Archives for category: Bloomberg, Michael

This is an important article about our society today. It is titled “The Revolt of the Rich.” It is especially interesting that it appears in a conservative magazine. The author, Michael Lofgren, was a long-time Republican (now independent); his new book is called The Party Is Over: How Republicans Went Crazy, Democrats Became Useless, and the Middle Class Got Shafted. Read Bill Moyers’ interview with him here. 

There is an apocryphal exchange between F. Scott Fitzgerald and Ernest Hemingway in which Fitzgerald allegedly said, “The rich are different from us,” and Hemingway allegedly answered, “Yes, they have more money.”

The article linked here says the super-rich are indeed different from the rest of us. They have no sense of place. As the article begins, the thesis unfolds:

It was 1993, during congressional debate over the North American Free Trade Agreement. I was having lunch with a staffer for one of the rare Republican congressmen who opposed the policy of so-called free trade. To this day, I remember something my colleague said: “The rich elites of this country have far more in common with their counterparts in London, Paris, and Tokyo than with their fellow American citizens.”

That was only the beginning of the period when the realities of outsourced manufacturing, financialization of the economy, and growing income disparity started to seep into the public consciousness, so at the time it seemed like a striking and novel statement.

The author worries that the people who have disproportionate power in this country don’t care about anyone but themselves:

Our plutocracy now lives like the British in colonial India: in the place and ruling it, but not of it. If one can afford private security, public safety is of no concern; if one owns a Gulfstream jet, crumbling bridges cause less apprehension—and viable public transportation doesn’t even show up on the radar screen. With private doctors on call and a chartered plane to get to the Mayo Clinic, why worry about Medicare?

The super-rich, he says, have seceded from America. They have no regard for our public institutions. They are disconnected from the lives of ordinary people. They don’t even have a sense of noblesse oblige. This explains their contempt for public schools attended by other people’s children:

To some degree the rich have always secluded themselves from the gaze of the common herd; their habit for centuries has been to send their offspring to private schools. But now this habit is exacerbated by the plutocracy’s palpable animosity towards public education and public educators, as Michael Bloomberg has demonstrated. To the extent public education “reform” is popular among billionaires and their tax-exempt foundations, one suspects it is as a lever to divert the more than $500 billion dollars in annual federal, state, and local education funding into private hands—meaning themselves and their friends. What Halliburton did for U.S. Army logistics, school privatizers will do for public education.

What is so astonishing these days is that the super-rich–call them not the 1% but the 1% of the 1%–have control of a large part of the mainstream media. They can afford to take out television advertising, even though their views are echoed on the news and opinion programs. And the American public, or a large part of it, is persuaded to vote against its own self-interest. A friend told me the other day that his brother, who barely subsists on social security, was worried that Obama might raise taxes on people making over $250,000. How can you explain his concern about raising taxes on those who can most afford it?

People like Bill Gates, Eli Broad, the Walton Family, and Michael Bloomberg have a disproportionate influence on our national politics. They have only one vote. But their money enables them to control the instruments of power and persuasion. Their money gives them a voice larger than anyone else’s. Governors, Senators, presidential candidates come calling, hoping to please them and win their support.

This is not what the Founding Fathers had in mind.

Five years ago, New York City adopted a new funding formula, with great fanfare.

It was called, optimistically, “fair student funding.”

However, the New York Daily News released the results of its investigation and discovered that the new schools opened by the Bloomberg administration get full funding, but the struggling schools that the administration wants to close get budget cuts.

This is NOT fair funding. This is a conscious effort to cripple the schools that are already on the disabled list and to destroy them by underfunding them.

The fact that these schools enroll disproportionate numbers of high-needs students underlines the cruelty of this policy.

Expect to see a press release soon on the “success” of the mayor’s new schools.

An earlier post described the excellent results obtained by the schools in the NYC Performance Standards Consortium, where standardized tests were replaced by performance assessments.

This teacher taught in one of these schools:

In fall 2008, I student taught at one of those schools, after a prior student teaching gig in one of the ‘small-school’, test-is-king high schools elsewhere in Manhattan. The difference is overwhelming. I am a history teacher, and we had the ability to teach thematically, and to assess based on performance on creative, innovative projects also deeply rooted in critical thinking skills. The kids responded in incredibly positive ways, and were producing some amazing work. If I could have gotten hired there, I would have in a heartbeat … But then Bloomburg instituted his hiring freeze (I landed at another fantastic school in Massachusetts, so no regrets). I have no doubt that schools like these are better serving the students of NYC, and I’m thrilled to hear that this might be expanding. I was raised on the Regents exam, and as a student I never worried about them or had problems excelling on them. But when I started teaching in NYC, I saw how much of a toll those tests took on more disadvantaged students, without any real measure of their intelligence or development in their study of history. To have more schools follow the model of performance assessments is a small step in the right direction for once.

This article was published last year. It was written by Marc Epstein, a social studies teacher and dean at Jamaica High School. Marc has a Ph.D. in Japanese naval history. Since he wrote this article, the New York City Department of Education closed Jamaica High School but a court stayed the closing. The city has already placed small schools in the historic building.

A good article in today’s New York Daily News by Michael Brick, who recalls going to an integrated public school in Austin, Texas.

Brick compares his own experience in Austin with New York City’s complete abandonment of integration today.

An interesting reflection on where we are heading as a society.

The author of the article “Is Literature Necessary?” writes a comment:

Thanks for mentioning my essay. I agree that the reform movement is getting more Orwellian by the day. We are told test scores are way up when they are stagnant. We are told that poverty doesn’t matter. We are told that “enthusiasm” trumps experience.People who have spent little or no time in the classroom, like Gates, Rhee, and Coleman, are now the architects of public education going forward. Who needs algebra, literature, music, or any of the arts? In the face of an obesity epidemic among our children, the mayor mandates smaller soda cups while eliminating or reducing physical education. It all feels surreal, but it is happening all the time and unless the trend changes, I fear we may lose public education altogether.

Many people assume that value-added assessment started with Race to the Top.

Value-added assessment or value-added modeling means judging teachers by how much students scores went up.

Actually, it started in the 1980s, when William Sanders, an agricultural statistician in Tennessee, claimed that it was possible to measure student growth the way he was accustomed to measure the growth of plants, with the teacher as the independent variable.

In Dallas, at about the same time, a group of school district statisticians developed their own model to measure teacher effectiveness.

You would think that by now Tennessee and Dallas would be leading the nation, having figured out this stuff that the Obama administration has imposed on the nation. But they are not.

New York City started experimenting with a value-added model not long after Bloomberg took control. Marc Epstein, then a teacher at Jamaica High School, figured out that what the city was doing was shifting responsibility for learning from the student to the teacher. It seemed benign at the time. Now we can see this idea sweeping the nation, demoralizing teachers and turning schooling into a data-driven environment where learning becomes a numbers game. Anyone can play.

Marc, who holds a Ph.D. in Japanese naval history, is now a member of the large group of teachers in New York City called ATR (absent teacher reserve). His school was closed, through no fault of his own or any other faculty member. So with his long experience and deep knowledge of history, he floats from school to school. He is too expensive. A school can hire two young teachers in place of his salary. New York City’s Department of Education would prefer to keep teachers like him as ATR–collecting a salary without a real assignment–because…sorry, I can’t recall the reason. Maybe they hope he will go away, along with the hundreds or thousands of other teachers that have been displaced by a policy of closing schools and allowing new schools to maximize their budget by excluding veteran teachers.

This New York City teacher has been beaten down and out by ten years of reform that ended in more segregation and demoralizing actions by those at the top.

My advice to you: Don’t leave. There will be a new mayor. Maybe it will be someone who recognizes the damage of the past decade of endless and pointless reform and bragging. Stay and fight for the  kids. Don’t let them push you out. Your students need you!

After 10 years of teaching in NYC public schools, I’m quitting because I’ve become discouraged and can no longer deal with the upheavals that the so-called “reforms” bring to the everyday task of teaching. I’ve literally shed blood, sweat, and tears during these years of teaching at a school where the majority of the students live below the poverty line. Poverty Is the problem! NYC schools are segregated. How shameful that this is the case in this great city, and how unfair to students, teachers, and administrators.

This is what school reform looks like in New York City after ten years of mayoral control.

In nearly 200 of the city’s 1,500 schools, at least 90 percent of the students are below the poverty line.

Four out of five of these schools have disproportionate concentrations of students who are limited English proficient or special education.

Only 31 percent of the students in these high-needs schools passed the state reading test, as compared to 47 percent citywide.

Only 45 percent of the students in these high-needs schools passed the state math tests, compared to 60 percent citywide.

Chancellor Dennis Walcott responded: “I know schools that have a variety of percentages of students, through over-the-counter or special ed or English language learners, who are knocking the socks off the ball.”

According to the NY1 story, the chancellor is referring to 21 of the high-needs schools that beat the odds. That’s 6 percent.

Next time you hear someone from the New York City Department of Education boasting about the “miracle” of mayoral control, think about these children.

Next time they tell you that “poverty is not destiny,” ask them about these schools and what the DOE did to change the odds.

After ten years of mayoral control, who will be held accountable for the system’s inability or unwillingness to meet the needs of these students?

A reader sent this analysis of the city’s data:

A recent story in NY1 examined New York City schools where 90% of the students are below the poverty line. NYC School Chancellor, Dennis Walcott, was quoted as saying that there are schools “who are knocking the socks off the ball.”
We took a careful look at the 2010-11 New York City data on elementary and middle schools and identified 153 schools where 90+% of students were eligible for free lunch. Of those schools only 3 were in the top half of the city in Math and English as calculated by the New York City progress report. PS 134 and PS 130 in Brooklyn and PS 002 in Manhattan were in the top half of students scoring at or above grade level in Math and English. In other words less than 2% of high poverty schools beat the city average and, unfortunately, not by much. In English for example the highest school was at the 65th percentile.

School ELA % Level 3 or 4 City Percent of Range
PS 134 64.4%
PS 002 52.1%
PS 130 51.6%

Digging deeper we noticed that all of these 3 schools have higher levels of student movement out of the school (ranging from 20-12% of the student population) than most elementary schools. This raises questions about how the high scores are generated. Additionally, one is not making AYP for English Language Learners.

New York City’s own data shows that schools with high concentrations of poor students are not knocking the socks off of any balls. Perhaps the Chancellor should stop spending time inventing new idioms (one knocks the cover off of balls and socks off of people, although one can sock a ball over the fence) and should start paying attention to his own data. Making up numbers and success stories will not improve schools for kids. Figuring out the supports and services that would help high poverty schools might. 

Anyone?

Leonie Haimson is a leading parent activist in New York City and a co-founder of Parents Across America, which keeps tabs on the depredations of the corporate reformers.

Here is Leonie’s take on l’affaire Campbell Brown. One would think that Michelle Rhee and her organization StudentsFirst would be wary of getting too deep in the weeds with the issue of sexual misconduct. Yet they seem to want to exploit it to the full in a fact-free fashion.

The text of Leonie’s commentary follows, in full:

Campbell Brown was the first witness chosen to testify at the Cuomo Commission hearings last week,  all about how the UFT protects sex abusers.  She repeated the same claims in the WSJ a few days later. 

Bloomberg & Students1st NY (which essentially works for him, under the direction of Micah Lasher) are pushing a bill in the legislature, S.7497, that would allow him to fire any teacher accused of abuse, no matter what the arbitrator decided.

 Meanwhile, it has been revealed that Brown’s husband Dan Senor, a senior Romney advisor, is also on the board of Students1st. There is more on this here  and here – including about how Rhee’s own husband, Kevin Johnson has been accused of sexually molesting a minor under his supervision.

Here is the Students1st NY email blast sent out today:

We need your help, right now, to speak out against sexual misconduct in our school — and against sexism in the education debate.

On Monday, Emmy Award-winning journalist Campbell Brown — who previously served as White House Correspondent for NBC and as an anchor for CNN — wrote an op-ed in the Wall Street Journal about how New York law, supported by the teacher’s union, keeps sexual predators in the classroom.

Last night, the union responded — by attacking Campbell’s husband (who, among other things, serves on our Board).

National teachers union president Randi Weingarten took to Twitter and started republishing comments about Campbell’s “hubby” and his political views — as if Campbell’s accomplishments and perspective on this issue didn’t count. This morning, many of Ms. Weingarten’s colleagues have pursued the same line of attack.

Will you help us send a message that sexual misconduct has no place in our schools, and that sexism has no place in this debate?

Click here to speak out on Twitter. Tell Ms. Weingarten that she should focus more on protecting kids and less on sexist spin. Please use #protectourkids.

Of course, the union is looking for anything to distract from the issue at hand: that the union fights tooth-and-nail against giving school districts the authority to terminate anyone who engages in sexual misconduct.

Hopefully, if enough people speak out, we can convince the teachers union to put down the poison pen (and keyboard) and join us in trying to do something about this issue.

Click here to make your voice heard. Urge the union to put students first.

Chandra M. Hayslett
Director of Communications
StudentsFirstNY
http://twitter.com/StudentsFirstNY