Archives for category: Budget Cuts

We know the formula by now for destroying public education and handing it off to entrepreneurs who can cut costs, package it, extract a profit (or remain nonprofit while paying exorbitant executive salaries):

Cry “crisis.” Set impossible targets (100% success on tests normed on a bell curve). Demoralize teachers. Fire the most experienced teachers. Hire low-wage temporary teachers who will leave within three years, thus eliminating future pension obligations. Close schools and disrupt communities. Turn schools over to entrepreneurs, to amateurs, to non-educators, to sports stars, to charter chains. Watch as public schools are dissolved and disappear. Watch as people become consumers, not citizens.

But now others get it, even if most of our major editorial boards do not.

Robert Freeman writes here about the public theft that is underway.

The New York Times has a predictable editorial about gifted students, referring to PISA scores as evidence of failure and complaining that educators are not nurturing the talents of the best and brightest students.

What is notable about the editorial is what is missing:

1. Little to nothing about budget cuts that have devastated most state and district education budgets in recent years.

2. Little to nothing about the billions diverted to standardized testing, which does not encourage gifted students.

3. Nothing about the appalling poverty rates that crush the spirits of gifted students who are living in terrible circumstances. Perhaps the Times should think about their recent series about a homeless child (“Invisible Child”) in New York City, likely very gifted, but living in abject squalor.

4. Not a word about the resurgence of racial segregation, which dims the hopes of children of color.

5. Frankly, the editorial’s assumption that nations with the highest test scores contain the most gifted students is dubious. There is no evidence that the test scores of 15 year olds predict anything about the future economy or the future winners of Nobel prizes.

Once again, the New York Times editorial board demonstrates the limits and pitfalls of conventional wisdom.

This post is a letter written to Governor Tom Corbett’s wife. Corbett is the governor of Pennsylvania. A 12-year-old child died of an asthma attack because there was no school nurse that day; the school has a nurse only two days a week, due to the state budget cuts.

The letter begins:

““Dear Susan Corbett, I hope this note finds you doing well in the governor’s mansion you share with your husband, Tom. OK, that’s a lie. I actually hope this note finds you wild-eyed and shrieking at your husband because you heard what happened to Laporshia Massey, and you want Tom to make things right before another child dies. But if you’ve not heard about Laporshia, I am begging you – mom to mom – to read her tale, take it to heart and then use your wifely influence to make your husband of 40-plus years take it to heart, too. Because what happened is a tragedy…”

Is Susan Corbett angry at her husband? Does she feel that this child’s life might have been saved if the governor had not cut $1 billion out of the public schools’ budget while cutting the corporate tax rates? Does she sense any personal responsibility for the death of this little girl? Or does she shrug her shoulders and say “life’s unfair.” as so many do?

When will state officials in Pennsylvania, Florida, Indiana, Ohio, Texas, Michigan, Louisiana, Wisconsin, Maine, and many other states take responsibility for the damage they are wreaking on the lives of children and communities? Sometimes the death of a single child has the power to open their eyes. Usually the death of a community goes unnoticed.

Earlier today, I posted Daniel Denvir’s article about the death of a 12-year-old who was having an asthma attack. The school in Philadelphia has a nurse only two days a week, and that day there was none.

This reader comments:

“I knew that this would happen. I taught in Phila for years and am now retired. Poor children seem to have high incidences of chronic ailments. Asthma is one. These children often share their inhalers with the rest of their families as the medications for asthma are quite expensive. Their diseases are not as well managed so they go into crisis more often than children who are able to keep up with the costs of the disease. Make no mistake. People die from asthma. The reason we don’t hear about that happening very often is that for most the medical establishment can manage it quite effectively, but it is expensive.

I have two stories. In one school, the nurse, who is excellent and has vast experience as an er nurse as well, made the call to send for a child’s parent’s due to the severity of that child’s asthma. Someone who was not a nurse decided that child should not go home. Thankfully the nurse knew it was her call and she did not have to listen to anyone else, including a principal to make that kind of decision. What if the nurse wasn’t there. What would have happened to that child.

My second story is this. Phila schools were taken over by the state over a decade ago. We are all aware that among all of the other cuts, there was to be only one nurse for every 1500 kids. That meant that there were schools that did not have any nurses. The pronouncement from on high was that each principal was to appoint a teacher to be the nurse, and that if a teacher did not take that job, they were to be written up as insubordinate. Thankfully there were some principals who had the brains to understand that this was a very dangerous call. I don’t know if that rule still applies, but I know that there are still not enough nurses and am very surprised that many more children have not either died or been hospitalized due to this ignorant and callous policy.

Kids go outside and fall or hit their heads all the time. What layman knows the signs of a
traumatic head injury? How can a teacher tell if a child’s asthma warrants a visit to the emergency room? What if an adult in the school is having a stroke and the nurse is the only one to recognize the signs.(it happened).”

Governor Tom Corbett’s budget cuts may have claimed their first victim.

Daniel Denvir writes:

“Sixth-grader Laporshia Massey died from asthma complications, according to her father, who says he rushed her to the emergency room soon after she got home from school on the afternoon of Sept. 25. He says Laporshia had begun to feel ill earlier that day at Bryant Elementary School, where a nurse is on staff only two days a week. This day was not one of those days.

“Daniel Burch, Laporshia’s father, is angry and wants to know whether Philadelphia’s resource-starved school district failed to save his daughter’s life.”

Every school should have a school nurse on duty every day, but Philadelphia has a $300 million deficit. The district has been under state control for a dozen years. The State Constitution says that maintenance of education is a state responsibility but Corbett does not agree with the state constitution.

This letter comes in response to a post by TeacherBiz, aka
Ani McHugh.

Dr. Ravitch, I worked for 29 years for NJEA and six for PSEA. I worked with local teacher associations in some
of the poorest cities in both those states (NJ and PA), including
Chester-Upland.

What is happening in CU is nothing short of a criminal assault on the poorest of the poor, led by politicians who have allowed the state to have a funding formula which penalizes
poor districts and then criticizes them for “failing.”

Corbett, a
former prosecutor, should himself be prosecuted for failing to
enforce the state constitution, which calls for a “thorough and
efficient” system of public schools. By contrast, New Jersey’s
Supreme Court forced the cowards in the legislature to fund poor
districts at the same level as the wealthy districts, with some
impressive results.

I love your work. And oh,
by the way, Ani McHugh is my daughter, of whom I am inordinately
proud.
Robert P. Broderick
Beverly, NJ

Two years ago, after the resignation of their superintendent, the Ogden, Utah, school board chose one of its own members to take over as the leader of the schools. Brad Smith, a lawyer, may be the only superintendent in the state who has never been a teacher and has no credentials.

This is innovative, for sure. Nations like Finland and Korea would never allow a non-professional to take over a leading role in the profession. It demeans all those who worked so hard to darn credentials.

Things did not go well for Superintendent Smith. Last spring, angry parents crowded into a meeting to complain about budget cuts, overcrowded classes, and layoffs for librarians (aka “media specialists”). Smith boasted that there had been more change since he took over than in the previous two decades, but a local university professor responded that students’ lives are harmed by too much disruption.

Smith managed to find the funding to retain 7 out of 20 media specialists, but parents worried that veteran teachers were leaving the district.

Some community members complained that the source of the budget shortfall was not teachers’ salaries but administrative bloat.

Despite community concerns, the board voted two weeks ago to renew Smith’s contract. The head of the Democratic Education Caucus was baffled by the superintendent’s bonus in a time of austerity.

She said: ““We’re hearing of classroom sizes of 38, and even as high as 45 in core classes,” she said, noting national recommendations were for 26 in a secondary class. Irvine also criticized Smith’s performance-based bonuses.

“Based on an article in the Standard recently, we discovered the superintendent has received bonuses in the last years upwards of $50,000 total. How can this be when this year librarians have been eliminated, teacher and staff assistants have been either eliminated or cut full time to part time?”

Clearly, Ogden has decided to utilize a business plan. The superintendent has no education background. Class size doesn’t matter. Librarians don’t matter. The voices of concerned parents are ignored. As long as those test scores go up, the school board will declare success. After all, trained seals can perform no matter how many are in the pool.

Bruce Baker is really ticked about Erik Hanushek’s new video promoting the “education crisis” and asserting that money is definitely not the answer.

Hanushek holds up Florida as a model and points to Wyoming and New York to make his point that money doesn’t matter.

Baker doesn’t agree, and he assembles data to make the following points:

*States with weaker unions (higher number in ranking, meaning lower union strength ranking), have systematically lower state and local revenue per pupil and less competitive teacher wages.

*States with weaker unions have systematically lower average NAEP scores.

*States with higher reformy grade point averages according to Students First, have lower shares of children in the public school system, and have lower average NAEP scores.

*Average NAEP scores are most positively associated with state and local revenue and teacher wage competitiveness.

*Standardized NAEP gains over time are most positively associated with shares of 3 and 4 year olds enrolled in school programs/pre-school.

*Standardized NAEP gains are also positively associated with Students First grade point averages. But, standardized NAEP gains are pretty strongly related to starting point. That is, states showing greater gains are generally those who started lower.

After following Jared Polis’s personal attacks on me on Twitter, Jersey Jazzman decided to examine what Polis has done in Congress. He is good on some issues, like gun control and the environment. But when it comes to fiscal issues, he favors tax breaks for corporations and the rich.

He praises Colorado’s SB 191, which bases 50% of teachers’ evaluations on test scores, which most researchers say is wrong. It is one of the most punitive corporate reform bills in the nation. I was in Colorado the day it was passed by the State Senate. The Colorado NEA asked to speak out against it, and I did. But the bill was introduced by young 32years old) State Senator Michael Johnston, ex-TFA, a fervent believer that teachers should be judged by test scores and should be fired or lose tenure if they couldn’t raise them.

Jersey Jazzman concludes thus:

Wealthy “liberals” who do not want to talk about inequality have found a useful issue in education “reform.” They can affect concern for the poor by pointing their fingers at teachers and their unions, deflecting the blame away from themselves. They can pretend that “college and career readiness” will lift the poor out of a system they themselves have benefitted from: a system that requires winners and losers. I don’t think Jared Polis wants to see anyone suffer. I don’t think Jared Polis likes poverty. But I do think Jared Polis would rather not reflect on the possibility that maybe his wealth was acquired at the expense of the working poor and the shrinking middle class, and that maybe we need to reform our government, our economy, and our markets with far more urgency than we need to reform our public school system. If wealthy, “liberal” reformers would finally start acknowledging this state of affairs, maybe we could have a significant, substantive conversation about the future of this country — and that would include education reform. It appears, however, that Jared Polis would rather just call the people who are trying to talk about education at a level beyond platitudes “evil”. –

See more at: http://jerseyjazzman.blogspot.com/2013/09/the-continuing-problem-of-wealthy.html#sthash.dXf6rMNo.dpuf

How many times have we read stories that Chicago faces a huge deficit? I can’t recall it was $600 million, or some other figure.

But the huge deficit, plus “underutilization,” gave Mayor Rahm Emanuel the change to make history:

He closed the largest number of public schools in history, at one fell swoop (50).

But now he is going on a spending spree, building new schools and pledging to spend at least $90 million for new construction and upgrades.

What happened to the budget crisis? Did the deficit disappear?

Were the schools really underutilized?

There must be a simple explanation.

Maybe a reader from Chicago can translate what this means.