Archives for category: California

A story in the Los Angeles Times says that the United Teachers of Los Angeles has agreed to permit test scores to be part of teachers’ evaluations.

This is in response to a lawsuit brought by EdVoice on behalf of anonymous parents. EdVoice is one of those organizations funded by the Broad Foundation, the Walton Foundation and other members of the billionaire boys’ club who will never leave teachers alone until they teach to the test.

I hope this is not true. As we have seen again and again, judging teachers by the test scores of their students is harmful to the quality of education as it places too much emphasis on testing. It incentives narrowing of the curriculum, teaching to the test, cheating, gaming the system, score inflation.

Value-added modeling, which would be used here, is junk science.

Even Eric Hanushek, the favorite economist of the VAM crowd, says that teachers account for only 7 1/2-15 percent of the variation in students’ test scores.

What about the 60 percent that is usually attributed to the influence of family, especially family income?

If Los Angeles goes down this path, it may well fire the wrong teachers (Houston fired one of its teachers of the year based on VAM data).

Surely there is a better, more constructive way to evaluate teachers than to rely on unstable and inaccurate measures.

Yesterday a judge in California ruled in a case involving the state’s so-called “parent trigger” law that parents who signed a petition to convert their school to a charter would not be permitted to rescind their signatures. They could choose to sign, but they could not change their mind afterwards.

This was a law passed in 2010 by the legislature to allow parents at a low-performing school to seize control of their school, fire the staff, and hire a charter operator to run the school.

In fact, the law was a stealth tactic by charter advocates to gain a larger market share by duping parents.

This is an excellent summary of what happened, written by San Francisco parent advocate and journalist Caroline Grannan.

An organization called Parent Revolution, funded by the Gates Foundation, the Broad Foundation and the Walton Foundation, has led the “parent trigger” efforts.

It has sent paid organizers into two communities in California to gather signatures. Both ended in legal limbo as supporters and opponents challenged the validity of the signatures.

In the second of the two districts, the targeted school was Desert Trails in Adelanto, where Parent Revolution circulated two petitions. One called for improvements in the two schools, the other called for the conversion to a charter. When only the petition to convert to a charter was presented to the local school board, the battle was on.

As the wrangling intensified, a number of parents asked to have their names taken off the petition. They had changed their mind. They did not want their school converted to a charter.

The judge ruled yesterday that they were not permitted to take their name off the petition.

This was exciting for charter advocates, even winning them a celebratory editorial in Rupert Murdoch’s Wall Street Journal.

The Wall Street Journal exulted:

The ruling effectively hands Desert Trails to the parents, ordering the district out of their way as the judge says they can “immediately begin the process of soliciting and selecting charter school proposals.” This represents a potentially revolutionary power shift. For all the PTA meetings and solemn assurances from superintendents and union leaders that parent input into public schools is sacred, the ability of parents to force change has typically been nil.

The editorial sounds as though the Journal joined Occupy Wall Street and would be equally happy if disgruntled tenants seized control of public housing or other public facilities. Somehow, I doubt it.

There are complicating factors to the ruling. One is the inevitable appeal: If parents sign a petition, why should they not be free to take their name off? Is their choice only for one time, never for the future?

And the ruling ignores the clear language of the law, which does allow parents to remove their names from a petition: The language in the “Final Statement of Reasons” on the Parent Empowerment Act states, “Nothing in these regulations precludes a parent/guardian from withdrawing his/her signature from a petition at any time,” according to the Victorville Daily Press, the local daily newspaper.

And the other, as pointed out in a recent Los Angeles Times editorial, is that charter operators have lost their appetite for taking control of low-performing schools. They much prefer to start new schools, where they can select the students. This increases their odds of producing high test scores.

Florida parents will be watching this controversy closely, as Jeb Bush and Michelle Rhee and ALEC will be back next year, after losing on the “parent trigger” this past spring. The united opposition of Florida parents stopped the move to create another way to convert public schools to private management.

In a close vote, teachers at the Green Dot charter school chain endorsed a merit pay plan tied to test scores.

Although test score-based evaluation is highly unstable, the teachers decided to go along in hopes of qualifying for a bonus.

A teacher rated effective one year may be rated ineffective the next year, because there are so many factors beyond the teacher’s control that affect student scores.

The National Council on Teacher Quality thought this was a good move. So did Green Dot CEO, Marco Petruzzi, who previously worked as a management consultant at McKinsey and Bain Capital.

Some teachers were not happy with the decision. Some were suspended or fired for fighting it. Students joined with teachers to protest, and the administration said the whole thing was blown out of proportion.

Scholars have warned that this method of evaluating teachers encourages teaching to the test, narrowing the curriculum, and other negative behaviors. Teachers who teach special education or English language learners will see the smallest gains. If these groups are underrepresented at Green Dot, as they are in many charter schools, that won’t be a problem.

We have reached such a low point that it is a news story if a school district resists turning its space over to charter operators.

In the past, one might have expected district leaders to fight for the students in their care, not to support privatized entities that want public space at no charge.

Surprise of surprises, the pushback now comes from Los Angeles Superintendent John Deasey and the board of LAUSD. They are opposing:

” a judge’s order to comply with a state law that requires districts to share space equally among public school students, including those in charters, saying that it would bring “catastrophic” results, lopsided class sizes, and may force busing of students.”

“But calling the order impossible, district officials have promised to fight the ruling, saying that it would require L.A. Unified to displace students from their neighborhood schools, forcing them to be bused elsewhere, and would dramatically skew class-size ratios in favor of charter students.

“Under the order, the ratio of elementary school students to class size would be 24 to 1 on the district side of the school but 15 to 1 on the charter school side, said LAUSD Superintendent John Deasy. Facilities such as computer labs, parent centers and specially designated classrooms would have to be removed to create space for charter students, Deasy said.

“I want to be very, very clear, this is not possible to carry out,” Deasy told the L.A. Unified school board at its meeting last Thursday.”

The law is the law. The judge is unlikely to back down, no matter what the harm to the hundreds of thousands of LAUSD students.

Still, one is surprised to see the charter-friendly LAUSD supporting its own students.

Former State Senator Gloria Romero of California accused me of being sexist and possibly anti-Latina as well. (Please read the comments that follow the article.)

Romero is now an employee of the Wall Street hedge fund managers’ organization Democrats for Education Reform, which advocates for charters and eliminating tenure and seniority.

Romero is hurt that I did not give her credit for having invented the Parent Trigger idea (which I call the Parent Tricker law). She says I mistakenly gave credit to the far-right group ALEC, which has developed model legislation for Parent Trigger legislation.

Actually, I don’t care who came up with this obnoxious idea that 51% of the parents in a school can “seize control” of their public school and hand it over to a private corporation.

It is a ludicrous idea, and anyone associated with it should hang their head in shame. A public school belongs to the public, not to 51% of those who use it today. It is a public trust, paid for by taxpayers, owned by the public, created for future generations, not for those who happen to be there this week or month or year.

Did it start with ALEC or with Parent Revolution, the organization funded by Gates, Walton and Broad to organize parents to demand that private corporations take over their public schools? Even the Los Angeles Times called Parent Revolution “the force behind the law” and said the law was disappointing.

But again, I don’t think it matters who should get “credit” for a bad law, other than to try to understand their motivation.

If it started with Gloria Romero, shame on her. The “trigger” is a blatant effort to privatize more public schools. It is not in the interest of parents or children or communities, but in the interest of charter corporations.

Does she also support the idea that anyone who musters a 51% petition can privatize public parks, public housing, public transit, public libraries, and other public services? Does she also support the idea that 51% of charter school parents should have the right to convert their school back to the public sector?

Florida parents rejected the “parent trigger” this past spring. They lobbied their legislators and prevented it from passing. They knew that it was a transparent attempt by the charter corporations to take control of more public schools. They would have none of it.

Parents Across America has seen through the deception of the “parent trigger” and rejected it. Interesting that in more than two years since it was passed, not a single public school in California has used the “trigger” to convert to a charter.

Diane

A reader writes from California about the churn and instability caused by the toxic combination of annual budget cuts and an open door for unregulated charters. I met a teacher in Los Angeles recently who told me he had been “pink slipped” six years in a row, called back each time, then pink-slipped again. What does that do for morale? I think that is called the collateral damage of reform. The glimmer of hope at the end of the letter refers to the fact that Governor Brown is trying to restore a portion of the funding that was cut, and State Superintendent Tom Torlakson–who taught science–is a champion for public education.

And one other notable development in California: the teachers in San  Diego reached a tentative agreement with the district to defer any wage increases in an effort to save the jobs of 1,500 of their colleagues. It would be impressive if some of the technology billionaires in California offered to pay higher taxes to save the jobs of teachers and other public sector employees.

 I am a public school teacher in California and I have watched with horror the past several years as our budgets have been slashed. I have seen good, decent, hard-working teachers laid off every single year and then brought back because, after all, you can’t lay off 50% of a school’s faculty and have 30+ empty classrooms! I am not joking when I say 50%, either. In the current round of layoffs, my school (which has @ 65 teachers – counting counselors, and other certificated staff) saw a layoff list of 25 people. My school district, which serves a huge population of native Spanish-speaking students has lost 60 million from its budget in the past 3 years alone.

When Governor Terminator was in office, it was a sheer disaster! I was pleased and continue to remain pleased at Governor Brown. This tax proposal is almost a last ditch effort. If it fails, it will literally be armageddon in some/most of our schools.

Speaking of charter schools, my former principal left to go open a new charter school (she was the first administrator – not the person actually funding it). The charter school was open for @ 5 months before closing because, in a typical lack of oversight, the charter founder had embezzled millions from the school. Every single teacher who left tenured positions (including my former principal) lost their jobs when the school district took over the failed charter school. 10 years ago, this wouldn’t have been a total disaster as there were plenty of teaching jobs. Today, there are thousands of out of work teachers – including those from this charter school.

California is truly a paradox, but I believe it may be on the right path.

Over the past few years, the American Indian Charter School in Oakland, California, was celebrated again and again for its achievements.

Journalists, pundits, and television commentators fawned over its founder Ben Chavis. His school (he actually has three schools, but the middle school is the one that gets the plaudits) became the poster school for the charter movement in California and even a national model.

Chavis, said his admirers, had accomplished the impossible. His no-excuses school enrolled poor kids and they got very high test scores. The secret to his success, he claimed and his admirers agreed, was tough rules and harsh discipline.

True, the school has very few American Indian students; true, the largest group is Asian-American (86%, according to this article). But it was also true that its test scores made it one of the highest performing middle schools in the state, perhaps the highest performing in the state.

Conservative commentators saw the Chavis model as the antidote to the ills of a too-permissive public school system. It was the ultimate vindication of the no-frills, tough-minded approach to schooling. It was proof positive that a school that cracked down on students and teachers could overcome all obstacles to get high test scores, which after all, is the only measure of success these days.

The Los Angeles Times reported in 2009:

Not many schools in California recruit teachers with language like this: “We are looking for hard working people who believe in free market capitalism. . . . Multicultural specialists, ultra liberal zealots and college-tainted oppression liberators need not apply.”

That, it turns out, is just the beginning of the ways in which American Indian Public Charter and its two sibling schools spit in the eye of mainstream education. These small, no-frills, independent public schools in the hardscrabble flats of Oakland sometimes seem like creations of television’s “Colbert Report.” They mock liberal orthodoxy with such zeal that it can seem like a parody.

School administrators take pride in their record of frequently firing teachers they consider to be underperforming. Unions are embraced with the same warmth accorded “self-esteem experts, panhandlers, drug dealers and those snapping turtles who refuse to put forth their best effort,” to quote the school’s website.

Students, almost all poor, wear uniforms and are subject to disciplinary procedures redolent of military school. One local school district official was horrified to learn that a girl was forced to clean the boys’ restroom as punishment.

But, whoa, everything came crashing down this week.

In response to whistle-blower complaints  by parents and former teachers, the Oakland school board launched an independent audit of the charter’s finances. The audit reported that $3.7 million dollars were wrongly spent on businesses owned by Chavis and his wife. The audit, reported here, was bad news for Chavis’ reputation and for all those who hailed the magic of unregulated charters. Wrote the San Francisco Chronicle, “The founder and governing board of three controversial Oakland charter schools could face a criminal investigation into allegations of fraud, misappropriation of funds and other illegal activities outlined in an official audit report released Wednesday.”

With full knowledge that the audit was underway and was likely to raise questions about financial mismanagement, the Oakland Unified school board renewed Chavis’s charter only two months ago, by a vote of 4-3. The schools’ superintendent recommended against renewal, but the board majority decided that the ethical and financial issues of the school’s leaders should not prevent the school from getting a renewal, in light of its stellar test scores.

The preliminary findings reported:

— $350,000 to Chavis’ wife, who was paid wages as the school’s financial administrator as well as additional fees to her private accounting firm.

— $355,000 to Chavis for administering a summer school program, one that violated state law by requiring students to attend and pay the charter school $50 for each day missed.

— $348,000 in payments to companies owned by Chavis for unauthorized construction projects.

None of this was known to the many journalists and pundits who lionized Chavis and his school.

Chavis was interviewed by Jonathan Alter, then at Newsweek, on MSNBC, where Chavis recommended the elimination of school boards. Now we know why. School boards are responsible for oversight and audits. When I looked for the interview, it had been taken down by Youtube (the description remains, but the video was gone). But keep trying, you never know. (Addendum: A reader informs me that the interview is back, please watch.)

In another interview, Chavis said that he preferred the Ku Klux Klan to teachers’ unions. Now we know why. It’s easier to fire compliant teachers when they have no representation.

NBC, the home of Education Nation, featured the strict discipline of the school. It showed how quickly students were subject to harsh measures and kicked out if they did not conform.

The audit left a lot of journalists with egg on their collective faces.

With so many questions raised about the mismanagement of money, how could anyone trust the schools’ test scores?

Diane

Since No Child Left Behind began its reign of error a decade ago, the American public has slowly but surely changed its understanding and expectations of schools.

We have come to think that every school must “make” every student proficient, and if it cannot, then the school is a “failing” school.

We have come to look on schools as “failing” if they enroll large numbers of students who don’t perform well on standardized tests, regardless of their personal circumstances, their language ability, or their disability.

We have come to believe that teachers alone can bring every student to high test scores. And if we don’t believe this is possible, we are accused of defending the status quo or not caring about students or not believing they can succeed.

In pursuit of impossible goals, goals that no nation in the world has reached, we have come to accept (with glee, if you are a corporate reformer, or with resignation, if you are informed by reality) that schools must close and staff must be fired en masse in pursuit of that evanescent goal of “turnaround” from failure to success.

And here is the latest small and barely noticed episode in the continuing assault on common sense and public education.

The Los Angeles Times reported that students and parents demonstrated to protest the planned layoff of at least of the staff at Manual Arts High School. This school has been run for four years by a private group called L.A.’s Promise.

It is no longer unusual to see students and parents protesting the mass dismissal of teachers, so they will be ignored. That’s the new normal.

What is odd here is that L.A.’s Promise laid off about 40% of the staff last year. 50% last year, 40% this year.

It seems that this organization will just keep firing teachers until they finally get a staff that knows how to raise test scores and graduation rates higher and higher.

Such punitive actions display a singular lack of capacity on the part of leadership to build and support a stable staff.

Such heavy-handed measures surely demoralize whoever is left.

We have become so accustomed to mass firings and school closings that we have lost our outrage, even our ability to care.

Another school reconstituted, another school closed, more teachers fired. Ho-hum.

That’s the new normal. That is what is called education reform today.

So normal are such crude and punitive measures that the events at Manual Arts High School didn’t even merit a real story in the Los Angeles Times. It was posted in a blog.

Destroying public schools is called reform. Mass firings of staff are called reform.

It’s the New Normal.

Don’t accept it. Don’t avert your eyes. It’s not supposed to be this way.

Schools need a stable staff. Schools need continuity. Schools need to be caring and supportive communities.

Schools need to be learning organizations, not a place with a turnstile for teachers, administrators and students.

Don’t lose your own values. What is happening today is wrong. It is not education reform. It is wrong.

It does not benefit children. It does not improve education. It is wrong.

Diane

Stories like this one from Nashville (http://www.tennessean.com/article/20120509/NEWS04/305090116), or this one from Los Altos, California (http://www.bloomberg.com/news/2011-11-15/taxpayers-billed-for-millionaires-kids-at-charter-school.html) remind me how far the charter idea has strayed from its origins.

Parents in Nashville are fighting the Great Hearts charter because they know it is targeting children who are affluent and white; they know that it will cause their own public schools to become more segregated; they know it will drain needed resources from their public school to serve the most advantaged students.

The Bullis Charter is a school for the children of the rich and affluent in a high-end community. It is, in all but name, a private school funded by the taxpayers.

The original vision of charters was that they would serve the neediest, the unmotivated, the dropouts, the kids who had failed in public school. They would find innovative ways to reach those who were hardest to educate and would share what they learned with their colleagues in the public schools.

Now, as we see, there are charters who avoid the very students that charters were created to serve.
There is a reason that corporate reformers prefer charter authorizers who are insulated from the democratic process. By that, I mean that corporate reformers want authorizers who can ignore community protest, override the views of parents, and reject any grassroots opposition to their decisions. The reformers want to plant charters where they are not wanted or needed. And that’s what is happening in a growing number of communities today.

Diane

Two Democratic party groups in California have publicly protested the use of the word “Democrats” by the hedge-fund managers’ charter advocacy group Democrats for Education Reform.

The Los Angeles Democratic Party and the Democratic Party of San Fernando Valley have complained that the Wall Street group–whose education policies are indistinguishable from those of the GOP–should cease and desist using the word “Democrats” in their name as it confuses voters. Here is the LA complaint: http://www.lacdp.org/wp-content/uploads/2012/05/LACDP-2012-DFER-Cease-Desist-Final.pdf.

The Democratic Party of San Fernando Valley distributed a flyer, but I don’t have a link for it.

The complaint is the same. DFER is supporting conservative candidates who are not the candidates of the Democratic party. DFER, of course, advocates for charter schools and for evaluation of teachers by test scores. The Democratic party has traditionally supported public education, not privately managed charters (of course, President Obama has broken new ground by endorsing GOP education policy).

But what is clear in these complaints is that the grassroots Democrats are not yet ready to embrace, as the President has, the Republican program of testing, accountability, and school choice.