Archives for category: Atlanta

Gene V. Glass is one of our most distinguished education researchers. Fortunately for the rest of us, he blogs from time to time about the lunacy of our era of education “reform.”

 

 

In this post, he explains what he calls “management by pinheads.” Quite simply, it is the effort to improve education by setting numerical goals. Such a strategy invites data manipulation, gaming the system, and cheating. He notes that Beverly Hall recently died of breast cancer. She had an illustrious career, but it all came crashing down because of a massive cheating scandal in Atlanta, where she was superintendent. She prided herself on being a “Dara driven decision-maker,” but it was this approach that created a climate where subordinates–administrators and teachers–cheated to produce the data she wanted.

 

 

Now Glass notes that the Scottsdale, Arizona, school board has set a menu of numerical targets for its superintendent. It is an invitation to game the system, he says. Campbell’s Law rules.

Edward Johnson, a Deming adherent who believes in system reform, challenges the policymakers in Atlanta: stop blaming the parents, stop tinkering, stop the disruption: instead, fix the system.

Johnson writes:

Georgia administered its standardized tests, the Criterion-referenced Competency Tests (CRCT), from spring, 1999, though spring, 2014, to elementary and middle school children. At just about every year along the way, APS leadership could have taken CRCT results as an assessment of the district as a system. Had they done that, then maybe APS leadership would have realized long ago that entering first graders were always ready for APS but APS was always not ready for the entering first graders, with respect to the district having the capability to sustain, let alone the capability to advance, the first graders’ learning competencies.

CRCT results showed time and again that APS lacks the capability to sustain students’ learning competencies beyond first grade, relative to the state. APS first grade as a system generally performed better than the state. (Note: systems perform, children learn.) Absent interpreting CRCT results as systemic assessment, APS leadership and many others make the leap to “supposing” the problem is “out there” with the parents of the children that lack early childhood education. Consequently, APS leadership continues to harry certain parents of young children to step up to the plate when those very parents are already at the plate. APS just can’t see that they are, in spite of their data-driven decision making. CRCT results held the opportunity for APS leadership to see, and to use, the results as assessment of the district as a system and not of the children and not of their parents and not of the teachers. CRCT results showed year after year that first graders were ready for APS but APS was not ready for first graders. And in that situation was a higher leverage point from which to move toward improving APS as a system.

But having missed that opportunity, we now have APS leadership that thinks turning the district into a Charter System will do the trick. It will not. It will not simply because turning APS into a Charter System epitomizes the very meaning of failure to understand what a system is. Worse, the whole school-reform and charter school garb clocking efforts to privatize public education epitomizes the “blame game” institutionalized especially in so-called urban districts, where ultimately great social harm will emerge because of it. Turning APS into a Charter System is a lower leverage point that can only aim for change — disruptive change, at that — but not improvement. Change inherently is nonaligned, but improvement inherently is aligned.

The kind of reductive, failure to understand what a system is thinking that has decided to turn APS into a Charter System is the very same kind of reductive thinking that has decided that Georgia needs a statewide “Opportunity School District” (OSD) like that of New Orleans’ post-Katrina Recovery School District (RSD).

And it is the kind of reductive thinking that, on the one hand, sees no contradiction in striving to “offer better opportunities for ‘historically underserved’ children” and, on the other hand, subjecting those children to a computer-adaptive assessment system that “allows students and teachers to better predict performance on high stakes tests.” Why would APS leadership want to do that, but for mistakenly believing doing so embodies normal ethics and mores? “One man cannot do right in one department of life whilst he is occupied in doing wrong in any other department. Life is one indivisible whole” (Mahatma Gandhi).

APS leadership has yet to realize, let alone to understand, that the problem is “in here, with us” and not “out there,” with the parents. So, please APS, enough with the harrying of parents of children supposedly lacking early childhood education. It’s the children’s job to harry their parents, not yours.

Ed Johnson
Advocate for Quality in Public Education
(404) 505-8176 | edwjohnson@aol.com

“There is no difference in culture between the things that actually count.”
–W. Edwards Deming

Edward Johnson is a deeply thoughtful man who is devotedto the systems thinking of W. Edwards Deming. Like Deming, Johnson believes that the path to improvement requires changing the system, not blaming teachers or dissolving the system. Thus, he says Governor Deal’s plan to turn Atlanta into a charter district and/or to create a statewide district akin to Louisiana’s Recovery School District or Tennessee’s Achievement School District.

Johnson says such plans are an acknowledgement of local failure, an admission of defeat.

He wrote this today to every local and state official:

February 16, 2014

To date, I am unaware of any communications from the Office of Superintendent, Atlanta Public Schools, informing the Atlanta taxpaying and public school communities of the superintendent’s position on Governor Nathan Deal’s designs to create, in Georgia, a New Orleans-styled recovery school district.

Surely, the communities need and deserve to know, given the extreme nature of Deal’s RSD designs that target 25 percent or so of APS schools for state takeover.

By his RSD designs, Deal obviously implies he believes APS Superintendent Meria Carstarphen lacks the mettle to lead improving APS as a system.

But then, also by his RSD designs, Deal implies he, himself, lacks the mettle to provide for Carstarphen and other Georgia public school superintendents to learn to lead improving their district as a system.

On the other hand, just as Deal implicates himself, Atlanta school board members and superintendent implicated themselves as lacking the mettle to improve APS as a system of the common good when recently they decided to turn APS into a Charter System. Both they and Deal demonstrate the Systems Thinking concept “Shifting the Burden,” if not “Addiction,” in the sense of being overly dependent on trafficked symptomatic solutions and averse to engaging the usually hard work of drawing out local fundamental solutions.

Deal’s RSD designs should come as no surprise, for they are but the state’s “Charter System” and “IE2” on a wider and more depraved scale. Just as the depravity of Deal’s RSD designs encompass APS as a Charter System, the depravity of President Obama’s Race to the Top Competition encompasses Deal’s RSD designs.

Deal has targeted schools for state takeover based on nothing more than district-level College and Career Readiness Performance Index scores below 60 on a 100-point scale, it has been reported. But, arguably, CCRPI scores offer no learning value or usefulness beyond merely ranking schools and districts for today’s political purposes.

And, of course, a systemic disruption of APS by Deal’s RSD designs will rob Carstarphen of ever being able to claim, in a rational way, that any manner of increased APS performance resulted from her leadership.

Consequently, one might think an essential question Carstarphen has already asked and can readily respond to, with respect to CCRPI scores, is: Will eventual state takeover of 27 or so APS schools fundamentally relieve needing to improve APS as a system?

Since one might reasonably surmise no, it will not, it is incumbent upon Carstarphen to state, and stake, her position on Deal’s RSD designs with supporting data, and inform the public, accordingly.

After all, data-driven decision making is what APS does these days, isn’t it?

Ed Johnson
Advocate for Quality in Public Education
Atlanta GA
(404) 505-8176 | edwjohnson@aol.com

“There is no difference in culture between the things that actually count.”
–W. Edwards Deming

Cc: Atlanta Superintendent and School Board Members
Cc: Nathan Deal, Governor, State of Georgia (via Domestic Contact Form)
Cc: Senate Education Committee Members, State of Georgia
Cc: House Education Committee Members, State of Georgia
Cc: City Council Members and Mayor, City of Atlanta, Georgia
Cc: Atlanta community organizations
Cc: Atlanta Journal Constitution and other media

Katie Osgood, Chicago teacher if children with high needs, left this comment:

“Here is the link to the Atlanta BoE members:

http://www.atlanta.k12.ga.us/Page/40514 The four TFAers are Courtney English (I-AL7), Jason Esteves (AL-9), Matt Westmoreland (D-3) and Eshe’ Collins (D-6). I encourage everyone to click into their bios to see the organizations they’ve been in involved with, their youth, and the corporate choice of language. For example, Jason Esteves’ bio says, “Jason is a practicing attorney at the Atlanta law firm of McKenna Long & Aldridge, LLP, where he brings businesses, nonprofits and individuals together to solve problems and get results. Jason has also served on the boards of KIPP South Fulton Academy…” He did his TFA stint and then straight to law school. Or Courtney English which reads, “Courtney D. English, was elected to the Atlanta Board of Education in 2009 at 24 years old; and was at that time, the youngest person to bke elected citywide in any capacity in the city of Atlanta’s history.” He did TFA for two years and went straight into the politics of school. Then there is Eshe’ Collins who chose to include “As a fourth- and fifth-grade teacher at A.D. Williams Elementary School, 92 percent of her students met or exceeded expectations on the Criterion-Referenced Competency Test for both grade levels.” Citing test scores in a bio shows a deep edreform bias, something we know TFA focuses on heavily. And Matt Westmoreland, well he is a white boy from Princeton, need I say more?

“This atrocity is exactly what TFA’s end game is. An all charter district would be a wind fall for TFA and its corporate partners. Their youth and isolation within the edreform machine has clearly had a strong and damaging influence on their beliefs. Expect TFA to keep pushing people like this onto school boards and political office through their political branch, LEE. This is why TFA cannot be allowed to exist.”

I don’t think TFA is going to go out of business. But it is important to know their goals and strategies.

Atlanta is impressed by the elimination of public education in New Orleans. The school board is planning to become an all-charter district.

 

Apparently, no one told the school board that the Recovery School District in New Orleans is one of the lowest-rated districts in the state. As Mercedes Schneider recently showed, the ACT scores for the state of Louisiana had New Orleans ranked 66th of 70 districts in the state. Most of the charter schools are graded C, D or F by the state, which makes their students eligible for a voucher.