Archives for category: Arizona

From a reader:

As a teacher at a highly performing school in an Arizona public school district, I had three students move into my AP classes last January from BASIS. These students appeared soon after the 100 day count, the time when public schools (including BASIS charters) tell the state their student enrollment for funding purposes. Beyond the high attrition rate mentioned in the article and comments, timing should also be questioned by the state auditor and legislature. Why are overwhelmed students disproportionately leaving after the 100th day? This allows BASIS to gain funding for the entire year and excludes these students from their AP and other standardized testing scores.

Secondly, when speaking with staff members from two different BASIS schools, a culture of stress and fear is placed on teachers for not only AP scores but also academic club competitions, which is then passed on to students. Emotional health and life balance of students is a very low priority, according to the staff and students to whom I’ve spoken.

Thirdly, it should not surprise anyone that BASIS test scores are high when they have a policy that requires 6 AP exams for graduation and pay for them only if the student maintains a passing average on them (3 or higher out of 5). Additionally, they require that the AP exams override the entire grade by a chart on p.23 of their handbook. http://basisschools.org/pdf/1516_BASIS_Charter_Handbook.pdf If they have an F average in the course, but score a 5 on the AP exam, they have a B+ on their transcript. Sixty to seventy percent of my students at a comprehensive high school earn 5’s on the AP Psychology exam, so I would think that many BASIS students are able to use this policy to their benefit. Conversely, students who are successful in class, earning an A for the entire year, will receive a C on their transcript if they score a 1 on the AP test.

Personally, I would quit before I let the 2-hour AP exam override 180 days of class participation, debates, projects, analyses, application, and research. I suppose this point bears out the core of the issue. What do we value in our schools – holistic student growth or nationally-ranked test scores?

Arizona has a teacher shortage. School will open soon, and there are at least 1,000 vacancies.

The reason is not hard to find. Low salaries, which results in high teacher turnover. Arizona has been in the forefront of corporate reform. State policymakers want to hire “effective teachers,” but they don’t want to pay a middle-class wage.

“And the situation is likely get worse, with 25 percent of the state’s roughly 60,000 teachers eligible to retire within the next five years, said Cecilia Johnson, the state Education Department’s associate superintendent of highly effective teachers and leaders.

“Heidi Vega, spokeswoman for the Arizona School Boards Association, said there are many factors in play behind the vacancies but, “First of all, of course, the budget.”

“Vega said some teachers haven’t had a raise in six or seven years. The state routinely ranks near the bottom when it comes to per-pupil spending, she noted.

“Johnson said the average salary for a teacher in Arizona is $47,000 – well below the $54,000 national average – and an average starting salary in the state is $32,000.”

With a starting salary of $32,000, the state’s associate superintendent of “highly effective teachers and leaders” will not have many people to supervise.

Most teachers have not had a raise in years. Enrollments in teacher education programs are dropping. Some schools have no one to mentor young teachers.

“Once in the profession, Johnson said, teachers face greater accountability requirements and more demands of their time than they used to. Those demands “require them to take less and less time in teaching what they believe as experts should be taught,” she said.”

What do reformers think when they see stories like this, echoing the situation in many other states? Do they recognize a problem? Do they see a connection between the loss of teachers and their relentless campaign to belittle teachers and blame them for low scores?

Bill Gates used to boast that his data-driven approach to measuring teacher quality would produce an effective teacher in every classroom. How’s that working out, Bill?

I usually devote days like July 4 to appropriate pieces, such as poems and songs celebrating our nation and its freedoms.

 

But I am not feeling especially celebratory today. In many respects, it appears that our politics is rushing headlong back to the 1920s or even the 1890s, when polite society diverted its eyes from unpleasant facts like hunger, homelessness, and other signs of human distress. Our politicians must worry constantly about raising enough money for the next election, so they listen more attentively to those who have the most to contribute to their campaign, rather than to voters. Voters can always be hoodwinked by a slick media buy.

 

We must not despair because despair is a certain path to defeat. We must rededicate ourselves on this day to saving our democracy, to restoring the belief that America is meant to be “of the people, by the people, and for the people.” We can’t compete with the billionaires’ cash for votes, but we can build organizations to inform and mobilize public opinion to take our government away from the plutocrats. I, for one, do not want to sit idly by as income inequality and wealth inequality grows. I commend to you the book The Spirit Level: Why Greater Equality Makes Societies Stronger, by Kate Pickett and Richard Wilkinson. A short description on amazon.com, “Almost every modern social problem-poor health, violence, lack of community life, teen pregnancy, mental illness-is more likely to occur in a less-equal society.”

 

If you look back over American history, you will see swings of the pendulum, from eras where there was a strong sense of social responsibility to eras of selfish individualism. We are now at the far end of the pendulum swing, with our elites pushing hard to persuade the public that selfish individualism and consumerism is true Americanism: every person for him- or herself! Let the hungry fend for themselves, it is their own fault that they are hungry.

 

We can sit back and watch as the social safety net is shredded, or we can resist. We can sit back and allow our public schools to be taken over by entrepreneurs, religious groups, and privateers, or we can resist.

 

I say resist.

 

Here is a wonderful post by Edward F. Berger, a blogger in Arizona who is leading the charge against corporate reform in that benighted state, where the profit-making entrepreneurs have grown fat by taking over public schools and draining their funds for their own profit.

 

He asks the following questions and urges his fellow Arizonans to organize and resist the destruction of the public square and the corporate takeover of public education:

 

 

Edward R. Murrow once said: “I am in a financial morass from which I am unable to extricate myself.” Many States are in a political morass as a result of a planned assault on America. The question is, how do we extricate ourselves? In Arizona, one of the most corrupt states, leaders are emerging who know how. They use facts and data, and social media to bypass the in-pocket Press.

 

Is there anyone who believes that the misuse of hundreds of millions of dollars of public taxpayer money in Arizona is an unexpected consequence of so-called education reform?

 

If so, they most likely profit at the expense of the children and families from whom this money is stolen.

 

If so, they are part of a radical and nation-killing movement based on feudal ideology and pure greed.

 

If so, they are part of a State Legislature that intentionally forbids charter school accountability and protects those who are given our tax dollars and use them for their own profits, kids-be-damned.

 

If so, they have written laws that allow pirates to create closed and unaccountable “schools” that rake in millions of public tax dollars via side-deals and Real Estate deals. They eliminate students that they can’t benefit from. They kick out children that don’t serve their needs and send them back into the public schools humiliated, damaged, and often broken.

 

If so, they are Legislators who do not believe in the separation of Church and State.

 

If so, they are part of political organizations that supports the privatizers and radical right-wing, and ignore the damages to their community and to children and families.

 

If so, they support privatization and profiteering from dollars citizens pay to educate children. They privatize any-and-all functions of government where there is profit to be gleaned. Prisons and schools for example.

 

Is there anyone in Arizona who believes that the extreme right-wing, working for ALEC-Koch-Goldwater Institute-John Birch Society bosses has not intentionally, decade after decade, placed totally unqualified non-educators in the position of Superintendent of Public Instruction, thus undermining public education from inside?

 

Those who wield these powers have used every opportunity to destroy the teaching profession, our community schools, and now our Universities.

 

Is there anyone in Arizona who doesn’t know that a Right To Work State is a trick to extract more profit from battered workers and to curtail information the public needs by not letting workers organize and speak out?

 

Is there an educated citizen of Arizona who is not convinced that the Democratic process of Representative Government has been defeated through the control of primary elections and the selection of those who will get massive financial support: Those candidates they allow to run and win? That those who wield power have effectively discouraged people from voting?

 

Be sure to read his conclusion.

 

And when you are done, join The Network for Public Education, which is supporting resistance across the nation.

Peter Greene reports here on the doleful state of public education in Arizona, which has been underfunded for years. It is very likely the lowest funded state school system in the nation. Teacher salaries may be the lowest in the nation. There have been no raises for teachers since 2008. Teachers are leaving for other states, and the state faces a major teacher shortage. Average per-pupil spending, he writes is $3,400.

 

He summarizes:

 

Low pay, poor workplace resources, no job security, difficult work conditions, and no respect from state leaders. How could Arizona possibly have a teacher shortage?

 

Not to worry, Arizonans! The reformsters at the Center for Education Reform have recognized Arizona as a national leader in the school choice movement! Lots of A grades for its bold support of free-market charters, which proliferate like bunnies and are free to act without state interference or supervision and without pesky regulations barring nepotism and conflicts of interest.

 

Is Arizona the future of American education? Perish the thought!

Reader Jack Covey read the report on teacher attrition in Arizona. Conclusion: Arizona better start thinking about the future of its schools. Too many teachers are leaving:

He writes:

“I’m looking at the survey questions / data from this study on teacher attrition in Arizona:

Click to access err-initial-report-final.pdf

“Here’s a shocker (on p. 29 of the Appendix):

———————————————————

“Question 14: In general, educators who were recruited out of Arizona typically remain in a district / charter school…

“ANSWER

…………………………………RESPONSES

CHOICES

“A) 0 – 2 years ……………………………. 40.94 %

“B) 3 – 5 years ……………………………. 48.32 %

“C) more than 5 years ………………….. 10.74 %

————————————————————–

“Holy sh%& !

“That’s an attrition rate of 41% leaving at 2 years or less. (i.e. more than 4-out-of-ten, more than 40-out-of-100)

“and

“an attrition rate of 89.26 % (9-out-of-10, or 90-out-of-100) leaving at 5 years or less … i.e. combined number of those leaving 0 – 2 years AND 3-5 years;

“That’s just staggering.

“It must just flat out suck to work as a teacher in that state.

“Also, keep in mind that 31 schools surveyed refused to answer this question, with 149 answering. One can presume that many or all of those schools among the “31” did not have promising answers to that question that they wished to share.”

Teachers are leaving Arizona in record numbers due to low salaries and persistent legislative intrusion in their classrooms.

In the Phoenix area alone, there are more than 1,000 open teaching positions.

“”We think this is the largest documented teacher shortage that Arizona has faced in decades,” said Andrew Morrill, who is the president of the Arizona Education Association and a former high school English teacher.

“Morrill points to three factors that are affecting the shortage. He says the state’s teacher salaries are among the lowest in the country, the state requires so many exams and guidelines that seasoned teachers feel limited in their ability to be creative, and according to a recent Census report, the state is dead last in dollars spent in the classroom.

“Teachers are leaving the profession. They’re leaving in debt and they’re leaving in tears,” said Morrill.

This is a predictable result of the test-and-punish policies of the Bush-Obama administrations, as well as the corporate-media assaults on the teaching profession in recent years.

Long ago, in the late 1980s, charter advocates said they could get better results at less cost. They said, give us autonomy and hold us accountable. Part of the apeal of the charter idea was the cost savings that would certainly occur by eliminating bureaucracy.

Now, however, charters say they need the same funding as public schools. There apparently are no cost savings.

The Arizona Supreme Court turned down a request by charter schools for equal funding.

“The Arizona Supreme Court has dismissed a request to review a lower court’s previous opinion that the state’s education funding formula is constitutional despite the fact that charter schools do not get the same amount of funding as traditional school districts…

“The court of appeals ruling in Novemeber stated that the fact that charter schools provide students with free, adequate education is enough to satisfy the law regardless of whether their funding is equal to traditional public school districts.”

Gene V. Glass, emeritus professor at Arizona State University and an associate of the National Education Policy Center, ponders the ubiquity of the “Shoe Button Complex” among leading “reformers” of education.

In this essay, he recalls a story of a man who became the nation’s leading vendor of “shoe buttons” a century ago. He cornered the market on shoe buttons. He knew everything there was to know about shoe buttons, and he became a very rich man. His great success persuaded him that he was an expert on everything. The essay then refers to the “reformers” who think that their fabulous wealth entitles them to opine on how to re-engineer schools. They don’t listen to people who work in schools or people who are researchers and scholars of education, because those people are not fabulously wealthy; in the eyes of those who have cornered the market on shoe buttons or computers, the opinion of mere educators counts for nothing. Educators, in the eyes of “reformers,” are the status quo because they are educators. Better to trust someone who has never taught or studied the subject in depth.

Glass suggests that Bill Gates and his wife Melinda may be prime examples of the Shoe Button Complex. And then there is Arizona, where he finds this scenario:

Jan Brewer, Republican governor of Arizona and famous for issuing a tongue wagging to President Obama, appointed Intel ex-CEO Craig Barrett to chair a council—Ready Arizona–to study and recommend public education reform for the state. It is unclear what Barrett knows about education. One suspects that we are encountering another case of the Shoe Button Complex. Barrett is urging businesses to push school reform. His public utterances strike familiar chords: the future of the entire state rests on the test scores of little kids; more science and math majors will attract businesses to the state; it’s a global economy. After all, the public schools are “suppliers” of labor for businesses. And at Intel, “if a supplier didn’t meet our specifications, we would call the supplier and say, ‘Meet our specifications or we will fire you.’” Apparently, Barrett shares his fellow Republican Mitt Romney’s pleasure in firing people.

Of course, what Barrett is actually and unknowingly talking about is crony capitalism: Linking government and business in relationships that favor the economy. Whether the intellectual, moral, physical, and aesthetic well-being of young people is benefited by their education probably never occurs to Barrett and his ilk. Or perhaps “well-being” to Barrett means having acquired a taste for consumerism and a job to support it. In fact, most industry leaders would like to see specialized training pushed down as early in the curriculum as possible so that high school graduates appear in their HR departments job-ready, trained at public expense. And if training kids for Intel just happens to involve piping a bunch of online courses into Arizona public schools, well so much the better since Barrett also serves on the board of K-12 Inc., the nation’s #1 supplier of cyber-courses. Whether the former CEO of Intel knows everything there is to know about selling microprocessors AND education, or whether this is merely another manifestation of the Shoe Button Complex remains to be seen.

Gene V. Glass of Arizona State University is one of the nation’s top education researchers. He has recently watched the proliferation of charter schools in Arizona, which is often called “the Wild West” of the charter movement. Deregulation means that laws prohibiting nepotism and conflicts of interest don’t apply to charter schools. Self-dealing is okay. For-profit charters can’t be audited because they are “private corporations.”

Now Glass finds a new phenomenon: when a private school couldn’t attract enrollment, and its finances were in bad shape, it converted to being a charter. No tuition. All paid by the public. The free market failed, says Professor Glass,and crony capitalism came to the rescue.

Arizona loves its charters. It is generally known as “the Wild West of charters,” a state where charters may engage in nepotism and conflicts of interest without sanction because they are not covered by those laws (remember, they are deregulated from such mundane regulations as self-dealing).

But what have we here? The Arizona legislature actually cut millions of dollars from small schools, a bonus many charters were accustomed to receiving. The charters with fewer than 600 students could lose a total of $15 million by some estimate. Some charters kept their enrollment below 600 to get the bonus. The Arizona State Attorney General has been asked to issue a ruling on the legislation and its impact on charters.

The Arizona Charter Schools Association believes the department did not calculate the formula as the Legislature intended.
“The association is exploring every option to lessen these devastating cuts. The total impact is more than double what legislators had been told when they voted for the state budget,” association CEO and President Eileen Sigmund said in a statement.
“The impacts will be real and immediate, as some of our smallest schools stand to lose nearly $1,000 per pupil on July 1. We are engaged with the governor’s office, lawmakers and ADE to resolve this crisis.”
The change in the formula also would affect the amount that the charters receive under the Proposition 301 program, which provides money for teachers through a sales tax. Douglas’ letter asks Brnovich to rule on that as well.
According to a spreadsheet used by the Department of Education to calculate the cuts, 207 schools will face cuts affecting about 85,000 students. About 15 percent of Arizona’s public-school students attend charters.
Many charters cap their enrollment to take advantage of the extra funding for small schools — a model that is now threatened.
Peter Bezanson, CEO of the Basis Schools charters, said that the total cut to his network could be almost $4 million.
“I can say without qualification that Basis will not grow any more in Arizona with this new funding reality,” he said. “We won’t add any more schools.
“We had wanted to give fairly significant increases in teacher salaries this year and those increases are not possible,” he said. Basis has 15 schools in Arizona.

In a state where charters have gotten more or less whatever they wanted, and public schools are underfunded, this comes as a shocker.