My website is dianeravitch.com. I write about two interconnected topics: education and democracy. I am a historian of education.
Diane Ravitch’s Blog by Diane Ravitch is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Based on a work at dianeravitch.net.
Diane Ravitch's blog 
Diane – I’m a businessman, a member of Oregon Save Our Schools and an avid follower of your blog; who has commented from time to time (hopefully adding to the conversation).
I’ve found a fresh way to consider what Common Core et. al. can really achieve and put it in a video looking at Common Core as a “Cost vs Benefit” question – classic analysis we do all the time in business.
The answer is not pretty. Estimating based on what I can see in budgets, at a cost of $350M per year drained from educational time for testing and test prep, Oregon will see at best a 2% improvement in educational outcome.
Wanted to pass you the link to that video on the Oregon Save Our Schools YouTube page.
Love your blog and the wide range of material you gather through it!
…Doug Garnett
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Thank you, Doug Garnett.
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Thought you would like this one :
https://scontent-b-iad.xx.fbcdn.net/hphotos-xap1/v/t1.0-9/1958506_10152416938926747_450644566_n.jpg?oh=4aec2b19d34ebe306a0f8b21e879a119&oe=5484AA25
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So thankful more people are worried about Common Core and getting their concerns out. Have you read “Their Name Is Today: Reclaiming Childhood in a Hostile World?” (They’re giving review copies out on Plough Publishing House website now) My favorite quote:
“Some of the worst changes have originated from government-mandated academic programs that rob children of their chance to learn through play and burden teachers with ever more pressure and paperwork. As I watch this trend grow every year, I agree with Albert Einstein’s observation: “It is a miracle that curiosity survives formal education.”
The motives behind standardization often sound right. Politicians say they want to “fix” our broken educational system so our children can compete on the global stage. They talk about going back to basics, mastering the three Rs, and documenting measurable results. And many of these mandates are a direct result of parents and voters calling for change.
But we should look more closely at the kind of change that children need. Programs handed down from distant political establishments come with strings attached. Additional paperwork removes teachers from the children who need their care. Children are bewildered by tests and diagnostics at an age when they should be playing. Decision-makers, it seems, ignore the wisdom of the teachers who could – and do – tell them how children learn.”
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Diane, I have been participating in a series of surveys by NPR, “NPR Listens”. It focuses chiefly on their programming and sponsors. Today I rec’d a survey about my sources about news in education. One of the questions clearly equated tenure with “a guaranteed job for life”, and asked me to rate my support of it.
I am not surprised given the Gates and Walton influence there, but I am disappointed with the confirmation that yet another news source is untrustworthy.
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Oh my goodness, Professor Ravitch… Allow me to say that I am _SO_ impressed with and grateful for the amazing depth and breadth of your ongoing reading, research and writing on all things education-related –and of course, especially related to the ongoing battle for the sould and life and survival of public education. If only I weren’t working 60-hour weeks as an educator, I would have more time to read, re-post, and comment on so much of your amazing work. Again, I say “Wow!” Thank you so very much, keep up the amazing work, and best wishes for the best and speediest recovery on your knee/leg challenges. We love you!
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Thank you, Ted Altenberg, I have the gift of a wonderful community of readers. They often write posts for me.
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Seen on the comments
the unions calling out bad teachers argument is a red herring. I’ve had my children in public schools in two Right-to-Work states where teachers are legally prohibited form collective bargaining and firing teachers is not difficult. The perception that teachers are whiny, overpaid and lazy is just as prevalent in those states as in states with strong unions. Teaching is a female-dominated, low status profession which is why it’s such an easy target in the political realm. Add in the fact that everyone involved in the discussion is “doing it for the kids” and we shouldn’t be surprised that public discourse on education is a tempest of sanctimony and stupidity. Teachers collectively were a political punching bag before unionization and they will remain so even if their collective bargaining rights are eliminated and defined benefit pensions are eliminated.
Goldstien’s comments about resentment are right on the money. A broad section of the population just wants teacher compensation reduced and would like it to be accompanied by a big side dish of job insecurity. Simultaneously a broad section also wants teachers to fix a myriad of social problems. Of course there’s no rule requiring us to think or behave rationally.
There are slackers and incompetents in every place of employment. However, the slackers in my company are able to exist in anonymity generally speaking.
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Whoops, hit the send button too soon – Seen among the comments at an NPR story page on Dana Goldstein’s book about teaching.
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Hi Diane, Have you seen this new study by Brookings that concludes that Superintendents have almost no effect on student outcomes? http://www.npr.org/blogs/ed/2014/09/04/345503073/the-myth-of-the-superstar-superintendent
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Hi Diane, I have been an avid reader of your blog plus a distributor of your book. I wanted to pass on a story of hope. I live in Philadelphia, PA. Last spring I attempted through email requests to gain an appointment with governor hopeful Tom Wolf. My requests went unacknowledged. Also last spring, I learned that he would be at a Center City location to accept a union endorsement. I am a recently retired teacher, so I typed him a letter, placed it in a copy of your book, Reign of Error and went to the event. Lucky for me, it was a small outdoor event with some of the union members hosting making up the audience. I positioned myself in his path for when the event ended. As he approached, I excused myself and asked him if I could give him a present. He looked somewhat surprised (I wouldn’t have blamed him if he felt a little nervous about that) but he pleasantly said yes.
I took your book out of a bag and said that although I know he is a proponent of public education, the issues facing education today are both myriad and complex. Before I could say anything about the book he recognized it and said that he heard of it and did want to read it. I said he now had his own copy and I hoped it would help in both understanding the issues and deciding on positions around this topic. He thanked me and off he went.
Since I never received any acknowledgement even from the emails, I wrote him off as another democrat that talks the talk but questionable about whether he would walk the walk.
This week, I received a card sized envelope in the mail with my address handwritten but a printed return address from Tom Wolf. I assumed it was another request for campaign donations (which I did donate in the spring) and I was about to discard it. Thank goodness I hesitated and opened it instead. It was a handwritten thank you note from TW. Here is what it said:
“Dear Diane,
At long last I’ve finished Diane Ravitch’s book – the one you so generously gave me – and I want you to know that I learned a lot about the challenges and false steps in education reform. I will do my best to make sure we approach education as the precious public good it truly is. Thanks again for giving me such a good book.
Tom Wolf”
I cautiously feel a glimmer of hope. I know too well that one individual (even with the right intentions) will not transform our current education landscape but steps in the right direction would sure be welcome. Thank you for giving us that comprehensive ammunition, Reign of Error.
Diane Payne
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In Data We Trust. So sad, just think what that money could really do if it weren’t for the fact that it will be misspent with no tangible benefits and innumerable costs yet to be calculated.
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Has anyone heard of “One Voice Institute Of Elemental Ethics & Education”?
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Diane,
I think the information found on the link below is of the highest importance. Please read:
http://www.aestheticrealism.net/tro/what-education-and-the-economy-are-for.html
David Di Gregorio
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It seems to me that we could shift the tests to being more educative and less for profit and exploitation by politicians if we made a couple of demands. I have started talking to my local union about the issue of data mining – private, for-profit companies collecting personal, demographic, academic data from schoolchildren without parent permission.Data that is unavailable to students, parents, teachers, districts, states and our federal government is being collected by private companies to develop products for profit. I have two very simple and reasonable proposals; 1. Parents should have to OPT-IN before their children’s data is released to private companies via testing. It’s public school, kids need to get permission slips for field trips, sports, buses, photo waivers, sex education, etc, why not permission to supply a thousand ‘data elements’ for companies for profit?. 2.Private, for-profit companies should be required to provide full disclosure of the test questions, answers, scoring rubies after the tests are administered. Pretty much everything else in public education is up for public scrutiny – why should the tests be held in secrecy by private, for profit companies?
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Have you seen this judgement about education in Texas, Appears to Eli as exactly your thing.
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Last week, on September 11, 2014, the Washington State Supreme Court found lawmakers in contempt for their lack of progress in creating and executing a plan to more adequately fund our public schools, as required by the McCleary decision. In response to the Court’s ruling, Washington State Budget & Policy Director executive director, Remy Trupin, issued the following statement:
“With this ruling, attention now turns to the upcoming legislative session, one of the most important in recent memory.
The Washington State legislature has been held in contempt for the first time in its history and the Court made clear that failure to pass a budget and plan for achieving full funding of basic education by 2018 will result in sanctions or other remedial measures. The message to lawmakers is this: act in 2015 or face a Court that has just issued its last warning.
The Washington State Budget & Policy Center (budgetandpolicy.org) amicus filing articulated, there is no responsible way to meet the funding requirements of McCleary without raising new revenue. They were encouraged that Justice Johnson referenced the Washington Budget & Policy Center brief during the contempt hearing on September 3rd, questioning the value of the hundreds of tax breaks on the state’s books when matched against the priority of educating our children.
I had the delightful opportunity to meet Washington State Supreme Court Justice Charles W. Johnson at a recent Tacoma City Club Judicial Forum. His challenger was a no-show. He’s a wonderful progressive man, and the longest serving Supreme Court Justice. I suspect it’s those Tacoma roots, where he attended Curtis High School where my husband worked for 14 years in the math department and my two sons now attend.
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More smoke and mirrors from Dallas ISD Superintendent Mike Miles to increase graduation rates:
http://www.dallasnews.com/news/education/headlines/20140913-audit-raises-questions-about-validity-of-dallas-isd-graduation-rate.ece
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Hello Ms. Ravitch!
I have been following you for quite a while and your efforts and the dysfunction in the San Diego Unified School District under Superintendent Cindy Marten has inspired me to write a blog detailing all the non-collaborating and harmful actions that are being taken that directly harm the education of our 107,000 students in our district..
My Blog is called District Deeds (http://districtdeeds.wordpress.com/)…please check it out and feel free to give me your thoughts.
By the way, the latest debacle is Superintendent Marten approving the acquisition of a a military-grade Mine-Resistant Ambush Protected vehicle (MRAP) for the San Diego Unified School District Police Force with NO community or Board discussion or approval.
I have summarized this extremely insensitive and amateurish action my Marten in my latest post: “Marten Continues to Steer the SDUSD Down the Road to Disaster” (http://districtdeeds.wordpress.com/2014/09/12/marten-continues-to-steer-the-sdusd-down-the-road-to-disaster/)
Keep up all your good work…you are a great resource for many of us!
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Frank,
I understand that the decision to accept a military vehicle was made prior to Ms. Marten’s time in office. I don’t think the story is over about the future of that ridiculous MRAP. Stay tuned.
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Thank you for your response in your busy day Ms. Ravitch!
I am sure Ms. Marten was the one who approved it since she actually said so through a spokesperson:
“Through a spokeswoman, Superintendent Cindy Marten confirmed she had approved the acquisition and the approximately $5,000 it cost to move the vehicle from Texas to San Diego. She declined further comment.”
Here is the link: http://www.kpbs.org/news/2014/sep/11/san-diego-unified-school-board-not-notified-about-/
Believe it or not, this is probably one of her faulty decisions that made the LEAST direct negative impact on students…removing highly qualified principals without cause and English Language Support Teachers from schools with high poverty rates without any School Site Community collaboration has negatively impacted THOUSANDS of students since she has been in office.
She is over her head in the position and students are paying for it.
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Hello Ms. Ravitch!
Just checking in to see if you had heard anything different about Ms. Marten approving the acquisition of the MRAP. The press here in San Diego support the fact that she was the only one in charge responsible (outside of the subordinate who suggested it) for the “ridiculous MRAP”.
Please let me know if you have any other source to the contrary.
Thanks!
Frank Engle
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Frank Engle,
That military equipment was ordered before Cindy Martens became superintendent. She did not request it.
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Broad Academy graduate, and former Sacramento Superintendent, Jonathan P. Raymond resigned a year ago just one year into a five year contract, ostensibly to be near his children’s grandparents in Massachusetts. His resignation came after he lost major court battles concerning his violations of the contract with teachers. Among other things he laid off all librarians, even though the contract called for a professional librarian in each middle and high school. One librarian was given a years back pay even though he did no work for the District. In addition, test scores dropped this year and his major initiatives have failed. To top it off, his reason for resigning had nothing to do with being closer to family. This past summer he took a job with the Stuart Foundation in San Francisco. So much for putting Students first. Like most of the “reformers” Mr. Raymond clearly put his career first, not students.
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Diane, thought you might be interested in this as a follow up to your post on Susan Bowles (the kindergarten teacher in FL who is refusing to give the FAIR test):
http://www.tampabay.com/news/education/testing/florida-suspends-a-controversial-exam-as-debate-widens-over-school-testing/2197837
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Just read this from “Team of Rivals” from Abraham Lincoln in the Lincoln-Douglas debates: “With public sentiment, nothing can fail; without it nothing can succeed. Consequently he who moulds public sentiment, goes deeper than he who enacts statutes and pronounces decisions.”
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Susan Bowles has filled my sails with hope! If everyone lit one little candle what a bright world this would be!
Bravo, Susan Bowles!!!!!!
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Hi,
NJ Ask scores are about to come out, and my 5th grader is anxious to know her scores. She says she worked all year to prepare for the test and deserves to know how she did. My husband says that he talked to some of her friends’ mothers and that they all tell their kids their scores, while emphasizing that the test scores aren’t that important, only represent a small type of one type of learning, etc. I think it’s a bad idea to tell your kids their scores. I’m not even sure it’s a great idea to tell your kid whether they are “proficient” or “above proficient.”
It seems to me that there are dangers in telling your child. While my daughter says kids don’t discuss their scores, I suspect they do. Even if children are told the scores don’t mean much, I don’t want her labeling herself on the basis of the scores, or thinking “I’m better at math than X but not as good as Y.” I worry about the whole Carol Dweck intelligence mindset thing. My daughter’s a wonderful writer and very creative, but not great at those canned, formulaic written prompts, and I don’t want her judging her writing ability based on some test score, even if it’s a great score.
It’s precisely because the school last year placed so much emphasis on the test that I am afraid she’d place too much importance on the score, even if told not to. My husband does want to know her scores — otherwise, I’d just tear up the envelope and not even look at it. I know how my daughter is doing and her strengths/weaknesses.
Perhaps we could have opted out, although I don’t like the idea of her school being harmed if we did (she’s likely to get top scores.) Perhaps this is a concern stemming from privilege since as a white student with parents with PhDs in an affluent town, we do not have to worry as much about her academic performance as a parent who depends on the school system to teach essential skills. Perhaps I’m overthinking the whole thing. I’ve found little on this issue on the internet and wanted to hear what you and others think.
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Carolyn, I think your reasons for not telling your daughter are excellent. Having taught 5th grade, I see no reason why you couldn’t discuss this with your daughter, and expand her thinking on what is important to you and to her. Especially as she is likely to hear about scores from other students, it would be helpful for her to understand your position, whether in the end you share her scores with her or not. As you consider opting out in the future, she is now certainly old enough to be part of that decision too. The concern you have about affecting your school was something that stopped many people in the past, but with the growing movement against testing, it is an ideal moment to join your voice to many others calling for an end to this madness, and is very unlikely to hurt your school.
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Diane and others, I was wondering if anyone knows what is behind the teach.org advertisement on radio that pushes the campaign theme: “Make more. Teach.” Really makes the profession look bad, IMO. Don’t think that’s there intention, but from the website, I have no way of contacting anyone. Has anyone else heard this commercial?
The link: https://www.teach.org/
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Diane,
I agree with your opinion. I don’t think they meant make more $$$$
Watching there three short infomercials on the website I think they were trying for
“make more (fill in the blank)” as a way to encourage people to believe that if you go through their program and become a teacher, you will be able to change the world.
Make something more of your life by enriching others.
It also looks like a job program for people dissatisfied with their current career choice.
My two pennies.
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Thanks for the response, Jim, and I agree with all of your points. My big issue is that the commercial really doesn’t sound like that at all. Says, “Make more. Teach.” over and over. Your comment makes me feel more doubt about my oversensitivity, but it really strikes me as tone deaf. Thanks again.
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OK.
I was only guessing at what they “might” have been trying to say if they were really concerned about getting more teachers, not just attracting anyone to feel the ranks of the Charter Schools with enthusiastic dilettantes!
I think the message that comes out is Make more money as a teacher.
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Diane, GOOD MORNING MISSION HILL, our film about what makes Mission Hill School in Boston a successful public school to learn from, will be shown on Sept 30 at 6pm at Brooklyn New School. I’ll be there. Is BNS the wonderful Brooklyn public school your grandson attends? I know Brooklyn has others, but BNS is one of the most politically active. On October 11 you probably know they are hosting Public Education Nation, http://www.livingindialogue.com/time-new-conversation-indeed-public-education-nation/ Guess we are the warm up act! I’ll be there for the after film conversation.
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Hello Ms. Ravitch-
Thanks again for replying so quickly to my original post. I am unable to respond o the original posting,,,I am not sure if replies have been turned off or it is something on my account what…that is why I am replying here.
The documentation about the MRAP came in AFTER Ms. Marten took office and her own Spokesperson said that she approved it. No matter who may have inquired, the order was reviewed, financed and approved when she was already the Superintendent
Whenever the original inquiry was made, she saw and approved all the documentation and expenses since July 2013 with no Board or Community collaboration.
Don’t you think that if she had been transparent and informed the community and the Board back in July, 2013 (per the published documentation in the article I provided), don’t you think there would be a vigorous debate…the way a democracy should work?
I am not sure how your position could be any different. Please let me know of any documentation or news reports that refutes this premise.
Thanks!
Frank Engle
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Everyday amazes me. This is should be an addition to the SD MRAP story you posted a few days ago.
http://www.truth-out.org/news/item/26271-childrens-rights-groups-urge-defense-program-to-stop-giving-school-cops-military-hardware
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Thank you Mark! It will be up shortly!!!
Best–
Frank Engle
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Just posted it Mark…Thank you for the suggestion!
Here is the link: http://districtdeeds.wordpress.com/2014/09/18/sdusd-education-articles-in-the-news-childrens-rights-groups-urge-defense-program-to-stop-giving-school-cops-military-hardware/
Frank
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http://www.nbcwashington.com/news/local/Three-DC-Education-Officials-Fired-275640521.html
This bears looking into:
Three top officials who helped oversee public education in the District of Columbia have been fired, including the deputy superintendent of education.
All three worked in the Office of the State Superintendent of Education.
Sandy Schlicker, the highest ranking of the three, oversaw nutritional programs including school breakfast and lunch programs.
Iris Bond-Gill was assistant superintendent of elementary and secondary education and Gregory Meeropol was deputy assistant superintendent of post-secondary education.
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I am a military wife and mom who brought her publicly educated daughter from Texas to Ohio during her Kindergarten year. My daughter was negatively affected by Common Core standards and I am so glad to know that there are people like you who are informing parents and advocating for our children. Unfortunately, our family had very little education about Common Core before it affected us in such a personal way.
Our ignorance on the subject of this extremely important issue has proven detrimental to our 6 year old daughters love for learning. Many parents are shocked when I tell them that Kindergarten students are expected to memorize 100 sight words, addition and subtraction facts. To achieve the standards developed by obviously near-sighted people who had no real experience in early childhood education, 5 year old children are required to sit for hours on end sacrificing all time for play and any chance of developing the students interests.
My daughter, who had gone to both PreK and most of Kindergarten in Texas without any disciplinary or academic problems became convinced that her classmates were smarter than herself, crying and begging not to go to school and then became so frustrated that she began getting up during instruction and hitting the other students! Her veteran teacher admitted guilty feelings she had regarding pushing young children to perform, making them “work so hard” and requiring so much from them. But when I decided I may have my child retained to establish a foundation she simply did not receive, the foundation she would need to get her through the rest of her academic life, I was informed by the school principle that it was not within my rights. In fact, a committee of strangers would decide the academic fate of my daughter. The committee was to decide without actually hearing from myself or even her teacher.
I ended up working with her using McGuffey Primers all summer long and she learned a lot of words, though they weren’t all on the CC list of approved sight words. She is doing really well so far this year in 1st grade. That’s mostly because instead of reviewing, the class is actually relearning most of what they “memorized” last year. Proving yet again that shoving information in children’s heads results in short-term recall NOT memorization. She is able to take advantage of that shortfall to her advantage.
I am now posting on Facebook and talking with others about the Common Core debate and hoping for change…soon!
Cyn
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Diane,
I read your unfortunate article today about Arts Education, with the future uncertain in regards to making this robotic as well. I am the 2014 Art Teacher of the Year – NYC Big Apple Award winner. I cannot believe what I just read on your site. Please contact me so we can do a story as you visit my Arts Studio in the Bronx.
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Larry Minetti,
Wish I could accept your kind invitation but I don’t travel much these days, other than for physical therapy. Invite the NY Times to your studio.
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A September 21, 2014 editorial in our Philadelphia Inquirer criticized the people’s efforts to get a question on November’s ballot to return our school district to local control. I sent this letter to the editor in response but doubt it will get published. Just wanted to share. Thanks, Diane Payne
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Sorry, here’s the letter:
I would like to respond to the editorial position taken in Sunday’s paper titled, Bad Time To End The SRC, by directly quoting some of the statements.
“City council’s passage of a bill…smacks of grandstanding” is a statement that fails to acknowledge the voice of citizens in this city, just as the SRC has consistently failed to acknowledge the voice of the citizens of this city for the past 13 years. So, a democratic process is now termed “grandstanding.”
Next stated in the article, “given only 2 days to consider….it is understandable Mayor Nutter didn’t sign…” We began to collect the petition signatures early in 2014, they were turned in last spring….so do our politicians utilize due diligence and prepare themselves ahead of time or just ignore it until it is convenient and easy to pretend they only have 2 days.
Stated in the article, “would require a declaration that the SD is no longer in fiscal distress” to disband the SRC. Why??? Should the powers that are now at the helm and decimating the school district be blindly kept in place to make sure every possible stone of public school destruction has been turned? Just as politicians put this in place…..so can they take it out of place!
Stated in the article, “Council is more concerned about the grief it was getting from local unions.” Those local unions are the working men and women struggling everyday in the mire of the mess created by the SRC. They are the ones who see the effect on the children and communities of this city. And…it was many citizens NOT connected to the unions who also signed those petitions!!
I do agree with one point in this article. We should be discussing now what form we want local control to take. And, those discussions should include the grassroots organizations, community members and educational stakeholders directly affected by these decisions…not just the backroom deals of politicians deciding what form local control will take.
The sleeping giant of the “public” is beginning to wake. We will not continue to take a backseat in this process.
I know you won’t print this because it is over your word limit but shame on you for your continued protection of a flawed, destructive process and minimizing a democratic voice.
Thank you, Diane Payne
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Who has read ‘The Absorbent Mind’ by Dr. Montessori?
http://papagreenbean.blogspot.com/2014/09/international-peace-day.html
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I have been following your views on the ills of US education for quite some time. Most of the problems of your (and our) education systems develop because we stakeholders in these systems do not adequately understand ‘systems’ and how to cope with them; how to bring about needed change in our systems.
I’m fairly sure that real change in any of our systems must start with real change in our education systems – and *unless* we successfully create needed change in our educational systems, we’ll not succeed in creating change in any other systems.
Remarkably enough, it was a US scientist, the late John N. Warfield, who contributed the needed insights into ways to bring about needed change in our systems. More information about Warfield’s seminal contributions to systems science is available at http://www.jnwarfield.com and at the ‘John N. Warfield Collection’ held at the library of George Mason University (Fairfax, VA-USA), where he was Professor Emeritus – see http://ead.lib.virginia.edu/vivaxtf/view?docId=gmu/vifgm00008.xml.
A powerful but simple aid to problem solving and decision making called the ‘One Page Management System’ (OPMS) based on Warfield’s approach to systems science now enables stakeholders in any system to choose a ‘Mission’ of interest and, from their available good ideas, to develop *effective* Action Planning to accomplish that Mission. The Mission could be, for instance, “To develop an effective public school education system for the USA”. What’s special about the OPMS Action Plan is that users are able to get rid of the ‘bad ideas’ that are always cluttering up the ‘mindspace’, preventing the good ideas from being implemented. More information about the OPMS is available at the attachments to my post heading the thread at the ‘Democracy: how to achieve it?” in the Math-teach Forum – see http://mathforum.org/kb/thread.jspa?threadID=2419536.
It does take a very little learning and a fair bit of ‘unlearning’ to understand how to apply the OPMS to a complex and ambitious Mission like redesign of the education system: however, learning how to apply the OPMS would take only a few hours, and you and other stakeholders could start *integrating* your good ideas into workable Action Planning directly you understand the process. I shall be very happy to demonstrate how OPMS Action Planning could be developed (limited guidance only) – and I shall also be happy to provide, for free, copies of my prototype OPMS software. I currently do not have an interactive OPMS website up and running.
Best wishes
GS Chandy
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Great article about an Ohio teacher who has had enough and has decided to run for Congress:
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/09/20/why-a-kindergarten-teacher-is-running-for-congress/
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An Alternative to Capitalism (since we cannot legislate morality)
Several decades ago, Margaret Thatcher claimed: “There is no alternative”.
She was referring to capitalism. Today, this negative attitude still persists.
I would like to offer an alternative to capitalism for the American people to consider.
Please click on the following link. It will take you to my essay titled: “Home of the Brave?”
which was published in the OPEDNEWS:
http://www.opednews.com/articles/An-Alternative-to-Capitali-by-John-Steinsvold-130326-864.html
John Steinsvold
“We have met the enemy and he is us.”
Pogo quotation by Walt Kelly.
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No
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I was reading through the list of articles Diane sent along regarding resistance to testing and noticed one word being used more frequently than it has been previously — “silly”.
I’ve been referring to my state’s Deborah Gist and her policies as “silly”.
I think this is a telling shift. It may be that we need to stop appearing angry at these people and start ridiculing them, because in the end (while they are damaging children) they and their ideas are silly.
NCLB is a silly law.
Silly.
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I’m not expressing myself well up there. What I mean is that it is too easy to make angry teachers look like shrill, weak, people who are upset about being “exposed” as incompetents. When we shift our presentation from appearing angry to ridiculing the very real silliness of the corporate reformers and their ideas, we do better. It makes us look more like we are in control, and it sells well.
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More related to vouchers:
Phoenix-based Goldwater Institute was named one of eight finalists for this year’s prestigious Templeton Freedom Award for its work advancing Education Savings Accounts in Arizona and Florida.
Read more: http://www.digitaljournal.com/pr/2209854#ixzz3EFrA61TG
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Noelle
That is disgusting.
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I noticed your articles are going into spam. I’m signed up and want to continue to receive them.
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Great article: http://m.thenation.com/article/181762-venture-capitalists-are-poised-disrupt-everything-about-education-market
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Lovers of children’s literature may feel compelled to read the re-write of the old story, Chicken Little, recently published by The Fordham Institute in cooperation with the Center on Reinventing Public Education (CRPE). Apparently unaware that they were lifting the essential backstory of the fairy tale, the inept authors attempted to capitalize on past successes by suggesting that their tale is a sequel to the 1983 smash hit, A Nation at Risk. In the end, however, neither the new version nor its thirty-year old predecessor adds anything to the original.
Poor Chicken Little. He was a young and simple chick, without much worldly experience, and had the (apparent) misfortune of having his world crash down upon him. His reaction, of course, was to immediately warn his neighbors of imminent danger, stirring a panic which was later found unwarranted. A bit more life experience, a bit more courage, and the danger of a falling acorn might have been understood as minimal.
It would have been wise for the authors of the latest version of the story to discuss their plot line with Diane Ravitch, who was closely associated with the ’83 version, through its legal descendant, No Child Left Behind. She has since disavowed the story, and has worked hard to dispel its myths.
Mark Toner and Joe Jones of the Center for Reinventing Children’s Fiction seem to have completely forgotten the basic appeal of Chicken Little as a character. Innocent and naive, what could be expected of him? Chicken Little seems to have been largely written out of the story this time…according to the Toner/Jones retelling, there are only very experienced and world-weary “experts” who intend to spread panic, and for less reason than Chicken Little had. A good reading of the original tale causes the reader to feel like a bystander watching a toddler scream because it has seen its own shadow. You want to comfort and calm Chicken Little, not add your voice to the chaos.
Minus an innocent protagonist, the threat has to be even more overblown than ever for the story to “work.” The CRPE danger pales next to a falling acorn, though. Dr. Jones wants us to fear the end of accountability schemes in education. In essence, Dr. Jones wants to turn a real danger into a victim. He wants us to panic because the very things that have distorted the goals of public education have been effectively challenged. Those of us who have witnessed the damage done to humanistic efforts in education due to excessive standardized testing and Value-Added Measures of teacher effectiveness are hardly likely to accept either as endangered species needing protection.
And what of the moral of the story? Writing out the main character and substituting evil for good has robbed Dr. Jones of any hope for teaching a lesson. I have a suggestion for a re-write, though. Consider casting a first-year teacher as Chicken Little, and drop Dr. Jones’ story on them instead of an acorn. The moral is played out in public schools every day; inexperienced teachers are “held accountable” to ridiculous demands, and learn over time to respond with courage and professional perspective. Now that’s a tale to tell children.
Dr. Jones, it’s clear you and your partners at CRPE read the story of Chicken Little, but it’s equally apparent that you haven’t take its message to heart. You and the rest of your brood ought to buck up, get out of the hutch and enjoy some sunshine. The sky hasn’t fallen yet, and isn’t going to because you may “lose this thing.” The real danger to public education is a continuing reliance on metrics that have little relation to the development of citizens who are prepared to challenge authority and who have the right to demand that schools expand the boundaries of learning beyond the narrow confines of standardized exams.
© David Sudmeier, 2014
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Bull$#! alert: Please see this NPR story. http://www.npr.org/2014/09/29/352402858/trial-to-get-underway-in-atlanta-public-schools-cheating-scandal
As pointed out by a commenter, there are many problems. NPR may not be the biggest news outlet out there, but there are several million who listen to it regularly, and it is supported by taxpayer funds.
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Dr. Ravitch I know you are familiar with our Broad Superintendent here in Huntsville, Alabama. He has now stated a tip from the NSA has led him to begin a secret program of monitoring kids FB, Twitter and Reddit accounts. Four children have been disciplined so far….all four are non-white students. Considering a federal judge recently pointed out several areas of concern that prevented her from declaring our system unitary many of us are concerned that this program will be increasing the school to prison pipeline. I urge to please examine these issues and weigh in if you feel so compelled. Again, thank you for your commitment to our public schools’ students and teachers.
http://www.al.com/news/index.ssf/2014/09/after_warning_from_nsa_huntsvi.html#incart_related_stories
http://www.geekpalaver.com/2014/09/25/books-spying-program-may-cost-1-million/
http://www.al.com/news/huntsville/index.ssf/2014/09/aclu_inquired_about_huntsville.html#incart_related_stories
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Thank you Professor Ricciotti! I don’t know how long I have been shouting to all who would listen that we do not have an education problem; we have a poverty problem. American public schools are not wholesale failures; our policies on poverty, our tax code, and our income gap are wholesale failures.
I am so disappointed by progressive, liberal, anyone sitting on the left side of the aisle for buying into the out and out falsehood that our public schools are failing. For this crowd charter schools are the answer. Yet when a charter skims the best and brightest off our urban public schools, how will they ever improve? They can’t; they close. Welcome to privatization.
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I was sorry to see CNN go pro-common core again: http://www.cnn.com/2014/09/29/opinion/navarrette-common-core/index.html
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Hi Diane,
Huge fan. My wife, adult daughter, and I all teach at a Broward County FL high school. Each of us recently refused to administer the Florida Comprehensive Assessment Test (FCAT). Here is my posting. (By the way, my brother is Ohio’s Superintendent of Public Instruction, love him dearly, but, our dispositions on school accountability are widely divergent.)
• Congratulations!
• You have been selected to be a part of our testing administration team for Reading Retakes!
• Please attend a training session this THURSDAY, 10/1 during your planning period in the media center.
We will briefly discuss your roles and duties.
Thank you for your effort and cooperation.
Here is my response:
The high stakes and punitive FCAT Reading financially benefiting corporate interests and their deferential political handmaidens serve no substantive educational dividends for the non-performing student. Test and punish accountability engendered by the failed NCLB and its appalling step sister, Race to the Top, deliberately cast the academically unsuccessful to the schoolhouse waste bin indelibly ascribing the lexical “train wreck” upon testing under-achievers. These assessments are no predictor of future work place success or career advancement. HSST (high stakes standardized tests) must be consigned to an eternal standardized testing cesspool. My vehement opposition to the contemporary testing and accountability fixation, consequently, precludes me from administering this shameful and ignominious assault upon a bona fide and progressive education.
•
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The future of education is all-private. The private sector, through its commerce, philanthropy, nonprofit organizations, and volunteers, can do what government never can.
“The public” doesn’t equal the government. This nation’s founders were very clear about that.
The mindset miscalled liberalism is grossly counterproductive. I believe in birth control, but I believe even more in self-control. And no number of mothers takes the place of a good father.
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This is mind numbing, wrong and stupefying. Fools they are.
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Bureaucracy Turns Hero Into a Rogue:
This is a story of an almost unfathomably mindless school bureaucracy at work: the crushing of an occupational therapist who had helped a young boy build a record of blazing success.
The therapist, Deb Fisher, is now serving a suspension of 30 days without pay for official misconduct.
Her crime?
She raised money on Kickstarter for a program that she and the student, Aaron Philip, 13, created called This Ability Not Disability. An investigator with the Education Department’s Office of Special Investigations, Wei Liu, found that Ms. Fisher sent emails about the project during her workday at Public School 333, the Manhattan School for Children, and was thus guilty of “theft of services.”
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With regards to community colleges, algebra etc, the article caught me eye because my husband teaches that course, and the remedial class, at three different for profit technical/vocational college. As much as I love my husband, I am not sure I would want to spend three or four hours learning algebra from him. He has commented to me about his class things that explain why it is difficult.
Students do not like math. Attitude is a big part. Most of us do not need to know the cosine of pi, nor do we want to. We do not want to solve problems, we want someone else to solve them. Those ideas are all attitude walls blocking algebraic solutions. Change the attitude, pass the class.Follow the equation procedure and be happy you have a calculator that will find it for you and not paper charts to find the cosine of pi.
You will forever know you can solve problems, and that pi can taste good.
You do have to know basic computation skills and understand them. You also need to realize that multiplication can be done vertically and horizontally. (Don’t let the parenthesis throw you.). (x+7)(x-3) = (x+7)
(x-3)
Usefulness? Most of our education is not used but makes us useful. No one asks me about Lee’s lost orders, but it’s a great story. William Blake’s poems are not part of many conversations either. Knowing about my world and it’s past,is they only way we have of insuring our future.
You should also go for tutoring. Math muscles need a workout!
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READ A BOOK, LOSE A FRIEND…
So my son said to me one day looking up from his computer after I asked him what he was reading these days. It hurt even more when I looked in on him doing practice tests for college prep. For a long time I kept thinking about this, and I read about many different reading programs. The key years for reading are obviously the early years. But then, in high school reading books just drops off the radar for a huge percentage of kids. The reasons are too numerous and probably too obvious for this comment.
Then one day it came to me. My wife was having a raucous book club meeting downstairs, and in another room my son was talking to four friends at once on his computer. That’s it: Use web cameras to promote reading.
After a number of false starts and a lot of talking to college professors, we put together a website called http://www.readingportfolio.com where readers 13 and up can keep a verified score of what books they have read. Knowing our boys, we felt that if they could measure and get “credit” for what they did, they might do it more. When in Rome…
After you read a book you go to the website and complete a brief “review” of the book answering multiple choice questions – context, characters, author’s POV, etc. (We are developing a number of additional approaches on verifying reading including text recognition and engagement.) To validate your reading, the review is audio and video recorded to our server which the reader controls and can see. It’s all low stakes pass / fail (7/10 correct) with a 10 minute time clock.
No identifying information is required to register except their own photo avatar. We only spot check to match the photo avatar with the recording. We have no idea who the reader is. A reader can always submit identifying information in the future if they want an “official” record to apply to an honors course or even to submit with a college application as an extracurricular. No college application I have ever seen now has “reading” as an extracurricular – perhaps because no one thinks you can measure it.
We include the most frequently recommended high school books as well as other terrific reads our editors select – great books that students should read BEFORE college. We’re not expecting that a first reading of some of the books allows you to write a college level paper; it is more about whether you could sit next to your aunt in the kitchen and talk to her about Into Thin Air, The Phantom Tollbooth, or Anne of Greene Gables. It’s also about cultural literacy: when your college professor makes a joke about Holden Caulfield: Do you laugh along with everyone else? Athletes, actors and musicians submit their videos to colleges, and fine arts students submit their portfolios. Why shouldn’t avid readers do the same?
We want Reading Portfolio to be a jumping off point into conversations about books, to be a fun tool for librarians to show serious readers, to help make the case for entry into an honors course, and to be an extracurricular activity you can proudly add to your college application.
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Hi Diane, I just wanted to share this story about Jefferson High in the LAUSD. I know a teacher who taught at Jefferson last school year. She said that much of the admin was replaced and she didn’t know the reason why. I would think that the disruption at the school would be a factor in the numerous scheduling problems they have been having.Supt. Deasy Throws in the Towel on Jefferson High School
“Due to Botched Roll-out of New Attendance System, Students Left without Classes or Wrong Classes
John Deasy supports ACLU lawsuit against LAUSD in the ultimate act of abdication of his responsibility as Superintendent.
The L.A. Times reports civil rights organization attorneys saying that “the state is primarily abandoning its responsibility to students who are minorities and from low-income families.” The same article reports that Supt. Deasy, who oversees Jefferson HS, sent a letter to the court supporting the lawsuit. Deasy is quoted as saying the situation he supervises is “indefensible” and “outrageous.”
With more irony than is possible to absorb in one day, the same day’s L.A. Times hero-worship editorial of John Deasy describes him as a ‘doer’ who acts on his passion “to serve disadvantaged students of color.” One is left to wonder — if Deasy is such a ‘doer’ and is the Superintendent-We’ve-All-Been-Waiting-For — then why doesn’t he get his Super Self down to Jefferson HS and help straighten out the enrollment mess that is leaving the disadvantaged students of Jefferson High without an education?
It is a mind-blowingly bizarre situation where Supt. Deasy, in an attempt to avoid responsibility, pretends that he is NOT the Superintendent responsible for schools, but instead is actually part of the angry mob outside demanding action from the Superintendent. One must wonder if Deasy will be found in his 24th floor office or on the streets outside LAUSD headquarters protesting the district HE leads.”
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Diane I don’t remember seeing this article on Charter Schools before. It is very good.
http://dailyreckoning.com/a-despicable-way-to-use-education/
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Diane, have you heard the latest from the Philly Schools?
http://thenotebook.org/blog/147781/src-revokes-contract-changes-health-benefits#comment-85250
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Another fallen celebrity. Questlove of The Roots.
http://nypost.com/2014/10/02/protesters-rally-in-support-of-charter-schools/
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Hi Diane,
Just wanted to let you know we are doing a common core presentation tonight in Rochester, NY at the Norman Howard School. The Norman Howard school is a school for children with learning disabilities. We are excited as parents to get some professional presentation about the issue. I have been reading your blog for over a year now and have been very pleased with all the information I have read. I hope through educating parents we can turn things around and make education a safe place to learn again. Keep doing what you do.
Thank you,
ZenQI
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Best news I saw all week. From American Association of State colleges and Universities. Number 8 , 9 and 10 are worth reading.
1. AASCU represents 420 public four-year and state systems of higher education, with 4 million students. Our institutions educate 50% of all new teachers each year.
2. NAICU represents nearly 1,000 private non-profit institutions across the nation. Private nonprofit institutions have 60% of the teacher preparation programs in the country, and prepare 30% of the teachers.
3. Our organizations are committed to quality improvement across their entire academic offerings, and this certainly includes teacher prep programs. These programs are already subject to more strict public accountability metrics at all institutions because of licensure issues and because of input from superintendents and school districts.
4. We believe that programs that fall short of reasonable standards should be identified through coordinated federal, state, accreditation and institutional efforts, and that they should be given an opportunity to improve their curricula and instructional methods, and to build capacity. We agree that programs that underperform should be discontinued.
5. Many of the reform goals that the last round of negotiated rulemaking failed to accomplish through consensus are being institutionalized through accreditation reform and CAEP’s radically new approach to accreditation, through collaborative efforts at the state level and through changes within the profession, itself.
6. We believe that significant changes in teacher preparation programs have been underway for much of the past decade. We believe that many of the proposals made by the Department of Education at the negotiated rulemaking session are no longer state of the art, and putting them in federal regulation will set back the important and dynamic program changes going on across the nation.
7. We have no objections to appropriate federal accountability efforts, but believe that matters involving academic policy and programmatic content must engage faculty and other experts if they are to be successful and effective.
8. Any federal accountability metrics should be based on objective facts and the current state of research, not on platitudes and dogma from 20 years ago.
9. We are specifically concerned about mechanical approaches at quality metrics, such as value-added measures, which are increasingly being questioned as insufficiently developed for some of the purposes to which they are being put.
10. We believe any new federal regulations should carefully balance the compliance costs and the objective benefits of policy changes to ensure against unintended harm, and seek to encourage and improve teacher preparation programs, and not set back the movement.
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Diane: Here’s a follow-up to one of your posts about DC’s truancy policy back in early September?
Truant’ music prodigy Avery Gagliano gets her day at D.C. Council
Her parents pulled her out of D.C. Public Schools because the system wouldn’t excuse her absences.
http://www.washingtonpost.com/local/truant-piano-prodigy-avery-gagliano-gets-her-day-at-dc-council/2014/10/07/29f91660-4e50-11e4-babe-e91da079cb8a_story.html
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Here is another item for you to review: “Common Core: It Will yield Authentic Learning (http://www.utsandiego.com/news/2014/mar/22/common-core-focus-on-authentic-learning/) by Cindy Marten
How can you support her?
Frank Engle
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Frank, this is my blog, not yours. I decide what gets printed. You have a grudge against Cindy Marten. Get over it. I won’t print your comments
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No grudge-just facts. Look into it.
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Interesting Report from ED SOURCE.
In 2008-9 42,000 were enrolled in California Teacher Credentialing Programs.
In 2012-13 Under 20,000 were enrolled in California Teacher Credentialing Programs.
So in four years a 52% drop in enrollment has occurred.
Preparing World-Class Teachers
Essential Reforms of Teacher Preparation and Credentialing in California
Despite the fundamentally important role of teachers in our public school system, how they are recruited, prepared and retained is receiving far less attention than other current reforms.
At the same time, the latest figures from the California Teacher Credentialing Commission, released on October 3, show that enrollment in teacher preparation programs plummeted from 42,000 in 2008-09 to under 20,000 in 2012-13, a decline of 52 percent in just five years.
This new EdSource report, Preparing World-Class Teachers: Essential Reforms of Teacher Preparation and Credentialing in California, identifies seven key challenges California currently faces when it comes to the preparation of teachers and the credentialing process, and identifies a range of strategies that have been proposed to address each challenge, including strategies to attract and retain new teachers.
Download the report free.
http://edsource.org/wp-content/uploads/2014/10/pub-14-Teacher-Preparation.pdf?utm_source=Teacher+Prep+report+release&utm_campaign=Teacher+Prep+Report+Release&utm_medium=email
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As the discussion continues regarding reforms, I was hoping to get any input on changes in the district where I teach. I have been working for the Clark County School District in Las Vegas, Nevada for almost 25 years. A whole new teacher evaluation is in the process of being implemented, and although some of the elements of this system are much like those utilized in the National Board Certification process, the rubrics of what is called NEPF are based on a standard requiring ALL students as a measurement basis. I was hoping to get your reaction on a tool based on an impossible absolute. Yes, we WANT to activate and educate ALL students, but to place this as the standard required for EVERY teacher in every class as all times seems to be a means for setting teachers up for failure. If you have any reaction, I would love to hear your thoughts. Here is the NEPF site.
http://www.rpdp.net/NEPF.html
I am grateful to you for your undying dedication to the teachers and students of this nation. While public education does need reform in many ways, I embrace your efforts to make people aware of the fact that poverty, neglect, and abuse must be addressed first. How can we educate our young citizens if we are not meeting their basic needs and making their safety and well-being a priority? Your work is valued beyond measure.
Thank you for being a voice and a leader for all of us.
Vali Crawford
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Vali,
This is an absurd methodology
Diane
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On September 24, you posted that the Network for Public Education endorsed Michael Charney. Yesterday, it was reported that Michael Charney has not filed his contributions as required by law. http://chardoncaller.com/ld.pl?pg=articles/CharneyFailure I posted a question on his Facebook page and he deleted my comment and banned me from his page.
Also, the quotes by Sarah Fowler in your 9/24 blog are not even accurate. The NPE misquoted Sarah. http://chardoncaller.com/ld.pl?pg=articles/Charney Charney posted these quotes on his Facebook page and my son asked him about them. Charney removed his questions and blocked my son from his page, but he did not remove the false quotes.
I am a big fan of yours, but disappointed that the NPE endorsed Michael Charney. He has not followed campaign law and refuses to ask questions. When we have asked Sarah Fowler questions, she has always taken the time to answer them. Sarah Fowler is also against Common Core, high-stakes testing, and the OTES (Ohio’s current teacher evaluation system).
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I meant that Michael Charney refuses to answer questions.
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Erica Holl,
I checked with the endorsement committee about the NPE endorsement of Michael Charney. What I learned is that his opponent is a young woman who was home-schooled, that she is anti-union, and that she has views about the public schools that are not aligned with our strong support for public schools. According to this article, she thinks that the public schools (which she never attended) have a problem with a gay agenda and Marxism. http://www.ohio.com/news/local/sarah-fowler-home-schooled-board-member-places-constitution-and-parents-ahead-of-government-1.445375
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I don’t think that you read about the false quotes being taken from that EAG article. The Chardon Caller link I posted explained that those statements attributed to Ms. Fowler (referring to gay rights and Marxism in the schools) are actually EAG comments, not direct quotes. I didn’t realize that, in addition to the NPE, the Beacon Journal also attributed false quotes.
I’m not sure where you got the idea that Ms. Fowler is anti-union. She has never stated that. As far as supporting public school, she has said, “I probably spent 95% of the time on the state board advocating for public school parents, public schools, and emphasizing local control of the public education system.”
The real issue is not for or against a candidate. The problem is how Mr. Charney conducts himself. He is content to have misinformation distributed even when informed about it and does not follow the laws of the state of Ohio.
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Erica Holl, when we endorse a candidate, it is only after sending surveys to all candidates in the race and reviewing their answers. I was not on the endorsement committee, but I know that they do a thorough review of candidate responses.
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Replying to Jim Realini enrollment in Calif. teacher programs have plummeted.
Elise Gould also has noted the drop in enrollment stated in her article in “Economic Policy Institute” 10/8/14
http://www.epi.org/publication/teacher-gap-strong-gains-large-jobs-gap/?utm_source=Economic+Policy+Institute&utm_campaign=6aca6d9806-EPI_News&utm_medium=email&utm_term=0_e7c5826c50-6aca6d9806-55885213
Ms. Gould states, “…we are currently experiencing a 377,000 jobs shortfall in local public education. The costs of a significant teacher gap are measurable: larger class sizes, fewer teacher aides, fewer extracurricular activities, and changes to the curriculum.….Since 2008, public preK–12 enrollment increased by 1.5 percent.”
From the west to the east coast enrollment in teacher preparation programs have plummeted. Schools on LI have had a major drop in enrollment of student teachers.
Who would want to enter the teaching profession that is constantly being bashed, no protection, with no incentives? Who would want to enter a profession with no academic freedom, no freedom to speak out addressing the problems in their unique community; no freedom to develop concepts and standards via their own unique talents; no time to pause and make sure all students understand; no freedom to pass along the joy of learning…
What intelligent person wants to be treated like a robot: waste time prepping for tests, waste time with standardized testing, following scripted programs depriving one the use of their intelligence, numbing ones insightfulness and creativity, presenting material and skills with the wrong method and not age appropriate…
What intelligent person wants to deal with the reprecussions of treating students in such an inhumane manner such as retaining students? What teacher wants to waste his/her time cleaning up a mess such as students rebelling because they can’t keep up, bored, and students who feel defeated at every turn, when that behavior could have been prevented? When students could regain some self-worth excelling in sports, art, and music, those activities, too, are taken away. Why is common sense ignored? Is it due to stupidity or a hidden agenda- a hidden agenda beyond privatization and the corporate world making money?
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Diane, I am curious what ever happened at Cornerstone Prep in Memphis. In early 2013 you had several posts about the controversy there after the charter took over the former neighborhood school. Haven’t seen or heard anything about it since. Grew up in Memphis and wonder what’s happening. Thanks.
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Jerry,
I will ask Memphis readers to chime in. I will be in Tennessee next month and learn more.
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From the WSJ:
A Musical Fix for U.S. Schools
http://online.wsj.com/articles/a-musical-fix-for-american-schools-1412954652
“Lessons with an instrument boost IQ, focus and persistence.”
Say what? You mean it isn’t testing and test prep? Oh Nooooooooooo!
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Where do these kids – the ones culled from charters – go? To college, careers, to unemployment, to jail? The charters always start with the babies but we have been at this for more than ten years. Where do the kids GO?
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DNAinfo is doing some excellent reporting on how the SUNY Charter Institute gave Success Academy the okay to abruptly change the location of one of its newly approved charter schools, then defended that decision, then pretended it never gave the okay, and in the process kept changing public documents on its website. Fortunately, DNAinfo took screen shots and now SUNY is blaming it all on “administrative error”. It is a case study in how SUNY has been co opted by the charter chain and how little oversight it bothers to do except look at the state test scores of the students who are allowed to stay for the testing grades and say “good job, we need more schools”.
By the way, this is the same SUNY that had no problem giving permission for Success Academy to change the lottery preference in their schools back in early 2012, so that at-risk students zoned for failing public schools didn’t get priority anymore (but students who resided in the affluent districts where their new schools were located did!) Which seems in direct violation of SUNY’s mission to provide charter schools for at-risk students!
Here are links to their two articles
http://www.dnainfo.com/new-york/20141014/lower-east-side/success-academy-quietly-moves-open-new-les-or-uptown-school
http://www.dnainfo.com/new-york/20141016/lower-east-side/suny-blames-admininstrative-error-for-success-academy-confusion
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Info for you: Mitch Robinson, MSU Music Ed Prof, has an encounter with TFA recruiters http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/10/17/a-professors-encounter-with-two-teach-for-america-recruiters/
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An article in Truthout:
The Resurgence Of The Public Education Nation:
http://www.truth-out.org/news/item/26851-the-movement-for-public-education-at-a-crossroads
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Great answer to something that seems to help teacher shortage but I fact as is stated perpetuates it. The people who join TFA, NYTF and the like, are nice people andthey become great teachers. What are the statistics on how long they stay in their schools?
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Why is the goal to only have public school education? Doesn’t being a parent mean you can choose things you want for your child. Parents select their child’s food, toys, doctor, dentist, clothes. Why shouldn’t they decide where their children are educated and how?
We pick our grocery stores but not our child’s school?
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Laurie, are you saying that every elementary school in Scarsdale, Chappaqua and Great Neck should be required by law to hand over a portion of their space (or use money from their public school budgets to rent new space) so that a charter school can come in and give every affluent suburbanite a “choice”? That seems to be your argument, and it mystifies me.
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No. Public schools, their space, materials etc. should only be used by public schools. The money part is a different idea that I have been trying to think through. We know how much money a public school receives from state and federal funds to educate each individual student. Would it even out the financial playing field between public and private schools if that money went to the schools that the parents choose? If the non-educational parts were made the same, based on the money they got,would that be a way to satisfy the complaints that both sides have about different things. ( “They have the good ____”) Could this even be done? What would it look like? Who would send their children to which school? How would they score on tests? What about donations and outside funding? Perhaps this is more a dreamy theoretical idea and absurd. Perhaps I’m wrong in my assumption that you do not want any private schools, only public schools. Please know, I have enjoyed much of your blog, links, and ideas. In the future I will limit my comments.
Sent from my iPad
>
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Insightful discussion on Moyers this week, “MARILYNNE ROBINSON ON KEEPING FAITH IN DEMOCRACY.”
http://billmoyers.com/
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Hi Diane! We are two lowly public teachers trying to chip away at the charter nonsense in Chicago. You posted a link to one of our posts last year; maybe you’ll like this one:
http://windycityteachers.blogspot.com/
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THIS JUST RELEASED:
American Education Research Association announces GATES funded dissertation fellowship for analysis of longitudinal data set from Measures of Effective Teaching project which brought us (in NY State at least) expanded testing, linkage of student test scores to teacher and principal evaluation, and the infamous SLOs (“Student Learning Objectives” — a growth measure for teacher evaluation for teachers outside grades 4-8 ELA and math, which contributed to insane levels of testing K-12 in NY in the past three years)
Dear Colleague:
AERA announces its AERA-Measures of Effective Teaching (MET) Dissertation Fellowship application competition for graduate students. This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics using the MET longitudinal data set. We are seeking your assistance in sharing this information and identifying potential candidates. Information about the program, eligibility requirements, and application instructions are available at http://www.aera.net/AERAfundingopportunities. Below is a brief description. The application deadline is December 15, 2014.
You may contact me at fellowships@aera.net or 202-238-3200 if you have any questions or concerns.
Best regards
George L. Wimberly
Director of Social Justice and Professional Development
About The AERA-MET Dissertation Fellowship Program
Deadline: Monday, December 15, 2014
AERA with funding support from the Bill and Melinda Gates Foundation is pleased to announce a dissertation fellowship program to support graduate students in education research to conduct secondary data analysis using the Measures of Effective Teaching (MET) Longitudinal Database. The AERA-MET Dissertation Fellowship Program provides funding and professional development and training to dissertation stage graduate students who use the MET data to address research questions and examine issues that will contribute to knowledge about teaching and learning. The program supports high-quality science undertaken by the education research field through dissertation research on topics related to teaching and instruction, the effects of the classroom and school climate, student achievement, children and youth, and other educational issues. The application deadline is December 15, 2014.
Project dates
AERA is somewhat flexible on research project dates, depending on what is best for the applicant. The earliest date a grant may start is May, 2015.
Eligibility
Eligible graduate students for the AERA-MET Dissertation Fellowship Program will be at the dissertation stage in an accredited graduate program in education research or another social or behavioral science disciplinary or interdisciplinary field, such as sociology, economics, psychology, or political science. Applicants must be U.S. citizens or U.S. permanent residents enrolled in a doctoral program. Underrepresented racial and ethnic minority researchers and women are strongly encouraged to apply. Applicants should be familiar with the principles and framework of the MET study and the instruments and methods used to collect the data.
Direct any questions about the AERA-MET Dissertation Fellowship, eligibility requirements, or submission process to fellowships@aera.net or 202-238-3200.
Visit the AERA-MET Dissertation Fellowship Program website for Call for Proposals and online application.
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This is an excellent article that I thought you and your readers would be interested in.
http://www.telegram.com/article/20141020/COLUMN44/310209977/0/SEARCH
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Governor Cuomo continues to skate:
http://www.breitbart.com/Big-Government/2014/10/20/Bloomberg-Andrew-Cuomo-Concedes-Defeat-in-the-Common-Core-Wars
“This is not the fox guarding the henhouse. This the fox building the henhouse.”
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Yesterday in an attempt to embarrass me, a comment I posted on this blog was read aloud and followed with disparagements along the lines of why would anyone post this on the internet? I was not embarrassed. I am proud of my history as an dedicated and still able to question educator. But I made a mistake letting my employer know that I am a fan. “I’ve never read Ravitch but I hate her!” That’s why we teach.
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Dear Diane and fellow educators,
Tonight in my graduate class, my professor asked us to read aloud our letters we wrote about issues we face as teachers. He encouraged us to share them with educational leaders, administrators, and on blogs, even yours, Diane. As my peers read their emotional and tearjerking letters addressed to our chancellor, their directors and principals, my heart ached for them and I began to reflect back upon “my big decision”. My big decision was whether to go into the Department of Education or teach elsewhere. I chose elsewhere.
My post is certainly not to bash DOE teachers. It is quite the opposite. As I listened to these young, middle-aged and older teachers, who teach by day and attend class at night, the evening did not become about bashing the DOE or needing someone to blame. Rather, they just wanted someone to listen and hear their thoughts and feelings about how standardized testing and preparation are drowning our children in schools. How they are paying out of pocket for materials and their students’ school supplies. One teacher said she has spent $2000 (and had the receipts on hand to prove it) on classroom and student supplies, and its only October! Or how schools ignore student IEPs and contractual teacher union laws. These teachers were vivacious, angry, and spoke of their students with love, respect and commitment.
At first, I felt relieved that I was not involved in this insane system of confusion and inequality. But suddenly, these different voices became one. We all had the same goal: to teach all of our students through handwork and commitment.
To those of you out there who believe that teachers choose to fail our students or just do not care, please just know- THEY, being TEACHERS, are working in a broken system. However, these teachers refuse to break and will do anything to ensure their students learn. Please listen to their voices and together, let’s find a way together to fix this educational system for our children and our future.
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Scary…scary…U.S. charter schools are issuing a record amount of municipal debt, with Texas leading the charge. Bloomberg: http://bloom.bg/1wu3POq
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Concerning the post “Author of TIME article had a problematic article before” below is copied a comment by dhgarf that one can find on the previous Washington Monthly article http://www.washingtonmonthly.com/magazine/september_october_2013/features/americas_worst_community_colle046450.php?page=all that indicates a possible explanation for the position taken by the journalist:
I’d like to ask Ms. Edwards why, in her facile metric driven screed against the California Community College System, she neglected to mention the potential conflict of interest between Washington Monthly having received a grant for $500,000 from the Lumina Foundation which also gave a $450,000 grant to the ACJCC – the accreditation body that voted to close CCSF which is now being sued by the City Attorney and California Federation of Teachers for their questionable practices. The Department of Education also sharply criticized the agency in their letter regarding the CFT’s complaint to them. The conflict of interest between Lumina and Washington Monthly was pointed out by a colleague of mine whose comment, when she posted it, was erased. And then when she reposted it and said it had been erased, the comment was yet again deleted. Where is the independent investigative journalism here? I’m sick of people who call themselves journalists working as shills for the privatizing reform agenda of organizations like Lumina. . Lumina was set up in the early 2000 with the profits USA Group gained from the sale of their receivable to Sallie Mae. At the time, USA Group was, according to Wikipedia, “the nation’s largest private guarantor and administrator of education loans.” These were the very same folks who bankrupted or indentured a huge swath of our youth (and many others) for degrees that would never provide the financial windfalls the colleges and trade schools promised. Now if you really want to learn about what’s wrong with education in California and the US, follow the money – forget about Edwards who has probably never seen the inside of a community college classroom anywhere, has never really considered the complexity of this issue and whose conscience doesn’t seem troubled by the fact that her organization erases comments that may expose the real agenda behind its so-called journalism. Instead, read a real investigative reporter like Matt Taibbi who, in the last issue of Rolling Stone, wrote about the sharks in the student loan industry – the kinds of people who were once USA Group, now hiding behind their past, clothed in the angelic garb of Lumina. Talk about the real fish at the bottom of the barrel, Ms. Edwards; its not our community colleges.
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Sheri G. Lederman, Ed.D., a top performing fourth-grade teacher in Great Neck, today filed a lawsuit against the New York State Education Department, to invalidate a rating of “ineffective.” Judge Richard Platkin of the New York State Supreme Court, Albany County, directed the Education Department to show cause on January 16, 2015, why the rating of Dr. Lederman, whose student’s generally outperform state assessments by over 200%, should not be declared arbitrary and capricious and why the Education Department should not be enjoined from using its so-called growth model for evaluating teachers unless the model is modified to rationally evaluate teacher performance.
The lawsuit which was filed today in Albany explains that Dr. Lederman has been teaching 4th grade in Great Neck for 17 years. In those 17 years, students in her classes have consistently substantially outperformed state averages in English Language Arts exams and 4th grade math exams. For the past two years, when the percentage of students across the state of students meeting or exceeding standards is only about 31%, approximately 68% of Dr. Lederman’s students have historically met or exceeded state standards.
Dr. Lederman’s lawsuit challenges the rationality of the statistical model presently being implemented by the Education Department which purports to predict what scores theoretically similar students should achieve and then rates teachers on whether they can show that they have caused growth in their students compared to so-called similar students predicted by a computer model.
The lawsuit alleges that the New York State Growth Measures (or Student Growth Model or State Provided Growth Model or Value Added Model), as presently being implemented by Respondents, actually punishes excellence in education through a statistical black box which no rational educator or fact finder could see as fair, accurate or reliable.
For More information please contact Bruce H. Lederman, Esq, 516 551 0446
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How do we help the cause?
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Can someone refer me to a website that summarizes local, state, and federal candidates’ positions on specified education issues for the various states? It can be difficult to find out the various candidates’ actual positions, particularly on the charter school issue. A candidate’s response that “I support public education” doesn’t tell voters anything. He or she may in fact support charter schools, privatization, and high-stakes testing.
Actually, the average voter is probably not even going to make the numerous calls to try to find out, and could well get misinformation/disinformation if they do.
As Election Day is fast approaching, is there a website I have missed that makes candidates’ positions on education readily and clearly available?
Helene Stone
Grants Pass, Oregon
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Helene
Check the website of the Network for Public Education
Diane Ravitch
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CHOICE in Politics.
It just occurred to me, as I was writing a response to a comment about the NY gub race, that it is high time that teachers made a big deal – a very big deal – about lack of choice at the voting booth.
Teachers should push for legal changes to our voting process (not to mention our campaign contribution laws). For example, Zephyr Teachout should have earned a place on the NY ballot due to her relatively good showing in the primary.
Teachers should join with other workers, as well as the unemployed, others who are being greatly exploited and/or damaged by the corporate takeover of our government (such as those destroyed financially by the housing mess), disgusted parents and students, and those who simply see the weaknesses of our voting system’s LACK OF CHOICE, and make a very, very loud noise until we have more CHOICE IN ELECTIONS.
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Nice piece in the NYRB. Succinct and illustrative. Food for though. What if’s? Always gets the brain thinking. The future foretold? Perhaps a GoFundMe campaign to purchase the books for Congress, governors and the entire Department of Education for starters? Again, nice and a pleasure to read. Can that be sent out to the above for starters or is it behind a pay wall?
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Any politician who states war on teachers and teachers’ unions is hiding behind teachers.
This has to be a mantra weaves into the mainstream.
If you attack teachers, you are using them as proverbial human shields.
You recognize society has some serious problems for the future; you blame teachers= you hide behind teachers. You do something for children independent of teachers, good job. You bring teachers into your vision of good will (at their expense), you hide behind them.
Cowards. Politicians who blame teachers or wage attack on them are cowards. (And actually they reveal an amazing amount of faith and trust in teachers because they hold them accountable for being on the front lines of fixing society; and then they hide behind them).
They have used the best defense is a good offense because they know they have heaped issues on teachers over the years. Poverty could have been addressed long ago. Racial inequity could have been addressed long ago. But it wasn’t. And they know that. And it scares them. So they run hide behind a teacher.
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That was very well said. I truly hope things improve in every state and politicians stay out of education. Really, great comment.
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Ms. Ravitch: I have been following your articles and posts related to the Chinese educational system, and I believe we need to have a national conversation about what our children are learning in terms of how our system is privileging international students. As a veteran English teacher of 39 years and as a host “mom” to two Chinese girls who participated in our private school’s international program, I have serious concerns about some ethical issues that pertain especially to the college application process. I’m sure you’ve read about the most recent scandal regarding the SAT exam in China, but that is just one symptom of a much larger problem. I value the opportunity I’ve had to know and to enjoy the company of my two students, but they are being harmed as well by some of the injustices occurring. I am looking forward to hearing you speak at NCTE in a few weeks. Might there be an opportunity to address these concerns? Thanks for considering…Linda Boesl
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Linda Lee, unfortunately I had to cancel my appearance at NCTE due to health concerns. Since my knee injury, I have scaled back my travels. Please read Yong Zhao’s new book about the Chinese education system.
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Diane,
Here is my response to TIME magazine’s teacher bashing. Utah carried the testing insanity even one step further by requiring us to grade our own standardized tests!
Dear Time Magazine,
Instead of writing about “bad” teachers who can’t be fired, tell my story. I am an honors English teacher who was who was quickly and easily fired.
My colleagues and I took an ethical stand against a district policy that required us to grade our own students’ writing, a very subjective call, on standardized tests. In other words, we not only were required to administer an insane number of tests, we were forced to grade them ourselves. Believing it to be a conflict of interest, I refused.
A freelance writer, photographer, and mother, I followed my heart into the classroom at age 50. During the last 14 years, I was granted tenure, earned a master’s degree, taught thousands of students in a state that stretches its education dollars until they snap, went hundreds of extra miles for my students, produced stellar test scores, and earned high marks for performance.
I am a member of a teachers’ union, which was powerless to block or delay my termination. Despite petitions, letters, emails, and phone calls of support for me, parents and students also stand powerless.
I have a message for the obscenely wealthy CEOs who wouldn’t be caught dead teaching school—not enough prestige or money for you! While you are going on a witch hunt for “bad” teachers, the great ones are walking out the back door, or being pushed. They are retiring early, resigning to find more promising careers, or simply giving up. Some are being fired for standing up for what they believe.
The best and brightest no longer want to teach your children.
A more important question than how to get rid of bad teachers, is how to hang on to those being thrown away. With incessant attacks on the profession, the erosion of respect, and diminished or non-existent opportunities for creativity, our heroic teachers are walking out by the thousands.
They are irreplaceable.
Time Magazine, there’s your story.
.
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I love your blog. You stick up for teachers like no other. My district is mistreating language immersion teachers and I’m so frustrated with the lack of resources to meet the unrelenting demands of compass, that starting my own charter school seems appealing. I love teaching but hate the BS that is causing stress related eczema on my face and neck. I want to feel in control and respected as an educator. I am lost.
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Miss T,
Don’t give up. Talk to your colleagues. Find the nearest organization in the state that’s fighting to restore sanity to our schools. You will find parents and teachers who think as you do. Help them and you will find the strength you need.
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I’ve been disappointed by how much of the NYS movement opposing common core, at least in upstate, has been dominated by people who are conflating it with an otherwise right-wing agenda. This extends to issues of sex education, electoral politics (supporting Astorino), and religion, among others. I’m an educator with elementary age kids,and a staunch opponent of common core curriculum and increased standardized testing on pedagogic, parental, and democratic grounds. However, I’ve been so turned off by the politics of the regional common core groups that after getting my feet wet at a few meetings I’ve stayed away. I have many competing issues that I care about, and as a recovering academic who used to teach on the subject, I don’t hold out much hope for social movement organizations who reduce the size of their tent for reasons disconnected from their main mission. I suspect I’m not alone in my views on this. I’d be interested to hear your views, given that you must have a very broad and informed sense of the movement in NY and elsewhere. Perhaps you could devote a post to the subject? Thanks for your work on this issue.
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adamsflint: I hear you! I remind my fellow anti-common core advocates to keep the discussion inclusive of all political parties. We need to work towards our shared goal, equal and democratic public education for all, regardless of our political party alliance.
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FAIR post via AlterNet:
http://www.alternet.org/media/theres-big-problem-times-teacher-bashing-cover-story?page=0%2C0&akid=12437.1073613.VLgw8W&rd=1&src=newsletter1025878&t=18
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On Time’s teacher bashing article.
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http://www.globalresearch.ca/protecting-our-children-in-the-wake-of-sandy-hook-psychiatric-surveillance-of-public-school-children/5411780
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Several months ago you had a post on the Brookings Institution and the debate centered on how they changed. This might answer a few questions.
Brookings Up For $ale?
http://www.washingtonpost.com/politics/at-fast-growing-brookings-donors-help-set-agenda/2014/10/30/a4ba4e8e-48ef-11e4-891d-713f052086a0_story.html
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This will make you laugh and cry.
A new low in the annals of American education
Sherri Ybarra – newly elected Idaho Super of Public Education
http://www.ktvb.com/story/news/politics/elections/2014/11/03/campaign-ybarra/18429835/
http://ybarraforidaho.com/
She was: accused of plagiarism and removed the material from her website, hasn’t voted since 1996, lied about her educational credentials, and lastly, there are issues and discrepancies regarding her marriage and divorce.
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H/T Jeff Canady:
The Congressional Research Service report on the Common Core.
A friend suggested that they should have sent it directly to the FBI.
Click to access Congressional%20Research%20Service%20Common%20Core%20report%20sept14.pdf
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I was once a sleepy headed about this issue. Free market principals, well the sounded really good, my local public school didn’t seem to be serving my autistic child’s needs very well. Unfortunately, it was too good to be true. I have done and tried everything trying to get the appropriate services for my autistic son, home school ( too restrictive and expensive), charter schools (wait for services, “oh,” it’s not happening), replacement /therapy schools ( for the most severe, not the best for borderline cases). By far my family was victimize worse by the charter school system here in Texas. Our civil rights were violated and we had little funds for legal recourse. I have gone and cried my eyes out at to my local Rep convention, I written to congress people. The only Rep. that seem to get it is other Rep. teachers and their are few of us. Home school coalition parents want a cut now too of the charter school pie. I had to skip the state convention and choose to get an advocate for my son. I would like to get involved anyway I can.
FABE is a joke as I found IEP/ ARD’s and what ever standard the district choose to say it is the correct “theriputic levels of education,” has turned SpEd into a babysitting service. He receives academic exposer over master of skill set. IEP’s are written at grade level and it’s deceptive to contrive where he really stands in relation to his peers. The school administration feels it is more important that he is with his peers all day rather than being pulled out with other students with similar needs. It doesn’t matter he spends his time spinning in corners or drawing for hours on end, he mostly behaves. What is sad is he is not even encouraged to interact in conversation skill s with his peers. He currently he receive 1.5 hours of inclusion service . He is multiple grade level behind. I am in the process of fighting this too and I never wanted to be a fighter. It is easier to change courses rather than stand your ground. However, for the love of my son and all the children having their services reduced, I must give it my best try and stand my ground now. Making Public school stronger is my sons best option. I would love to get active and help keep our schools public. Please contact me.
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So I Am, autism has been on the rise since Mansanto’s GMO foods have flooded the stores. Besides seeking help for your son’s academic needs try another route. Serve only organic food to your son plus add hemp to his diet: hemp oil, hemp heart seeds, hemp shakes… Health food stores carry many hemp products plus they are available from Amazon. Hemp is a sister plant of the Cannabis plant. Hemp is a food and Cannabis is a medicine. The difference is that hemp does not have the euphoric element.
Read about how the Endocannabinoid System relates to Autism.
https://cannabisforautism.wordpress.com/2014/05/24/the-endocannabinoid-system-as-it-relates-to-autism-joe-stone-christrian-bogner-m-d/
Watch the U Tube of Dr. Hicks’ recommendation of Cannabis CBD oil for Ausitic children
There are countless articles about autism being helped by cannabis. Not all states allow cannabis to be sold. All states have access to hemp products.
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http://www.reviewjournal.com/news/education/ccsd-investigation-finds-no-proof-cheating
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I’m wondering if anyone in this community has read or responded to “Rebulding America’s Middle Class” by Michael Cox at SMU. An editorial appeared in the El Paso Times this morning arguing in favor of vouchers. The author was Michael Barba, and his only source was the Cox report, which is full of lies and damned statistics.
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This week, I have seen MANY propaganda commercials where the National Urban League extolls the supposed virtues of the Common Core. Are they fulfilling their “communications” promise to Bill Gates, for which he gave them nearly $4M in 2011? It’s so disgusting how civil rights groups have sold out to Gates.
http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2011/06/OPP1033272
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This debacle occurred while Duncan was CEO of the Chicago Public Schools, but nothing is mentioned about that:
“Banks kept CPS in shaky bond market”
http://www.chicagotribune.com/news/watchdog/cpsbonds/ct-chicago-public-schools-bonds-banks-met-20141107-story.html#page=1
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“Risky bonds prove costly for Chicago Public Schools”
http://www.chicagotribune.com/news/watchdog/cpsbonds/ct-chicago-public-schools-bond-deals-met-20141107-story.html#page=1
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I have been following Diane for months and suddenly have not received post in three days…I am BoE member and retired teacher and really need to keep up … Any way you can help ?
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5th Grade Math from NYS Common Core Math Curriculum. This was in today’s lesson. Second week of November, and bear in mind at least half of the 20 kids don’t have a grasp of their math facts. But we’re mandated to move along, we must cover the material ( I can see Madelyn Hunter rolling over in her grave.) Developmentally appropriate, you tell me.
Name Date
Solve.
1. Liza’s cat had six kittens! When Liza and her brother weighed all the kittens together, they weighed 4 pounds 2 ounces. Since all the kittens are about the same size, about how many ounces does each kitten weigh?
2. A container of oregano is 17 pounds heavier than a container of peppercorns. Their total weight is 253 pounds. The peppercorns will be sold in one-ounce bags. How many bags of peppercorns can be made?
3. Each costume needs 46 centimeters of red ribbon and 3 times as much yellow ribbon. What is the total length of ribbon needed for 64 costumes? Express your answer in meters.
4. When making a batch of orange juice for her basketball team, Jackie used 5 times as much water as concentrate. There were 32 more cups of water than concentrate.
a. How much juice did she make in all?
b. She poured the juice into quart containers. How many containers could she fill?
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These problems seem feasible if the students understand metric measurements of liquid, weights, and linear items. Also, were they required to answer in complete sentences? If they explained how they got their answer, even if wrong, did they get it right?
In California these questions will be computerized and you will get the results within months.
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They were introduced to the conversions last week,per the CC modules we use in NY. No answers in complete sentences on this one, but normally yes.
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I think they look good for students ready for them (I don’t know 5th grade abilities well enough, but these seem high end to me). For those who are not, I see a lot of wasted time…which could/should be spent on learning the fundamentals. Generally, solid questions (though I can see some being a little confusing), especially for the good math student. As with much of CCSS, I suspect they put teachers in a bind when sizable percentages of their classes aren’t yet capable enough.
How is it going for your class, 29?
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@Ohio Algerbra. It goes, it always does. Problem is administration and dept. heads have decided that all material must be covered before the tests in May. Admirable goal, but unrealistic. You gotta crawl before you walk and walk before you run. We’re asking kids to run and they haven’t crawled yet.
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I’m wondering if anyone in this community has read or responded to “Rebulding America’s Middle Class” by Michael Cox at SMU. An editorial appeared in the El Paso Times this morning arguing in favor of vouchers. The author was Michael Barba, and his only source was the Cox report, which is full of lies and damned statistics.
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Ms. Ravich,
It was bound to happen, NPR for the past 2 days has been running a pro CCSS segment. They have managed to find a few teachers with positive stories about CCSS and how it is saving education. They are conveniently omitting any connection to PARC or Pearson. They are spewing the talking points about how CCSS are standards and teachers are embracing them to teach more deeply into a reading topic but they are focusing on high schools. No one has mentioned the lack of appropriateness in the early grades or how many districts are implementing the CCSS as a curriculum that mandates how to teach. No one has stood up to say that simply stating that kids will be smarter because the tests are going to be harder is pure nonsense. No one has pointed out that the few teachers who were involved in creating these standards refused to sign off on them. If you have a chance, please go to the NPR website and take a stab at explaining the other side. They are very intelligent over there and are very good at writing a believable view but there are holes in it that I am not quite good enough to pick apart.
Thanks,
Keri McCauley
NCMom
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It’s always amazing when reliable friends (NPR) from the past jump into the prevailing windstorm and try to “help” with articles like this.
NPR=government funded (Executive Branch administered) entity responding to what their “bosses” want propagandized.
I guess since we are all “stupid,” NPR needed to simplify our understanding of CCSS so we will accept it and then they can implement what they really want to do.
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Great news from Massachusetts!
http://www.bostonglobe.com/metro/2014/11/14/teachers/Q2VoPPcp1AJTV8PWCeUptO/story.html#comments
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Diane, have you seen this Huffongton Post article yet?
http://www.huffingtonpost.com/alan-singer/common-core-tests_b_6170832.html
Apparently, Common Core really IS all about the testing (and corporate profits)!
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Diane,
This came in as a comment this morning for one of the posts on my Crazy Normal Blog
Here’s the link to that comment:
My daughter is in 10th grade this year she has brain cancer; she is missing 80% of her cerebellum from surgery to remove a 5cm tumor when she was 4 years old; she cannot write or type proficiently because of her brain injury; she uses a gait trainer or wheelchair to ambulate; she has epilepsy; she has damage to her grey matter from 12 years of different chemotherapy treatments; she has expressive aphasia; ataxia; apraxia.
She is in school full time, she took the FCAT in 5th grade and scored a 4, she is very intelligent. She has a one on one para at school to assist her with physical as well as academic tasks. It took her 9 days to complete the FCAT reading test when she was in 5th grade. It was exhausting for her and she cried every morning before going to school to take the test because she did not want to sit alone in that class room another day and read and answer questions.
It takes her a very long time to read even though she knows all the words because she processes much more slowly than the average person. In the classroom she is allowed to use books on tape or have her para read long passages to her, but this accommodation is not allowed on statewide standardized tests. This year she is required to take the new ELA in order to qualify for a standard diploma.
She is a straight A student, she works extremely hard to maintain her good grades and deserves a standard diploma. We were told that even with all her disabilities she is required to take the test.
This year there is a writing segment included in the test which was not included in past years. She is expected to type out essays when they know that she is physically unable to do this. They said they would work on getting her a designated person that she can dictate to in order to complete this part of the test.
Can you imagine how that will go? Most people have a hard time understanding my daughter because of her apraxia, that paired with her aphasia and just being a kid who is probably not too comfortable with sharing her ideas out loud with a complete stranger is a recipe for disaster. And this is just the ELA.
I haven’t even gotten started with the Algebra EOC. These tests are going to require hours upon hours of testing for her, days of doing nothing but sitting in a classroom taking a test that most kids finish in just a couple of hours.
I am going to try and get the new exemption under the Child With Medical Complexity subsection for her, but I’m not sure if she qualifies. It seems like they are limiting the exemption to kids who have no motor or language function, but I am going to give it a shot. I will keep you posted on what happens. If anyone has any advise for me regarding this, I welcome it.
NOTE: The comment came from Cathy Bacot. The IP address for the comment led to Orlando, Florida. Do you want her e-mail address? I asked her if I could share this with you, and she said yes.
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Diane, do you think that schools should send Textbooks home with Students to do Homework in and to have a resource to study from? Nanuet, NY schools send Textbooks home with my 2 children, but the 2 past Bronx Schools High Schools that I have worked in do NOT send Textbooks home with the students. When I started teaching, Textbooks were sent home within the first 3 weeks of school. About 10 years ago that policy stopped. It seems to me to be a type of Educational Neglect by the schools NOT to send Textbooks home with the students. Please let me know what you think about Textbooks not being sent home. Thank you, Robert
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I am a 17 year old senior in high school and I attend a charter school in California. Part of our graduation requirements require a semester long internship with a local business, business etiquette training, mock interviews with local businessmen, and completing at least 200 hours of community service. We are k-12 and our elementary school is ranked one of the best in the nation with an API of over 900. Children start learning square roots in second grade. As a high school sophomore, junior, or senior, one can take classes at our local community college and be reimbursed for tuition fees if we get a passing grade. Is this the kind of ideal you have when you say our nation’s schools need “more rigorous” courses?
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“The rise of Silicon Valley as a financial political force, in charts and graphics:
Watch the evolution of political donations by county going back to 1980”
http://news.yahoo.com/see-which-counties-give-the-most-to-political-campaigns-over-three-decades-183929038.html
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Have been following this blog for a long time but never see any mention of Delaware and the “Race To The Top” encourage greatly by Democratic Governor Jack Markell. The Governor is up for a national job in so-called educational reform. A big contributor is the Rodel Foundation of Delaware and it’s years of progress in Vision 2015 meetings. The Rodel Foundation is a non-profit but I see no way of finding out who exactly is funding this behind the scenes. I am a retired public school nurse from New Jersey but now in Delaware there are six schools where teachers are told they must all resign or face the possibility of total takeover by charter schools. The League of Women Voters have had some forums on the topic and it seems that American Association of University Women promotes the program which I do not. I believe teachers are being blamed for the poverty and homelessness and inequality and it is a direct attack on teachers unions. See website: http://www.rodelfoundation/de.org. and http://www.vision2015/de.org.
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These Providence students aren’t blaming teachers for poor performances in urban schools, especially on high-stakes standardized testing. Their remarks go right to the point.
http://www.rifuture.org/providence-students-speak-out.html
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This offends common-sense and decency. York Suburban (PA)
York Suburban passes strip search policy
http://www.yorkdispatch.com/breaking/ci_26958090/york-suburban-passes-strip-search-policy
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http://www.wthr.com/story/27406332/2014/11/17/should-indiana-schools-superintendent-be-appointed
Indiana is at it again… I tried to vote the bums out, but apparently I’m in the minority… and now they’re trying to get rid of Ritz!!! ARRRRG!
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Doesn’t Indiana have to change (amend) it’s Constitution to appoint rather than elect the Superintendent?
Don’t the voters have a say in this?
Is Governor Pence a vice-roy?
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This student is from the school I have been telling people about. We are now wfund-raising to transform additional public schools to this model – not replace them with charter schools! Check out https://www.indiegogo.com/projects/transforming-k-12-education-with-emaginos
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A friend of mine sent me the following for a talk he’s organized: “…on December 9, the Harvard Club of PR is hosting Professor Paul Peterson (whom you may recall as the Gov. 1540 prof) and he’s going to give us a talk entitled: ‘The Perilous State of Education and What Can Be Done About It.’ Any thoughts?” I’d like to send him something, and I was wondering if anyone on here would be interested in helping to construct a list.
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Paul Peterson is an avid supporter of school choice. He doesn’t like public schools. He has trained a cadre of younger scholars who are cheerleaders for charters and vouchers and online learning.
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Appreciate the background info, Diane. Helps to know what to prepare.
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Seems there is a conflict of interest in the Dept. of Ed’s Institute for Education Studies (IES)
Carol M. Connor was one of the “experts” commissioned to tell the nation how to teach struggling readers (see author page), http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf
so the advice is . . . . . . testing and more testing . . . . .
just like the packaged system she, and her CEO husband, are selling
http://learningovations.com/executive-summary/
http://learningovations.com/about-us/
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I love Edutopia..and was surprised to see that it’s “run” buy George Lucas. He sights great reasons for supporting dynamic, students-relatable, innovative teaching. DIANE, maybe George Lucas could be an ally to this fight to save and improve public community schools????
He’s a powerful force.
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I love George Lucas as a film=maker but his new wife is from the hedge fund world and is a close friend of Rahm Emanuel.
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Holyoke, MA re-hired Gus Morales the union leader who was fired for speaking out against data walls.
Former Donahue Teacher Gus Morales to return to classroom, following agreement between Holyoke School Committee and Holyoke Teachers Association to settle legal disputes
http://www.masslive.com/news/index.ssf/2014/11/former_donahue_teacher_gus_mor.html
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The research the League of Women Voters did on Charter Schools USA made the front page of the Tampa Bay Times. We posted it on our blog: Education Issues at: http://lwveducation.com.
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I had an epiphany today.
NC uses MClass. Amplify owns MClass. Joel Klein runs Amplify.
This means that Joel Klein is in NC, theoretically.
This explains some things. But not everything.
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