said her fundamentalist education made her wary of people from other religious groups whom her teachers and textbooks had demonized.

“Anything that wasn’t Christianity was a strange religion,” said Bishop, who made it a priority to study other religious practices after high school and even spent time with the Hare Krishna. “But even other denominations were evil. Catholicism especially.”

Another former student who spoke to HuffPost under the pseudonym Natasha Balzak, was taught at home that all Muslims hate America, she said. Teachers at her Florida school reinforced this idea, telling students to pray for Muslims and other non-believers, like atheists and gay people.

“When it comes to hateful ideology and rhetoric, I was taught a lot of things to skew my mind into believing ― I guess you could call it brainwashing,” said Balzak, 27, who is using a pseudonym to protect the identity of family members who are still deeply involved in their church.

Balzak recalled that her school, Coral Springs Christian Academy, used a mix of ACE and Abeka materials, but the head of the school said they were not aware of the school ever using ACE and that they currently used only Abeka in lower grades for phonics.

The school participates in Florida’s three private-school choice programs and currently enrolls 172 students on these scholarships. It received $554,418 in taxpayer-funded scholarships this year, according to a spokesperson for the Florida Department of Education.

A HuffPost analysis of Abeka, Bob Jones and ACE textbooks confirms the recollections of these students. These materials inaccurately portray events in Muslim and Catholic history while perpetuating anti-Semitic stereotypes. The materials speak disparagingly of Native Americans and Native culture…

“When I took my first real science class, a million light bulbs went off,” said Balzak, who had only been taught creationism in school. “Everything finally made sense.”

The experience made Balzak feel robbed of a fact-based education.

Indeed, Balzak’s former school, Coral Springs Christian Academy, includes a statement of faith in its parent-student handbook, which is posted on its website: “We believe God created the entire universe out of nothing.”

The handbook also describes the school’s attitude toward LGBTQ students. It says administrators will reject applicants or expel current students if they are caught “living in, or condoning, or supporting any form of sexual immorality; practicing or promoting a homosexual lifestyle or alternative gender identity.”

Voucher schools are free to teach lies about the environment and about people who are different from the dominant religious group in the school.

These are the schools that Betsy DeVos wants to fund with more taxpayers’ money.

Kevin Ohlandt, the author of the blog Exceptional Delaware, here pays tribute to teacher Laurie Howard and names her as the Hero of the Year for her exceptional dedication to teaching and students. Laurie Howard recently died of lung cancer, far too young.

She fought corporate reform, against great odds.

Kevin writes:

I’ve known Laurie for almost three years. I met her through this blog. A teacher in Caesar Rodney School District, Laurie and I were in fierce agreement on many things. That standardized testing in the form of the Smarter Balanced Assessment is wrong. That every single parent has a fundamental right to opt their child out of that test. That corporations are slowly taking over public schools and school districts are powerless to stop it.

He describes her passion for the arts and her passion for authentic teaching, not test-driven teaching.

And he writes:

I will miss you Laurie Howard. I find comfort that you are watching over all of us and I pray that you can impart your wisdom to those who think education is a financial playground. I know Laurie would want me to keep fighting the fight, and I will, the best I can. May you rest in peace my sweet friend.

Posthumously, in recognition of Laurie’s impact on others, and on Kevin’s recommendation, I name Laurie to the Honor Roll of this blog. She would have loved it.

The Inspector General of the Chicago Public Schools concluded an investigation of Forrest Claypool, chief executive officer of the Chicago Public Schools, and recommended that Claypool had “repeatedly lied” to cover up ethical breaches and should be fired.

Dan Mihalopoulos and Lauren FitzPatrick report in the Chicago Sun-Times:

Mayor Rahm Emanuel’s handpicked schools chief “repeatedly lied” and engaged in other “elaborate cover-ups . . . designed to hide improper behavior” that he and the Chicago Public Schools top attorney engaged in, the CPS inspector general alleges in a report publicly released Thursday.

In a blistering, 13-page memo he sent Tuesday to the Chicago Board of Education, CPS Inspector General Nicholas Schuler said he was “left with no recourse but to conclude” that the board should fire CPS CEO Forrest Claypool.

“Claypool greatly compounded the severity of his misconduct when he repeatedly lied to the [inspector general’s office] through two separate interviews,” Schuler wrote.

Schuler said he launched his investigation last year, prompted by a Chicago Sun-Times article that “raised the question of whether” CPS general counsel Ronald Marmer — a longtime friend of Claypool — had violated the schools’ ethics code.

The Sun-Times first reported that CPS had hired Marmer’s old firm, Jenner & Block, to work for the schools even as the firm was paying Marmer a $1 million severance package. The ethics rules prohibit CPS employees from supervising the work of contractors with whom they have a business relationship.

Schuler said Claypool and Marmer ignored the advice of six lawyers who said Marmer was violating the ethics code and instead “searched for an exonerating opinion. They got a seventh, more favorable opinion from a lawyer who was a political supporter of Claypool.

“It is that approach that was fundamentally deceptive,” Schuler said.

He also alleged that Claypool “violated his fiduciary duty under the Code of Ethics to act in good faith” toward the school board, whose members were appointed by Emanuel.

Mayor Rahm Emanuel, who controls the Chicago public schools, reaffirmed his support for his old friend Forrest Claypool. He said that there are two sides to every story, and he prefers Claypool’s version, not the Inspector General’s. In other words, he will instruct his hand-picked board to ignore the Inspector General’s report and recommendation.

This is yet another reason to oppose mayoral control of public schools. Too much cronyism and favoritism that should not withstand public scrutiny.

Thomas Mann of the Brookings Institution and Norman Orenstein of the American Enterprise Institute wrote about the tax bills passed by the Republican Party in the House and Senate, soon to be reconciled and signed into law.

“In the past three days, Republican leaders in the Senate scrambled to corral votes for a tax bill that the Joint Committee on Taxation said would add $1 trillion to the deficit — without holding any meaningful committee hearings. Worse, Republican leaders have been blunt about their motivation: to deliver on their promises to wealthy donors, and down the road, to use the leverage of huge deficits to cut and privatize Medicare and Social Security.

“Congress no longer works the way it’s supposed to…

“Mr. Trump’s election and behavior during his first 10 months in office represent not a break with the past but an extreme acceleration of a process that was long underway in conservative politics. The Republican Party is now rationalizing and enabling Mr. Trump’s autocratic, kleptocratic, dangerous and downright embarrassing behavior in hopes of salvaging key elements of its ideological agenda: cutting taxes for the wealthy (as part of possibly the worst tax bill in American history), hobbling the regulatory regime, gutting core government functions and repealing Obamacare without any reasonable plan to replace it.

“This is a far cry from the aspirations of Republican presidential giants like Abraham Lincoln, Theodore Roosevelt and Dwight Eisenhower, as well as legions of former Republican senators and representatives who identified critical roles for government and worked tirelessly to make them succeed. It’s an agenda bereft of any serious efforts to remedy the problems that trouble vast segments of the American public, including the disaffected voters who flocked to Mr. Trump.

“The failure of Republican members of Congress to resist the anti-democratic behavior of President Trump — including holding not a single hearing on his and his team’s kleptocracy — is cringe-worthy. A few Republican senators have spoken up, but occasional words have not been matched by any meaningful deeds. Only conservative intellectuals have acknowledged the bankruptcy of the Republican Party.

“We have never suggested that Democrats are angels and Republicans devils. Parties exist to win elections and organize government, and they are shaped by the interests, ideas and donors that constitute their coalitions. Neither party is immune from a pull to the extreme.

“But the imbalance today is striking, and frightening. Our democracy requires vigorous competition between two serious and ideologically distinct parties, both of which operate in the realm of truth, see governing as an essential and ennobling responsibility, and believe that the acceptance of republican institutions and democratic values define what it is to be an American. The Republican Party must reclaim its purpose.”

Jan Resseger read Rebecca Mead’s article about Success Academy charter schools and wondered: Can a no-excuses tightly-disciplined school be considered progressive?

“Mead’s subtitle names a contradiction at the center of Moskowitz’s educational theory: “Inside Eva Moskowitz’s Quest to Combine Rigid Discipline with a Progressive Curriculum.” Even as Moskowitz defends the rigid and punitive discipline for which her schools are famous (In Mead’s piece, Moskowitz is quoted as defending the suspension of young children out of school as an important way of impressing a lesson on children and their parents.), Moskowitz claims John Dewey, the father of progressive education, as a guide to what happens in her schools. Moskowitz describes her curriculum as an example of progressivism—“circle time on the classroom rug; interdisciplinary projects that encompass math, science, social studies, and literacy.” The question that underlies Mead’s analysis is whether it is possible to run a progressive school with no-excuses discipline.

“While on one level Mead entertains Moskowitz’s rhetoric about progressivism, Mead seems puzzled by the circle time on the classroom rug: “In the second-grade classroom in Queens, the gridded rug seemed less like a magic carpet than like a chessboard at the start of a game. Within each square there was a large colored spot the size of a chair cushion. The children sat in rows, facing forward, each within his or her assigned square, with their legs crossed and their hands clasped or folded in their laps. Success students can expect to be called to answer a teacher’s question at any moment, not just when they raise their hand, and must keep their eyes trained on the speaker at all times, a practice known as ‘tracking.’ Staring off into space, or avoiding eye contact is not acceptable.”

“Like students at progressive schools (and all kinds of public schools, actually), students in Success Academies go on field trips. And Mead visits a room where Kindergardeners are taken to play with blocks: “The school has dedicated a special classroom to the activity, and shelves were filled with an enviable supply of blocks. The walls of the room were decorated with pictures of architectural structures that the students might seek to emulate, from the Empire State Building to the Taj Mahal. There was also a list of rules: always walk; carry two small blocks or hug one large block; speak in a whisper.” Unlike free-play at progressive early childhood centers—with dolls, and blocks, and easels and paint, and clay or PlayDoh—block time at the school Mead visits is a specific activity provided by the school in a “block” room to which the entire class of children is led for an assigned period.”

What makes a school “progressive?”

Why is Eva Moskowitz eager to be called “progressive”?

Can “progressive” pedagogy flourish in an atmosphere of authoritarian discipline?

Join the Network for Public Education Action Fund in protest against public funding of private schools. Open the link. When you sign in, you can automatically send letters to your senators and members of Congress. You can write your own letter or send one that NPE Action has written. We make it easy for you to fight for public schools!

Please join us and speak up.

A few days ago, I posted an article by Kristina Rizga about Summit charter schools and their online lessons. On the whole, it seemed to me, the article was admiring.

Leonie Haimson has a different view of Summit.

Haimson has played a leading role in the movement to stop data mining of students and to protect student privacy. After writing a column in The Answer Sheet Blog expressing her concerns about the Summit charter schools and their online platform, Haimson was contacted by the founder of Summit and invited to visit one of their schools.

Haimson writes here about her experience when she visited the flagship Summit Charter School in Redwood City, California.

“Summit charter schools and their online platform, now used in over 300 schools across the country, both public and charter, have received millions of dollars from Bill Gates and Mark Zuckerberg; Zuckerberg has pledged to support the continued expansion of the online platform through his LLC, the Chan-Zuckerberg Initiative.

“Shortly after my Washington Post piece appeared, I was contacted by Diane Tavenner, the CEO of Summit charter schools, who asked if we could meet when she was visiting NYC. I agreed. We had lunch on Sept. 15, and I handed her a list of questions, mostly about Summit’s privacy policy, most of which my associate, Rachael Stickland, had already sent to Summit staff that she had met at SXSW Edu the previous March, and to which she’d never received a response….

“During the lunch, I mentioned that I was going to be in Oakland the weekend of Oct. 14- 15 for the Network for Public Education conference, and that I would be interested in visiting some schools after that are using the Summit platform. I said I was especially eager to visit public schools, since I’d heard from many public school parents in five states who told me their children had negative experiences with the program. These parents were upset that Summit had withdrawn the right of parents to consent to the system shortly after CZI took over, and they were concerned about how their children’s personal data was being shared with Summit and then redisclosed with unspecified other third “partners” for unclear purposes.

“Diane later emailed me and said that I could visit Summit Prep charter school on Oct. 16, in Redwood City, their flagship school. An Uber would come and pick me up at my Oakland hotel, she said, and the drive would take about an hour each way…

“At Summit Prep, I was met by two school leaders, and we talked in an empty office for about a half hour, where they explained to me about the platform and how it was designed. Then we briefly toured two classrooms. In the first classroom, there were about thirty students engaged in “Personalized Learning Time”, gazing at computer screens and working on their individual “playlists.” These playlists include content in different “focus areas” delivered via various mediums, including online texts and videos. When students have learned these materials, they’re supposed to take multiple choice online tests to show they’ve “mastered” the area. In addition, in each of their courses, there are projects they are supposed to complete…

“I visited another classroom where 12th graders were engaged in peer-reviewing essays they had written at the beginning of the class, grading them according to the Summit’s complex rubric of cognitive skills. When I asked why the essays were written on paper rather than on computers, the school leaders told me that this was because they were practicing for the California state exam in which students are asked to write essays on paper.

“I noted that I had seen no classroom or small group discussions. The Summit leaders said that was because none were occurring during my brief visit. It is true that the amount of time I spent in classrooms wasn’t sufficient to make an informed judgment either way, but what I saw did not encourage me.

“When we returned to the office, I questioned why delivering content primarily online was an effective method of teaching. Shouldn’t learning happen in a more interactive fashion, with the material presented in person and then discussed, debated, and explored? Why did they have this comparatively flat, one-dimensional attitude towards content? And how could math be taught this way, given that math requires helping students learn how to solve problems in a more interactive fashion?

“They told me math is taught differently, and indeed had to be taught through teacher-student interaction, but that this isn’t true of any of the other subjects, whether it be English, social sciences or physical sciences.”

Leonie reviewed the many complaints that she has heard from parents at Summit charter schools, especially regarding privacy of student data and long hours in front of a computer.

She writes,

“Yet the juggernaut that is Summit will be difficult to stop. The Silicon Valley Community Foundation gave $20 million to Summit in 2016. The Gates Foundation awarded Summit $10 million in June 2017, “to support implementation of the Summit Learning program in targeted geographies.” In September, the day before I met with Diane Tavenner, Summit was one of the ten winners of the XQ Super High School prize, receiving another $10 million from Laurene Powell Jobs’ LLC, the Emerson Collective, to create a new high school in Oakland.”

Besides, Betsy DeVos loves Summit.

The testing monster is coming for our children.

Helge Wasmuth of Mercy College in New York writes here about the full-steam-ahead plan for international testing of five-year-Old children. As he reports, the planning has excluded experts on Early Childhood Education and has been shrouded in secrecy.

This is the latest and most disgusting manifestation of what Pasi Sahlberg dubbed GERM (the Global Education Reform Movement).

Wasmuth predicts that Baby PISA will lead to:

“increased standardization, high-stakes accountability, predetermined learning outcomes, control over teachers, business-based management models, and privatization.

“The goal of the study is to gather information on children’s cognitive and social-emotional skills as well as characteristics of their home and early education environments. Direct assessment, including actual samples of student work, will measure the domains of emerging literacy and numeracy, executive function, and empathy and trust. Children will be expected to do their work on a tablet, devoting approximately 15 minutes to each domain over a period of two days. Indirect assessment—parents’ and staff reports and administrator observations—will focus on cognitive and social-emotional skills. By participating in the study, OECD asserts, member nations will have access to the primary factors that drive or thwart early learning, developing a common framework and benchmarks.

“The study is now underway. A pilot that was originally planned, which would have provided a valuable opportunity for meaningful feedback and fine-tuning, has been scrapped. The organization has moved forward with data collection, to be conducted from the end of 2017 through 2019. This will be followed by so-called “quality control” and analysis, and the release of a report in 2020.

“While the original plan called for participation by three to six countries in the northern and southern hemispheres, a number of early childhood communities have already successfully registered protest, urging their governments to abstain. (Canada, France, Germany, Japan, Norway, New Zealand, Sweden, and Denmark are among them.) The only outliers are England—Scotland, Wales and Northern Ireland are not taking part—and the United States…

“Critique of the IELS has been fierce, and numerous concerns have been raised. Most egregious is the marginalization of the wider early childhood community. “The entire IELS project has been shrouded in secrecy from day one,” Mathias Urban, director of the Early Childhood Research Centre at the University of Roehampton in London, told me. Respected researchers and scholars in the field were not consulted, their input unwelcome. As has long been the case with early education policy, decades of research have been ignored.

“The OECD values objectivity, universality, predictability and that which can be measured. The organization seems to be oblivious to alternative ideas about educating and caring for young children. Nor have local contexts and traditions for this process been part of the conversation…

“So, why is all of this shrouded in secrecy? Why are we kept in the dark? Why are the experts and the field’s knowledge marginalized? One needs to ask: Who really benefits from such a study? The children? Will it really inform policymaking and improve educational practices in a meaningful way? Or is it another piece to open up public education sectors to corporate interests?

The disregard of the early childhood community is concerning enough. Don’t even get me started on the collection of child-based data on a global scale without the consent of children, parents, or practitioners. Or with assessing five-year-olds on a tablet. How flawed and meaningless are the results. How do you assess trust and empathy, or the complexities of learning and development?

“The impact on our field will be disastrous—maybe not immediately, but soon enough. OECD is a powerful and influential institution. Everyone should be clear about their goals of creating a common framework with benchmarks and assessing learning outcomes. Early childhood education will be reduced to what can be measured: literacy and numeracy.

“Ultimately, the field will fall even deeper into the clutches of GERM. Many countries will feel compelled to do well on the IELS, and the easiest way to do that is to align the curricula to what is measured. Pedagogical compliance will follow, along with teaching to the test—especially in countries, such as the U.S., with many private providers of early education, who will use their outcomes to win new customers. As in the case of the Common Core, a new market will be created, “Aligned to IELS” the new trademark.

“The quest for predictable outcomes leaves no place for the hallmarks of early childhood—for uncertainty, experimentation, surprise, amazement, context, subjective experiences. OECD values and measures what can be measured, but not necessarily what is important.”

Baby PISA opens a Pandora’s box. Out of it flies standardization, conformity, inappropriate pedagogy. Trapped in the box will Be Children, yearning to play.

Michael Hynes is Superintendent of the Patchogue-Medford School District on Long Island in New York State.

He writes about his contempt for the College Board.

He writes:

“Reader beware. Before you read my thoughts about the educational sacred cow and standardized testing machine known as the College Board, you should know up front that I am no fan of the College Board CEO/President David Coleman who years ago was the architect of Common Core.

“Most of us in the educational world know of the Common Core State Standards and the “test focused education reform movement” that accompanied it was a fiasco that still plagues American schools today.

“Mr. Coleman was on the English Language Arts writing team and his good friend and eventual partner at Student Achievement Partners (SAP) Jason Zimba was a leader on the Common Core Mathematics team. Student Achievement Partners is a non-profit organization that researches and develops achievement based assessment standards.

“Interesting enough, it was funded in part by Bill Gates. The final nail in the coffin for me was when I realized Mr. Coleman, his former assistant and Mr. Zimba were founding board members for Michelle Rhee’s StudentsFirst, an organization that lobbies for standards driven educational reform.

“Do you see a pattern?

“Now Mr. Coleman leads the College Board money-making machine and this educational monolith is the church that most public schools worship several times a year.

“For the reader who doesn’t know what The College Board is: it is the ultimate gatekeeper and judge-jury-executioner for millions of students each year who dream to enter college and it literally is a hardship for many families due to the test taking expense.

“Schools and families have no other choice because there is no other game in town, aside from a student taking the ACT exam.

“The College Board claims to be a non-profit organization, but it’s hard to take that claim seriously when its exam fees for the Scholastic Aptitude Test (SAT), Advanced Placement test (AP), services for late registration, score verification services and a multitude of other related fees are costing families and schools millions of dollars each year.

“Eleven years ago this “non-profit” made a profit of $55 million and paid nineteen College Board Executives’ salaries that ranged from three hundred thousand dollars to over one million dollars a year.

“That trend continues today.

“Cost aside, it is hard to fathom and understand how the College Board has claimed a monopoly-like status over our public school system.

“Over the years it has literally convinced school administrators, school board trustees, teachers, parents and students they can’t live without what they sell. They sell classes and tests to schools like Big Pharma sells pills to consumers.”

Read on.

ECOT, the Electronic Classroom of Tomorrow, is a virtual charter school that was a ash cow for its owner, William Lager, until the Ohio Department of Education got the novel idea to audit attendance.

It learned that ECOT has inflated enrollments and has charged the state for students who turn on their computer but don’t participate in learning.

ECOT has fought the State I Court and lost repeatedly. Over the past 15 years, ECOT’s founder has given a few million to elected officials and has received about one billion return.

Bill Phillis of theIhio Cpalitionfor Equity and Adequacy has been fighting the squalid charter sector for years.

He reports here onghe latest. Ourtbloss for ECOT:

“Another Court ruling against ECOT

“In a 5-1 decision today the Ohio Supreme Court denied ECOT’s request for an injunction. ECOT was attempting to stop the Ohio Department of Education (ODE) from deducting $2.5 million from its monthly payments in order to collect $60 million it overcharged in 2015-2016.

“ECOT’s claim that ODE erred in its decision to reclaim funds for students not served is still pending before the Ohio Supreme Court. Scheduling of oral arguments in the case has not been announced.

“ECOT has lost all of its many claims before hearing officers and courts thus far. It is interesting; however, that Justice Terrance O’Donnell has always sided with ECOT.”

William L. Phillis | Ohio Coalition for Equity & Adequacy of School Funding | 614.228.6540 | ohioeanda@sbcglobal.net| http://www.ohiocoalition.org

Ohio E & A, 100 S. 3rd Street, Columbus, OH 43215