Archives for the month of: July, 2019

 

Gary Rubinstein tries to decipher the paradoxical test scores At Eva Moskowitz’s controversial Success Academy.

For years, the No-Excuses charter chain has posted sky-high test scores, which skeptical observers attribute to the chain’s practices of exclusion and attrition.

However, Gary has noted this strange contradiction: SA students get high scores on state tests but low scores on high school Regents exams and on the exams for selective high schools in New York City.

Could it be that they do test prep for the 3-8 grade tests but have not cracked the code for the high school tests?

He writes:

Last year I wrote about how the top charter chain in New York City, Success Academy, only managed to have three students get between 52% and 72% of the questions correct on the Algebra II Regents…

Success Academy had 130 9th graders in the 2017-2018 school year.  Presumably most, if not all, would be taking the Geometry Regents, yet according to the records they had zero students even attempting that test.  For Algebra II I wrote about how in 2016-2017 they only had 13 students out of 16 pass and only 3 of them with grades above 72%.  Well, after seeing this recent story about their 8th graders and Algebra I, I looked that their Algebra II scores for last year (this year’s scores are not out yet on the data site).  Despite having 161 10th graders last year, 31 11th graders, and 17 12th graders, Success Academy had only 22 students even take the Algebra II Regents.  And their scores were the same as they were the previous year with 68% of the students getting between 30% and 52% of the possible points and 14% of the students getting between 52% and 72% of the possible points.

The meat of the story is between the ellipses. Read it.

 

According to a study by the watchdog group In the Public Interest, The public schools of the small West Contra School School District in California lose $27.9 million each year due to charter schools, a loss of nearly $1,000 for each student in the public schools. The majority of students suffer budget cuts so a small proportion can attend charter schools that may be no better and may close mid-year.

As of 2016-17, the school year for which the costs in this report were calculated, 28,518 students attended WCCUSD’s traditional public schools, while 4,606 students—14 percent of the total student population—were enrolled in 12 charter schools within the district’s physical boundaries. More recent data indicate an explosion in charter school enrollment. The proportion of WCCUSD students attending charter schools has more than doubled in four years, from 8 percent of the district total in the 2014 -15 school year to 17 percent this year.


The costs of charter schools


When students transfer to charter schools, funding for their education follows—but costs remain. Because charter schools pull students from multiple schools and grade levels, it’s rare that individual traditional public schools can reduce expenses enough to make up for the lost revenue. While WCCUSD schools have 14 percent fewer students to serve, a school cannot adjust expenses by, for example, cutting 14 percent of its principal, heating bill, parking lot paving, internet service, or building maintenance. The district also cannot proportionately cut administrative tasks such as bus route planning, teacher training, grant writing, and budget development. Because these central costs cannot be cut, districts are forced to cut services provided to traditional public school students.


Even if such cuts were possible, districts are legally responsible for serving all students in the community and must maintain adequate facilities to reabsorb students when inherently risky charter schools fail. During the 2016 -17 school year alone, 51 California charter schools either closed or were converted into traditional public schools.3

 

Bob Shepherd—teacher, author, textbook writer, assessment developer, etc.—posted the following here as a comment while discussing the negative effects ofCommon Core and other efforts to standardize the curriculum:

This is what an entire generation (20 years) of standards-and-high-stakes testing has done to the field of the English language arts. Department chairpersons now make comments like, “We don’t teach content in English, only skills.” Imagine a so-called “teacher of English” who knows nothing of and has not experienced, himself or herself, the value of having content knowledge of particular great authors and works in the literary canons of the world (British, American, European, Asian, African, etc); of literary techniques, structures, periods, and genres–their characteristics and historical development; of literary history; of the relations of literary history to the history of ideas and events; of prosody; of rhetoric; of approaches to literary works (i.e., the varieties of literary criticism and the methods of each); of syntax and semantics and phonology; of the elements of speech; of dialects; of literary archetypes; of the varieties of folk orature; and so on. Knowledge enables one to see what’s there. If I teach you about the varieties of grasses and other plants on your lawn, then it will not longer seem like an undifferentiated mass of green to you. You will see communities interacting. Let’s consider something that people typically think of as “a skill”–public speaking. If I’m serious about making you into a better public speaker, then I will teach you descriptive knowledge of the elements of speech–pitch, or intonation, and range; stress, or accent; length; rhythm; pace; volume; timbre; tone; articulation and enunciation; diction; respiration; facial expressions; eye contact; gestures; stance; proximity; silences and pauses; register; movement; dialect; dress; paralinguistic vocalization; body language; and resonance. And I will teach you procedural knowledge about how you can use that descriptive knowledge: If you vary the pitch of your voice, this produces melody, and your voice will be more attractive to listen to; most people vary their pitch a tiny bit around an average pitch that is too high; by lowering your average pitch and varying your pitch around that center, you can make your voice much more melodious to an audience. And so it is with each of these bits of descriptive knowledge–they make it possible to learn procedural knowledge that will empower you. But the person who does not possess that descriptive knowledge cannot use it to teach procedural knowledge. And so the student does not grow.

It would be an altogether good thing for the English language arts if people stopped using the term “skills” altogether and instead spoke in terms of “procedural knowledge,” for then they would have a clue that knowledge is key to being able to do things. The woodworker needs to have knowledge that there is something called grain and that it runs in a particular direction. If he or she knows this, then it becomes possible to plane a piece of wood to make it smooth–one works in the direction of the grain. Knowledge is KEY.

People who think that they are teaching “skills” in the absence of content, or knowledge, are totally confused. There is, for example, no general “finding the main idea skill” or “inferencing skill.” These are as fictional as were Sir Arthur Conan Doyle’s fairies. Let me give another example. One of the very few actual texts mentioned anywhere in the Common [sic] Core [sic] State [sic] Standards [sic] is Plato’s Allegory of the Cave from the Republic. Is one going to have any clue what this is about based on applying some general “finding the main idea” skill? Of course not. Understanding what’s going on there requires a lot of background knowledge about what Plato was concerned with and how he thought. Plato was highly influenced by Greek mathematics. He recognized that perfect forms, like a point or a triangle, don’t exist in the world but that they can be conceived of in the mind. In Greek, the word psyche meant both “mind” and “spirit.” The fact that people can conceive of perfection, of perfect forms, led him to think that there exists a separate spiritual world of perfect forms, of which the psyche partook, and that simply by thinking carefully enough, one could discover these perfect forms–the real meaning of “truth” and “virtue” and so on. If you are a student and know all that, then the allegory will make sense to you. Otherwise, good luck trying to apply your general finding the main idea “skill.” LMAO!

 

Leonie Haimson has watched the development of CZI’s Summit Learning, a tech-based platform. She is a leader of Student Privacy Matters and the Parents’ Coalition for Student Privacy.

Here are recommended readings:

https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/
https://www.studentprivacymatters.org/wp-content/uploads/2019/04/Summit-fact-sheet-4.22.19-1.pdf
https://dianeravitch.net/2018/11/15/nellie-bowles-in-americas-schools-the-rich-get-teachers-the-poor-get-computers/
Any questions, write info@studentprivacymatters.org

 

G.F. Brandenburg brought this harrowing story to my attention. 

A teacher in a charter school quits before she can be fired. The story appears at seattleeducation.com, but it is not clear which state the teacher worked in, where her charter school was located.

What comes through loud and clear is the importance of unions to protect teachers from arbitrary and capricious treatment.

The story was originally published here in 2012.

 

Eliza Shapiro of the New York Times reports on the efforts of some charter schools in New York City to  reform their practices and repair their tarnished image in response to a backlash against them. 

If you can open the comments, you will see that most readers who comment understand the charter hoax. They know that charters are a rightwing ploy created by billionaires like DeVos and Broad to bust unions and divert funding from public schools.

The story has a factually inaccurate headline: “Why Some of the Country’s Best Urban Schools Are Facing a Reckoning.” The story itself does not call these schools “the best urban schools in the country.” Yet the story buys into charter marketing myths. Some, like Eva Moskowitz’s Success Academy chain, achieve high test scores by exclusion, attrition, and test prep. Does that make them among “the best urban schools”? The story falsely claims that these schools have “long waiting lists,” but that is charter propaganda. If they have these long lines hoping to gain admission, why do they demand that the NYC Department of Education turn over their mailing lists for recruitment purposes? Even Success Academy puts advertising on buses and hangs posters in supermarkets; why advertise if there is a waiting list?

The story says that some charter leaders are responding to the backlash against them by taking the critics seriously and trying to reduce their harsh discipline, to accept students with disabilities, and to hire more teachers of color.

When the charter school movement first burst on to the scene, its founders pledged to transform big urban school districts by offering low-income and minority families something they believed was missing: safe, orderly schools with rigorous academics.

But now, several decades later, as the movement has expanded, questions about whether its leaders were fulfilling their original promise to educate vulnerable children better than neighborhood public schools have mounted.

The story perpetuates another myth: that the backlash against charters was created by teachers’ unions. But teachers’ unions are eager to organize charter teachers.

In New York State, the real backlash against charters occurred at the polls last fall, when voters ousted the “Independent Democratic Caucus” which caucused with Republicans in the State Senate, and replaced them with progressive Democrats, who opposed charter invasions of their neighborhoods.

The legislative victories of charters depended on control of the State Senate by Republicans, who collaborated with Governor Andrew Cuomo. Cuomo was the recipient of millions in campaign contributions from the charter lobby, especially hedge funders and Wall Street.

The story focuses on KIPP, the national corporate charter chain, and its national policy director Richard Buery, who previously was Deputy Mayor in the DeBlasio administration.

Mr. Buery, who is black and grew up in East New York, Brooklyn, noticed that black and Hispanic students in KIPP schools were sometimes being disciplined too harshly by their white teachers. The network’s high schools had impressive academic results and graduation rates, but their students then struggled in college. And KIPP executives’ relationships with elected officials were fraying.

In response, Mr. Buery adopted an unusual strategy: He publicly declared that some of the criticism of KIPP — and the charter movement in general — was merited, and announced that KIPP needed to change for it to continue to thrive.

Mr. Buery is part of a growing number of charter school executives to acknowledge shortcomings in their schools — partly in an effort to recast their tarnished image and to counteract a growing backlash that threatens the schools’ ability to influence American public education…

KIPP’s internal reckoning has coincided with a moment in which New York’s elected officials and Democratic presidential candidates have turned decisively away from the charter movement. Both groups are eager to please their allies in teachers unions, which have consolidated power over the last year.

The threat to charters is severe in New York City, which is home to more than 100,000 charter school students and was once seen as an incubator within the movement.

Exactly why the charter sector faces a “severe” threat, when it enrolls 100,000 students, is not clear. Unless the reporter means that the sector’s growth is stymied by the loss of power in Albany. The charter industry wants the Legislature to raise the cap on charters in NYC, and the newly energized Democratic-controlled Legislature won’t do it.

Why do corporate charter chains have to grow? Why can’t they be content to own 10% market share?

Nowhere in this article does it explain why the public should underwrite the costs of two competing school systems, one of which is privately controlled.

 

 

Andrea Gabor is one of the most interesting education writers around. She holds the Bloomberg Chair in Business Journalism at Baruch College. Her articles appear on sites read by people in the business world. Yet she has a firm grasp of education issues. Her latest book, After the Education Wars, has the best discussion of New Orleans education issues that I have seen. Her book The Man Who Invented Quality, about W. Edwards Deming, has a brilliant chapter #9) utterly demolishing merit pay. Follow her articles.

Her latest appears on the website of the Institute for New Economic Thinking.

Gabor tells the story of the reversals of fortune of the charter industry in California. Its billionaire funders spent heavily on losing candidates in the last election and are now playing defense.

The article was written before the indictment of 11 people in the charter industry in California for scamming the state of $80 million. That got lots of press and increases pressure on the Legislature to plug some holes in its charter laws.

The individual with whom I had this exchange asked me to delete it. I posted it without identifying her so her views and links would get the attention they deserved. She wants it deleted so it is.

 

Lloyd Lofthouse is a writer, a former member of the military, and a faithful reader and contributor to the blog. When I read this comment, I almost fell off my chair laughing.

 

I’m all for these [red] states leaving the union and forming their own country. This new country will call itself Trumplandia. Then Trump will resign as president (to escape all the investigations and legal threats) of the United States and move to the new capital of Trumplanda (I wonder if that capital will be in Florida or North Carolina) and become president-for-life of that new country. He will announce himself as the greatest emperor of everything throughout all of history.

I expect that the U.S. will experience the same thing that happened when partition took place in India and Pakistan was born. Most of the Forever Trumpers will move to Trumplandia and most of the Never Trumpers will move out of Trumplandia. In the end, the population of Trumplanda will be almost all white with few colleges educated and number about 60-million leaving 260-million in what’s left of the real U.S.

After the partition ends, the real United States will build an incredible wall along its border with Trumplandia before Trump can build his wall. Trump will be so angry that he didn’t build the wall first and get to name it Trump’s Great Wall and get a fee paid for by his taxpayers for allowing his name to be used, he will declare war on what’s left of the United States

 

Larry Cuban posts here an opinion piece that appeared originally in the New York Times about a decision by the San Francisco School Board to paint over (and thus destroy) a Depression-Era mural that is highly critical of the U.S.

The artist Victor Arnautoff was a Russian immigrant and a Communist. His mural “Life of Washington” depicted George Washington and other Founding Fathers in a very negative light.

The 13-panel, 1,600-square-foot mural, which was painted in 1936 in the just-built George Washington High School, depicts his slaves picking cotton in the fields of Mount Vernon and a group of colonizers walking past the corpse of a Native American.

The School Board decided that the mural was offensive to Native American and African-American students. And they voted not to cover the mural but to paint over it so that it would be utterly destroyed and never seen again.

These and other explanations from the board’s members reflected the logic of the Reflection and Action Working Group, a committee of activists, students, artists and others put together last year by the district. Arnautoff’s work, the group concluded in February, “glorifies slavery, genocide, colonization, Manifest Destiny, white supremacy, oppression, etc.” The art does not reflect “social justice,” the group said, and it “is not student-centered if it’s focused on the legacy of artists, rather than the experience of the students.”

And yet many of the school’s actual students seemed to disagree. Of 49 freshmen asked to write about the murals, according to The Times, only four supported their removal. John M. Strain, an English teacher, told The Times’s Carol Pogash that his students “feel bad about offending people but they almost universally don’t think the answer is to erase it.”

So the school committee voted to condemn a work of art that acknowledged and by doing so condemned “slavery, genocide, colonization, Manifest Destiny, white supremacy, oppression, etc.”

This action by the School Board is nuts.