Archives for the month of: April, 2018

 

A middle school social studies teacher in Lancaster, Pennsylvania, was threatened with disciplinary action, either suspension or even firing, because he made pancakes for his students while they were taking the state tests. He was suspended without pay for his infraction, although he said he never heard of a rule against cooking pancakes during testing.

But students rallied for the popular teacher, Kyle Byler, and the school board turned on a dime and said he was reinstated. No, no, they never intended to fire him, where did anyone get that crazy idea?

These days, kids seem to have the most finely tuned sense of justice and injustice. The kids are alright. The adults need counseling.

 

From the outside, the Democratic primary for Governor in New York looks like a cakewalk: Cuomo versus an actress. Cuomo with a 40-point lead in the polls. Unions lining up to support the man who controls their funding.

But here is a curiosity: to date, not a single Democratic member of the Legislature has endorsed the Governor in his bid for a third term. The endorsements will come, no doubt, but at the moment the silence is deafening from these 133 elected officials in the State Senate and House.

Why? Cuomo has stiffed his own party, repeatedly. The leader of the Senate Democrats is an African American woman from Westchester County, and she has been left out in the cold by Cuomo’s tacit alliance with Senate Republicans and the eight Democrats (the so-called IDC) who caucus with the Republicans to keep them in power.

”The Legislature is tired of Cuomo’s business as usual. First, lawmakers are no doubt angered by Cuomo’s repeated exclusion of the chosen leader of the Senate Democrats, Senator Andrea Stewart-Cousins, from budget negotiations and policy pushes. Never has this been more glaring than this year, when he publicly promised to seek her feedback on sexual harassment laws, and then reneged — but kept Senator Jeffrey Klein in these negotiations despite the accusations of sexual assault recently leveled against him. In a year where the #MeToo movement has flexed its considerable political power, Cuomo underestimated the impact of excluding women from negotiations (resulting in a sexual harassment package, and budget, that is not even close to as strong as it could have been).

“Second, Cuomo has mismanaged his preferred mechanism for excluding Senator Stewart-Cousins from the leadership, otherwise known as the Independent Democratic Conference (IDC). Albany’s worst-kept secret is that this rogue group of senators, Democrats who have empowered Senate Republicans to run the State Senate since 2011, has been supported by Cuomo. Seven years ago, Cuomo could get away with this. Now, in the age of Trump, enabling Republicans is untenable.

“It took Cuomo too long to realize his support of the IDC hurts him at the polls, as it has with fellow Democratic elected officials. In fact, in a miscalculation of epic proportions, he kept the IDC on during budget negotiations. He could have had a trifecta of Democrats (himself, Carl Heastie and Sen. Stewart-Cousins) build the budget, achieved if he had called special elections earlier in the year. Instead, he waited, calling them for April 24 so he could keep Sens. Jeff Klein and John Flanagan in budget negotiations with him instead. As a result, the budget left out major planks of the Democrats’ progressive platform, like early voting, the Child Victims Act, criminal justice reforms, and more. New Yorkers noticed. In particular, many Westchester voters (those suburban voters that Cuomo so eagerly courts) noticed because they went unrepresented in budget negotiations, and their empty Senate seat could have tipped the balance of the upper chamber to the Democrats.”

Now begins the frantic lobbying to corral the endorsements. They will come, in time, slowly. With pressure, threats and promises. But not with enthusiasm.

 

A parent in New York wanted to see what the testing experience was, so she went to the State Education Department website and tried the practice questions for third grade. Whatever her initial objections might have been, what she found most objectionable was the nature of the online assessment.

She wrote:

“I had the opportunity to take a practice grade 3 math CBT today. It sealed my decision to opt my children out. It was highly frustrating and difficult to navigate. The font was very small. At the beginning there were a multitude of directions explaining all the online “tools”. Not all the answer choices always fit on the screen, so you have to scroll up and down to navigate the entire question with answers. On a two step word problem I was required to show my work. To do this you have to tap on an algorithm and then plug in the numbers. For some reason, even though I chose a vertical algorithm, the two numbers were not properly lined up, which made adding them pretty tough. Even with three adults looking at it we couldn’t fix it. The problem also required carrying, and you basically had to do that in your head as there is no way to carry the extra ten to the next column. Also, I had to enter the answer from left to right, instead of adding the ones, tens, hundreds. These tests are already flawed in so many ways, and now we are adding extra anxiety to these kids. And how will the results not be invalid? How will we know if the kid really didn’t know an answer, or just couldn’t figure out how to navigate the computer? None of this is necessary for 8-14 year old children.”

John Thompson, teacher and historian in Oklahoma, reflects on the recent statewide walkout and the lessons learned.

 

The nine-day Oklahoma teacher walkout was the result of two risky, ideological experiments. As the National Education Association’s Jason Walta explains, the work stoppage also previews the dilemmas that are likely to become more frustrating if the U.S. Supreme Court does what is expected and issues an antiunion decision in Janus v. AFSCME .

https://acslaw.org/acsblog/teachers-walkout-without-bargaining-rights-%E2%80%93-why-it-matters-for-janus

The first theory which drove teachers out of their classrooms was “Supply Side economics.” Oklahoma replicated the extreme budget cutting that Thomas Frank documented in What’s the Matter with Kansas. Income tax cuts that were tilted in favor of the rich cost the state $1 billion per year. The 43rd richest person on the planet and Trump supporter, Harold Hamm, has further enriched himself by ramming though a reduction of oil Gross Production Taxes (GPT) from 7 percent to 2 percent. Consequently, by 2016, the state agencies that provide the most important social and medical services had been cut by one-quarter to one-third of their 2009 levels.

https://okpolicy.org/the-cost-of-tax-cuts-in-oklahoma/

https://theblackwallsttimes.com/2018/04/02/harold-hamm-the-enemy-of-oklahomas-public-educational-funding-fight/

Secondly, the resulting education cutbacks began as corporate school reform was imposed. In 2009, I was surprised to see how many legislators were bringing a New Yorker Magazine to an interim committee on education policy. It featured Steve Brill’s article on the New York City “Rubber Room,” which claimed that value-added teacher evaluations were a valid and reliable tool for firing “bad” teachers. The legislators believed Brill’s flawed reporting and they bought into the corporate school reformers’ self-proclaimed plan which included the replacement of Baby Boomer teachers with twenty-somethings.

https://www.newyorker.com/magazine/2009/08/31/the-rubber-room

http://www.slate.com/articles/arts/books/2011/08/grading_the_education_reformers.html

I emailed Brill and learned he didn’t really understand what value-added models could or could not do, and it became clear that he had not properly cross-examined the reformers’ claim that effective teaching, alone, could close the achievement gap. When completing his book, Brill had to make a dramatic change in the pro-reform narrative. Its hero, a 26-year-old with supposedly superhuman stamina and commitment named Jessica Reid, grew too exhausted to continue at her charter school. Today’s worn-down teaching profession is still enduring the effects of schools being “deputized”” as the agents for overcoming poverty.

https://larrycuban.wordpress.com/2012/01/02/from-whence-come-ideas-for-reforming-teaching-practices/

Oklahoma joined almost all of the rest of the nation in passing legislation that allowed it to compete for federal Race to the Top funds. Oklahoma’s grant wasn’t funded, but as in more than forty other states, teachers’ due process rights were compromised. The state spent millions of dollars on standardized testing, computer systems for keeping track of test score increases, and for using an unreliable and invalid statistical model for firing teachers. Veteran teachers (and their higher salaries) were often pushed out so newbies could be socialized into bubble-in accountability.

http://newsok.com/article/3432650

Reformers didn’t bother to inventory the capacity that would be required to implement such a half-baked agenda. They simply imposed huge workloads on teachers and administrators trying to comply with dubious mandates. Unions were hard-pressed to merely minimize the damage done.

The experiment failed, and the law was repealed, but the money and energy squandered in the reckless experiment are gone forever.

And that brings us to the ways that the Oklahoma walkout and other teacher revolts in “Right to Work” states preview a new resistance for a post-Janus world. Harold Meyerson recently recalled his old wisecrack, “‘China has strikes but no unions; America has unions but no strikes.’” These teachers’ rebellions show that the United States is “becoming more like China every day.”

http://prospect.org/article/what-teacher-strikes-mean

The Oklahoma walkout epitomizes what could be great and what is worrisome about the new era of political activism which is likely to counter Janus. It was a grassroots uprising, organized on social media. As the National Education Association president Lily Eskelsen Garcia says, this is the “education spring.”

Teachers are challenging a system that had been created by the decades-long campaign to shrink government to the size where it can be strangled in the bathtub. Oklahoma unions and other traditional advocates for progressive causes are stymied by the 3/4ths legislative majority which is required to raise taxes. And term limits mean that the legislature lacks institutional memory. Most lawmakers weren’t in office in 2010 when the fateful decisions were made to gut the progressive tax system and to impose corporate school reform on educators.

In the long run, interactions between a youthful teaching profession and the newbies in the legislature are likely to produce better outcomes. Both groups are now frustrated, but they should recall the advice American Federation of Teachers president Randi Weingarten offered on the first day of the walkout. Weingarten said that in every job action, there is “always a moment of truth.” She also said that it is “as important to find a way back in as it is to find a way out.”

At the end of the first week, it looked like a way back to work had been found. The legislature passed $40 million in additional taxes. When combined with the already agreed upon $6100 average pay raise, 95% of the teachers’ demands would have been met. But the fervor of the teachers at the Capitol meant that union leaders couldn’t call off the work stoppage. Besides, plans had already been made for the next week.

On Sunday, a prayer vigil at the Capitol drew hundreds of supporters. Monday’s crowd was far bigger than the 30,000 to 35,000 people who came to each of the first week’s events. Thousands of education supporters marched from Edmond, Del City, and Norman. The next day, marchers arrived from Tulsa. On Thursday, the Moore schools reopened but hundreds of teachers stayed out of class and marched to the Capitol. Had the walkout ended after one week, teachers could have proclaimed an unambiguous victory, but those and other consciousness-raising accomplishments would not have happened.

Many rank-in-file teachers are frustrated with the decisions to return to school, but several key points must be emphasized. First, it took both the threat of a walkout and an initiative petition to raise the Gross Production Tax to persuade the legislature to increase the GPT to 5%. Now, energies must be devoted to initiatives that would raise it all the way back to 7%, as well as defeating an initiative that would defund the pay increase. Both efforts have great potential for building unity among education allies and dividing their opponents. (The same applies to the need for citizen actions to end the constitutional requirement for a 75% majority to raise taxes, and to curtail extreme gerrymandering.)

http://oklahomawatch.org/2018/04/13/ballot-questions-could-boost-teacher-pay-or-put-raises-at-risk/

Moreover, none of these victories would have been possible without the support of local school boards and district administrations, not to mention students and parents. As it became clear that no new money would be appropriated, teachers needed to support their allies in keeping the rest of the school year from degenerating into chaos.

http://www.oklahoman.com/article/5590781?access=17a8dbf82012571d5b94781d849851c5

Just as important, teachers should remember the needs of state employees who pulled out of the walkout just before the OEA announced its end. The Oklahoma Public Employees said, “Recent discussions focus solely on education funding and exclude public safety, veterans’ services, mental health, protective services or any other state agency services.” Given the legal and political complexities of the job actions, that mistake probably was inevitable. But, educators must refocus on the overall needs of their students and families.

http://newsok.com/article/5590683?utm_source=NewsOK.com&utm_medium=Social&utm_campaign=ShareBar-Twitter

http://newsok.com/state-agencies-say-they-have-funding-needs-too/article/5589886

https://www.commondreams.org/views/2018/02/07/harmful-tax-cuts-helped-fuel-oklahomas-budget-woes

Finally, while understanding that this new, evolving activism won’t always be pretty, we should listen to former teacher, Sen. J.J. Dossett (D-Owasso) who says that teachers had been apathetic but tens of thousands of them became activists. Led by teacher-candidates, hundreds of additional candidates filed for office last week, leaving almost no Republicans unchallenged. So, teachers should avoid recriminations, celebrate a victory, and focus on November.

 

A super-large coalition of organizations representing teachers, principals, superintendents,  parents, School Boards, and gun control advocates are participating in a nationwide day of activities on April 20 in support of school safety and against gun violence in schools.

The Network for Public Education is actively involved in planning and coordinating this event, and we urge everyone to join in, wear orange (for gun control), and design your own activities.

Everyone involved expresses their solidarity with the students and educators at Marjory Stoneman Douglas High School and expects that the April 20 Day of Action will build on the movement they created.

The date April 20 was chosen because it commemorates the 19th anniversary of the mass shooting of students at Columbine High School in Colorado.

The following statement was released by the American Association of School Administrators:

AASA Issues Statement on ‘National Day of Action’

Alexandria, Va. – April 17, 2018 – Daniel A. Domenech, executive director of AASA, The School Superintendents Association, issued the following statement in advance of April 20: A National Day of Action to Prevent Gun Violence in Schools.

“This Friday, April 20, we commemorate not only the most recent school massacre in Parkland, Fla., but also the 19th anniversary of the Columbine school shooting in Colorado. And while our hearts still weigh heavy with the loss of life within our schools, we are using Friday—as the National Day of Action to Prevent Gun Violence in Schools—as an opportunity for students, educators, schools and communities to demonstrate their support for legislation and programs designed to reduce gun violence in schools.

“We are focused on supporting superintendents as they support their students, and you can check out our comprehensive set of resources for information related to responding to trauma, supporting student expression and first amendment rights, facilitating tough conversations, and a list of suggested activities for April 20, among other things.

“Through this day of action, we urge teachers, families, students, administrators and every member of the community to engage in acts of advocacy and civic engagement in and around their schools. Create actions that work best in your school and community. We ask that any activity be respectful and peaceful in honor of those we have lost. We are working together as educators, students, families and communities to send a clear message to policymakers and legislators: Not one more child murdered in school.

“Not one more student murdered in school. Not one more parent living the nightmare of grieving a child who doesn’t return from school. Not one more educator or school staff stepping in to protect students against a gunman. Not. One. More.”

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For additional questions, please contact Noelle Ellerson Ng, AASA associate executive director, policy and advocacy, at nellerson@aasa.org.

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For more information:
Sign your school or district up for the day of action.
Check out our list of recommendations of actions or activities to host as part of your school’s day of action.
Read our position paper on school safety.

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About AASA
AASA, The School Superintendents Association, founded in 1865, is the professional organization for more than 13,000 educational leaders in the United States and throughout the world. AASA’s mission is to support and develop effective school system leaders who are dedicated to the highest quality public education for all children. For more information, visit http://www.aasa.org.

 

When I read about the demise of Toys “R” Us in the New York Times, I was reminded of the business books I read to understand the corporate raiders who caused the collapse of many iconic American businesses. Michael Milken, junk bond king and founder of the online charter chain K12 Inc., bought control of undervalued businesses, broke them up into parts, kept the profitable parts, discarded the unprofitable parts, and loaded them up with debt. The investors made money but the company disappeared under a mountain of debt.

The reality is that Toys “R” Us, which announced on Thursday that it would shutter or sell all of its stores in the United States, never had much chance at a turnaround.

For over a decade, Toys “R” Us had been drowning in $5 billion of debt, which its private equity backers had saddled it with. With debt payments siphoning off cash every year, Toys “R” Us could not properly invest in its worn-out suburban stores or outdated website. Sales plummeted, as Amazon captured more children’s desires — and their parents’ wallets — for Star Wars Legos and Paw Patrol recycling trucks.

Toys “R” Us is the latest failure of financial engineering, albeit one that could portend a potentially more ominous outlook for private equity in the digital era.

Most buyouts tend to work the same way. A private equity firm takes over a troubled company with the goal of sprucing up the strategy, cutting costs and overhauling the business over three or five years. But they often load up a company with debt to pay for the deal, which can prove problematic if the profits do not perk up.

Once the vultures began to pick over the bones, the company was done for.

This is the model for corporate education reform. The reformers arrive with promises of “saving poor kids trapped in failing schools.”

Then they open privately managed schools that choose the  kids they want and exclude those they don’t want. Eventually the public school system teeters on the edge of financial collapse, but the reformers say it is not their fault. But it is. It is baked into their business model. Cut costs. Hire inexperienced teachers. Work them 60-70 hours a week to be sure they don’t hang around long enough to expect a pension or healthcare. Demand free space from the public schools. Or, buy your own real estate and pay yourself exorbitant rents. Spend more on administrative overhead than on instruction.

And don’t forget to say, “It’s for the kids! Kids First! Children First! Students First!”

It is summed up in a comment by a reader of the blog:

All choice options promoted by the DOE fail the “equal access” goal of its mission. Choice is often about selection of best and discarding of the weak, problematic, expensive and struggling. Choice has resulted in increased segregation. Choice is enhancing more separate and unequal treatment of students, not equal access.

 

 

 

I just learned that Barbara Bush died, which, given her age, was not unexpected. She had asked not to have any additional medical treatments. Earlier today, I wrote my reflections on my encounter with her many years ago.

As most people agree, she was an elegant and forthright lady, in the old sense of the word “lady.”

I have a Barbara Bush memory to share.

I was Assistant Secretary of Education for the Office of Education Research and Improvement during the George H.W. Bush administration. One day, I got a call from Secretary Lamar Alexander’s Office, asking me if I was available to fly to Houston with Mrs. Bush and fill in for her at an event where she was supposed to speak. Yes, I was.

I was told that a car would pick me up early the next morning and take me to Andrews Air Force Base in Maryland, where her plane was based. I packed a bag and was ready to go the next day. There, I boarded Air Force 2, Mrs. Bush’s plane. Minutes later, Mrs. Bush arrived with her press secretary. It was not a large plane. The three of us sat at a table and talked for the duration of the flight.

When I am with a stranger of eminence, like Mrs. Bush, I tend to fall into a pattern of interviewing them. So, I spent the 3-4 hours interviewing Mrs. Bush. What stuck in my mind were her answers to my questions about Nancy Reagan. “Oh, poor Nancy,” she said, exaggerating her sympathy for a woman she didn’t seem to like.

She was sharp-tongued, candid, and no-nonsense.

When we landed in Houston, a limousine pulled up at the foot of the stairs and whisked us to a junior high school, where she was expected. A big billbillboard with plastic letters boldly proclaimed, “Welcome, Mrs. Bush,” and a mariachi band played as she walked in, with me tagging along. I recall that many students (largely Hispanic) lined the path to the door, eager to get a glimpse of her. As she walked down the line, the students held out their hands, and she slapped each of them.

We went from class to class, on a pre-arranged tour. Then we sat in a classroom with teachers and students. One of them asked her what she carried in her handbag. She dumped out the contents on the table, and there was nothing out of the ordinary.

After the school visit, she went back to her plane to meet the President at a special event at the Grand Ole Opry in Nashville, and I filled in for her at (I think) the annual dinner of Communities in Schools. They must have been very disappointed, having me as a fill-in for the First Lady.

Some years later, I was visiting my family in Houston, and they offered to show me the home where George and Barbara Bush lived. As we passed by, I saw her outside, and I jumped out to say hello. I can’t say for certain that she remembered me, although she said she did.

We had something in common that we didn’t discuss. She lost a beloved daughter to leukemia at the age of 3. I lost a beloved son to the same dreadful disease when he was two. The pain of that loss never goes away. At the time, medical science offered no hope. Things have changed, and now most of these babies survive. Too late for our children. But I am sure that she was as grateful as I that this scourge is no longer a death sentence.

A good woman. R.I.P.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Released today:

 

AFT Report Calls for Investor Action to Hold Gun Manufacturers Accountable
for Risks to Society

WASHINGTON—To help confront the United States’ gun violence epidemic, the AFT today released a special edition of its “Ranking Asset Managers” report, which creates a watch list of investment managers that invest millions of dollars in companies that make assault weapons. Since the shootings at Columbine High School in Colorado, 200 students have been killed in school and 187,000 students have been affected by school shootings. The report offers information for pension fund trustees, and it calls on asset managers to evaluate risks associated with investing in gun manufacturers and to engage in meaningful action, such as adopting policies that mitigate the safety risks assault weapons pose.

“We have a gun violence epidemic in our country, and our children and their teachers are caught in the crosshairs of this public health emergency,” said AFT President Randi Weingarten. “Educators, parents and students need safe and welcoming schools, and educators have a right to assume their deferred wages are not being invested in the companies that make the military-style assault weapons used to injure and kill them and their students in countless school shootings.”

Weingarten added, “When companies produce a dangerous product that creates a national public health and safety crisis, that company becomes a high-risk investment and people have the right to know. This report is about exposing that risk and providing pension trustees and investment managers with the tools they need to demand meaningful action.”

The report highlights actions several pension funds have taken to reduce their risk exposure. It also calls on all investors to “use their power to compel those gun manufacturers to take meaningful action to address these risks.” Most importantly, it creates a list of specific steps pension funds and financial institutions can take to mitigate their risks, including signing a gun safety code of conduct and limiting—or putting stricter stipulations on—their relationships with gun manufacturers. The report identifies Amalgamated Bank, Citigroup, Bank of America and several states’ public pension systems as institutions that have all taken steps toward this goal, and it names other financial institutions and public pension systems that have not yet acted in response to the gun violence epidemic.

One of those states identified as having failed to act is Florida, where the public employee retirement system invests in all three publicly traded gun-makers, including American Outdoor Brands, which made the weapon used at Marjory Stoneman Douglas High School to take the lives of 17 Floridians. Yet Florida teachers and other public employees have no seat at the table to help assess the risk presented by investing in gun manufacturers. Their only option is to appeal directly to Gov. Rick Scott. On the other hand, in many states, notably California and New York, pension fund trustees representing teachers and school staff have pushed their pension funds to engage with gun manufacturers on meaningful change, evaluate risk or divest from them entirely. The report urges trustees to continue to consider those options.

As Jay C. Rehak, president of the Chicago Teachers’ Pension Fund Board of Trustees and chair of the AFT Pension Trustees Council, explained, “Teacher trustees face a painful dichotomy between the classroom and the boardroom. We’re on the front line in schools and face the daily reality that gun-related deaths are the third-leading cause of death for the kids in our classrooms. It would be tempting to base investment strategy on that emotional connection, but we don’t have that luxury. We’re fiduciaries, and we have to speak to our investment managers in language they understand. As cold or difficult as that sounds, that’s what we do. A pension fund weighs and balances investment risk, and the bottom line is that investing in weapons manufacturers involves intolerable reputational, regulatory and statutory risks. That’s why we divested from assault weapons manufacturers in 2013, and it’s why we continue to ask our managers tough questions and hold our fund managers accountable for following this policy.”

After outreach from the AFT, four investment managers with more than $8.3 trillion in assets under management informed us of their intent to engage with gun manufacturers regarding their concerns, including Fidelity, Vanguard, Dimensional Fund Advisors, and Voya.

“Whether investors welcome it or not, society’s expectations are shifting,” Weingarten said. “The action we’ve seen from investors in public and private pension funds, as well as large institutional investors, is a start, because we all have a role to play in protecting our country from gun violence. We can no longer allow the NRA to prevent us from taking the same actions we take with cars, food, medication and other products to ensure safety. If the car industry were allowed to behave the same way we allow the NRA to behave, we’d be driving around without seatbelts, airbags or speed limits. And while we respect the Second Amendment, rights come with responsibility. I doubt the founders, in an era of muskets, could fathom the kind of assault weapons being produced and sold on the streets today.”

The AFT has a long history of demanding transparency from the investment community, as the vast majority of its 1.7 million members participate in defined benefit pension plans, whose assets exceed $3 trillion.

The full report is available here and is being sent to trustees today.

 

New York State Allies for Public Education (NYSAPE) issued a statement demanding the resignation or firing of State Commissioner MaryEllen Elia.

 

FOR IMMEDIATE RELEASE: April 17, 2018

More information contact:

Lisa Rudley (917) 414-9190; nys.allies@gmail.com

Jeanette Deutermann (516) 902-9228; nys.allies@gmail.com

NY State Allies for Public Education – NYSAPE

Commissioner Elia and the Board of Regents Continue to Fail New York’s Children;

Parents Demand the Immediate Removal of Commissioner Elia

Parents across the state demand that the Board of Regents act immediately to remove Commissioner MaryEllen Elia. It is time the Board of Regents exercises control over the State Education Department to stop the runaway train of anti-public school “reform” that the commissioner represents.

Last week’s 3rd-8th grade ELA testing was an epic–and avoidable–fail for the children of New York State. The problems began before the tests were even administered, continued during their administration, and will persist unless there is a radical shakeup in the leadership of the State Education Department; in the way in which information about the tests and participation in the tests is communicated to families; and in how the tests themselves are constructed, administered, and scored.

The twin disasters of this year’s botched computer-based tests and an even more flawed than usual ELA test design prove that Elia is unequal to her duties and lacks the competence to helm the education department. Our children deserve better.

Leading up to the tests, some districts sent letters to parents asking whether their children would be participating in the assessments. Others, including the state’s largest district, New York City, sent home testing “info” riddled with spin, distortion, and outright lies regarding test refusal and its consequences. Many disadvantaged communities told advocates that they did not know they had a right to refuse the tests, even though it is their children who are most likely to suffer the negative effects of school closure.

Amy Gropp Forbes, a mother active in NYC Opt Out, wrote in a letter addressed to Chancellor Betty Rosa, “I urge you to issue a formal statement that clarifies a parent’s right to refuse state testing for their children. If the state allows some parents the right to opt out of state exams, it MUST give ALL parents this right, and consequences to schools and districts across the state must be equitable.” Gropp Forbes received no reply.

That the BOR and SED stood by and let this situation transpire despite having been made fully aware of the inequity–a statewide NYSAPE letter writing campaign generated over 200 complaints of “misinformation and intimidation”–is inexcusable. The absence of state-issued guidance also allowed some schools and districts to intimidate potential test refusers by instituting “sit and stare” policies.

Further evidence of a dereliction of duty on the part of BOR and SED came last week during the state ELA exam. The problems far exceeded the typical complaints associated with the state’s standardized exams. In fact, the problems were so egregious that one Westchester superintendent felt compelled to apologize to his entire community for what students had to endure. Social media flooded with teacher and proctor reports of children crying from fatigue, confusion, angst, hunger, pain, and more.

“Any good teacher knows how to judge time in lessons and assessments,” stated Chris Cerrone, school board trustee from Erie County. “As soon as I saw the format when I received the instructions I knew something was wrong. Day 1 would be short. Day 2 would be too long.”

Jeanette Deutermann, founding member of NYSAPE and LI Opt Out questioned, “Who was actually responsible for the construction and final version of these assessments? SOMEONE is responsible; that someone is Elia and the Board of Regents. The worst test since the new rollout has happened on their watch. Until a more capable leader is in place, we demand that all work on the construction of future tests be suspended immediately.”

Ulster County parent, educator, and NYSAPE founding member Bianca Tanis attributed last week’s fiasco in part to the state’s adoption of untimed testing. “Both SED and members of the Board of Regents continue to ignore the egregious consequences of untimed testing, misleading the public by claiming that the tests are shorter. For many educators, administering this test was the worst day of their career. The truth is out, and it cannot be ignored.”

“Enough is enough,” declared Dr. Michael Hynes, Superintendent of Long Island’s Patchogue-Medford district. “Not only are children and educators suffering, but with this untimed policy the state is in violation of its own law, which caps testing at no more than 1% (9 hours) of instructional time. Where’s the enforcement?”

“For a decade or more, SED and its vendors have proved themselves incapable of creating valid, well-designed, non-abusive exams that can be reliably used for diagnostic purposes or to track trends in student achievement over time,” said Leonie Haimson, Executive Director of Class Size Matters.

“Since the Common Core was introduced, these problems have only gotten worse, with tests so difficult and confusing that teachers themselves are at a loss as to how the questions should be answered. A recent report from the Superintendents Roundtable revealed that the NYS exams were misaligned to excessively high benchmarks, meaning far too many students are wrongly identified as low-performing,” said Marla Kilfoyle, Long Island public school parent, educator, and BATs Executive Director.

Brooklyn public school parent and founding member of NYC Opt Out, Kemala Karmen, is calling on SED to notify every single parent of their right to refuse May’s upcoming math assessment. She added, “The state can and should halt its hellbent race towards computerized testing, for which it is clearly ill-prepared; stop farming out test construction to dubious for-profit companies; truly shorten the exams; and, most important, remove high stakes attached to the assessments.”

Here’s a compilation of observations made by parents, administrators, and teachers about the numerous problems with this year’s NYS ELA state test, and the suffering it caused students.

NYSAPE calls on the Board of Regents to stand up for equitable and authentic learning & assessments and immediately remove Commissioner Elia.

#OptOut2018 Test Refusal Letter: English​ & Spanish​

​NYSAPE is a grassroots coalition with over 50 parent and educator groups across the state.

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I always thought of the Dallas News as a conservative newspaper, but here is a column by editorial writer Michael A. Lindenberger arguing that Texas teachers need to go out on strike to force the legislature to fund the schools.

He writes:

”Why not? Nothing else has seemed to work to get state lawmakers to spend more on an education system whose funding is so bad that in 2014 after a 12-week trial a state district judge ruled it was literally illegal.

Even as Texas’ need for a trained and productive workforce — that is, an educated one — becomes more and more acute, lawmakers keep shrinking the state’s share of overall school funding. What’s it going to take to shake them out of this downward spiral?…

”But as the costs go up, the state has shifted more and more of the burden to local school districts, whose money comes straight from taxes on homes and commercial properties. That has homeowners hopping mad, naturally, and Gov. Greg Abbott has formed a commission charged with looking at how to further cap property taxes.

”Meanwhile, no one seems to have stopped to ask: What happens when the real estate values cool off, and the supply of money from homeowners taps out? When is the state going to start upping the share it pays?…

”What’s scary is that the lower the state’s percentage gets, the more underfunded our schools will be, and the harder it will be to fix. This is all made worse because in 2011 the Legislature took a giant cleaver to the school budget and trimmed $5.6 billion right off the top; it has been climbing out of that hole ever since…

”If the courts can’t — or won’t — step in, and lawmakers are too busy talking about bathrooms, who else is going to be heard? How else is anything going to be changed?”

The Legislature was completely transfixed by debate over a bill to prohibit transgender students to use the bathrooom of their choice. So school finance reform was ignored.

“It’s too bad that the Texas Legislature met last year, and has missed the wildfire spreading out from West Virginia. Maybe what the lawmakers needed most was a reminder to get their minds out of the bathroom stalls and back on the urgent need to improve and adequately fund public schools in Texas.

”We can only hope that by the time state lawmakers meet in 2019, teachers here will be ready to make their voices heard, too.”