Archives for category: Citizenship

The Network for Public Education commissioned a series of short video clips to explain the issues in education today. The filmmaker is professional filmmaker Michael Elliot, who is a parent of children in the New York City public schools.

NPE is fighting for the future and the very existence of public education. We oppose the relentless attacks on public schools, teachers, and the teaching profession by unaccountable billionaires, entrepreneurs, and public officials like Betsy DeVos. We oppose the status quo, in which privatization is offered as the remedy for inequitably funded public schools.

We believe in the importance of democratically controlled, adequately resourced public schools staffed by professional educators. Good public schools are essential to democracy. We want to improve them, strengthen then, make them better for every child.

This short clip, in which I am the speaker, is the first of a series of eight, each addressing different reasons to fight for our schools.

The audience consists of parents, educators, and other citizens. It was filmed in a warehouse in Brooklyn.

We want our message to reach the largest possible public. Please put it on Facebook, tweet it, share it with your friends and family.

Please read this wonderful statement!

Willam Mathis is Vice-Chairman of the Vermont Board of Education and Managing Director of the National Education Policy Center.

Losing our Purpose, Measuring the Wrong Things.

“Above all things I hope the education of the common people will be attended to, convinced that on their good sense we may rely with the most security for the preservation of a due degree of liberty.”

■ Thomas Jefferson

“For our first 200 years, the paramount purpose for building and sustaining universal public education was to nurture democracy. Written into state constitutions, education was to consolidate a stew of different languages, religious affiliations, ethnic groups and levels of fortune into a working commonwealth.

“As Massachusetts’ constitutional framers wrote, “Wisdom, and knowledge, as well as virtue, diffused generally among the body of the people, (is) necessary for the preservation of their rights and liberties….”

In the nineteenth century, Horace Mann, father of the common schools movement, said “Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men – the balance-wheel of the social machinery.” Through the twentieth century, the popular view was that universal education would produce an equal and democratic society.

“Pulitzer Prize historian Lawrence Cremin and economist John Kenneth Galbraith viewed the GI bill’s educational entitlements as the key building blocks of the strongest democracy and economic power in world history.

“As a result, higher education became democratized and millions were lifted into the middle class. The nation was at the zenith of world influence and democratic parity.

“But our social progress is checkered. Residential segregation and unequal opportunities still blight our society, economy and schools. Unfortunately, rather than addressing politically unpopular root causes, it was far more convenient to demand schools solve these problems.

“The Shift in Educational Purposes – No serious effort was made to assure equal opportunities, for example. Thus, the achievement gap was finessed by blaming the victim.

“Instead of advancing democracy, our neediest schools were underfunded. The new purpose, test-based reform, appealed to conservatives because it sounded tough and punitive; to liberals because it illuminated the plainly visible problems; and it was cheap – the costs were passed on to the schools.

“​Having high test scores was falsely linked to national economic performance. In hyperbolic overdrive, the 1983 Nation at Risk report thundered,”the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.”

“After 35 years of this same Chicken Little jeremiad, the nation is still the premier economy of the world, leads the world in patents, registers record high stock prices, and is second in international manufacturing. (For the nation as a whole, the independent Bureau of Labor Statistics demonstrates that we do not have a math and science shortage).

“By declaring schools “failures,” public monies were increasingly diverted to private corporations. Yet, after a half-century of trials, there is no body of evidence that shows privatized schools are better or less expensive. Large-scale voucher programs actually show substantial score declines. The plain fact is that privatization, even at its best, does not have sufficient power to close the achievement gap — but it segregates. It imperils the unity of schools and society. This proposed solution works against the very democratic and equity principles for which public systems were formed.

“The Genius of American Civilization – As a nation, our genius is in when we work with common and united purpose. We came together and defined nationhood with the common schools movement. We recovered and rebuilt our society and our economy with the New Deal and the GI bill. Education became universal and we protected the poor and those with special needs with considerable success.

“Regrettably, we are still dealing with echoes of our great civil war, economic segregation is greater than what we saw in the gilded age, environmental catastrophes threaten entire species, economic uncertainty unsteadies many, health care is still unresolved, and our federal government’s lack of stability has reached crisis levels. We are torn by a new racism, bigotry and selfishness.

“If our purpose is a democratic and equitable society, test scores take us off-purpose. They distract our attention. Rather, our success is measured by how well we enhance health in our society, manifest civic virtues, behave as a society, and dedicate ourselves to the common good. Jefferson reminds us, “If the children are untaught, their ignorance and vices will in future life cost us much dearer in their consequences than it would have done in their correction by a good education.”

“The great balance wheel turns slowly. We must select leaders who embrace higher purposes and in John Dewey’s words, choose people who will expand our heritage of values, make the world more solid and secure, and more generously share it with those that come after us.”

William J. Mathis is vice-chair of the Vermont Board of Education and is the Managing Director of the National Education Policy Center. The views expressed here do not necessarily reflect the views of any group with which he is affiliated.


William Mathis is managing director of the National Education Policy Center and vice-chair of the Vermont Board of Education.

Mathis writes here about the inherent flaws of today’s standardized tests.

“They claim to measure “college and career readiness.” Yet, it takes no particular insight to know that being ready for the forestry program at the community college is not the same as astrophysics at MIT. Likewise, “career ready” means many different things depending upon whether you are a health care provider, a convenience store clerk, or a road foreman.

“The fundamental flaw is pretending that we can measure an educated person with one narrow set of tests. There is no one universal knowledge base for all colleges and careers. This mistake is fatal to the test-based reform theory.

“When the two test batteries (PARCC and SBAC) are put to the test, they don’t score very well. Princeton based Mathematica Policy Research compared PARCC test scores with freshman grade point average and found only 16 percent could be predicted (in the best case) by the math test and less than 1 percent by the English Language Arts score. The SBAC doesn’t have such a validity study but they say it “appears in their crystal ball.” (p.72 1). Since the future of schools and children are in the balance, this is no place for murky crystal balls…

“In the current latent traits fad, here’s how the tail has to wag:

“Knowledge can only have one line from easiest to hardest, children within a grade are equally distributed within and across all classrooms, and that all children learn the same things in the same way, in the same order and at the same time. As any parent of two or more children can tell you, that is not reality.

“Another fatal tail wagging is that no matter how important the item, if it doesn’t fit the latest test fad, it is tossed out. The result is that the test drifts off in space. This problem is made worse when politicians dangle money in front of test experts to do things with tests that cannot and should not be done, says Shavelson.

“If we redesigned our measures to address what our state constitutions and citizens tell us is important, we would concentrate on the skills that define success as a citizen, worker and human being. These which include clear and effective communication, creative and practical problem-solving, informed and integrative thinking, responsible and involved citizenship, and self-direction.

“This is not to say that standardized testing should be eliminated. It is the single uniform measure across schools. But the very standardized attributes that make them valuable cause harm to those things that are truly important for our children, and our communities.

“Since the “recommended” SBAC tests’ standards are currently set to fail about two-thirds of students, the data will wrongly and dishonestly provide fodder for school critics. In high scoring states, a mere half of students will be declared failures even though they would rank in the top 10 percent of the world. The test scores measure neither college nor careers nor success in life. They simply float free in monolithic space radiating glossy ignorance but as far as informing us about our schools, they are a cold, silent and misleading void.”

I have only one disagreement with Mathis’ keen analysis.

Given the pervasive misuse of standardized tests, our nation would benefit by having a moratorium on standardized testing of three to five years, during which time we might figure out how and when to use them, how to educate without them, and why test scores not the purpose of going to school.

Jerry Taylor used to be paid to dispute people who said that the climate was changing. He was a skeptic. He did battle on television with those who believed in climate change. But he changed his mind.

When I read this interview with Jerry Taylor in The Intercept, I was very struck by the amazing similarity to my own change of view. I was once certain that common standards and tests were necessary to improve education and give everyone equal opportunity to succeed. I changed my mind as I watched the evidence unfold during the implementation of No Child Left Behind.

In this age, it is very difficult for people to admit they were wrong. But it happens.

I think we have to spend more time thinking about how to persuade people who don’t agree with us.

To change education policy to one that recognizes that each child is a unique human being, to change the goal of education to be the cultivation of each person as a citizen who can take charge of his or her own life, we must work to change hearts and minds of policymakers.

How do we change minds? I changed minds, and I can explain why. But I am still groping for answers when it comes to convincing others, especially when they don’t seem to care about evidence.

Carol Burris, executive director of the Network for Public Education, wrote an analysis of the major problems with school choice that advocates refuse to address.

She begins by writing that privatized school choice directly threatens public education:

Privatized school choice is the public financing of private alternatives to public schools. Examples include charters run by corporate boards, private schools funded by vouchers, online learning charters and publicly subsidized home schooling. Then there are the disguised voucher plans such as Arizona’s Empowerment Scholarship Accounts, or ESAs, which give taxpayer money on debit cards to parents with little oversight as to how it is spent.

Privatized school choice, in its various forms, has been rapidly gaining ground in many of our states. The thinly veiled agenda of privatized choice is the destruction of public schools, which Secretary of Education Betsy DeVos and her allies refer to as “government schools.”

What the privatizers never talk about is that every dollar that goes to school choice is taken away from public schools. To adjust for the loss of revenue, public schools have to lay off teachers and close down programs. So the great majority of students are injured so a few can attend a charter or use a voucher.

Voucher programs almost always begin small–targeted at poor children, or children with disabilities, or foster children, or military children–but then expand to apply to all students. Sometimes the privatizers admit that they are pursuing a camel’s nose-under-the-tent strategy, but usually they claim to want “only this small program.”

Unaccountable, unsupervised privately-managed schools waste taxpayers’ dollars with bloated administrative salaries and overhead. In these conditions, without public oversight, fraud and corruption go undetected, and when a whistleblower complains, we learn that hundreds of thousands or millions of dollars were squandered or stolen.

She writes:

When we turn our backs on our public schools, we turn our backs on our most profound American values. We are not embracing conservatism; we are embracing consumerism. It is as simple and sad as that.

I would put it somewhat differently. I would say that the privatizers’ goal is not only to destroy public education but to encourage us to think as consumers, not as citizens. As citizens, we support public services that are for everyone, even if we don’t use those services. Thus, childless people pay taxes for public schools, even though they don’t use them, as do people whose children are grown. But consumers take care of themselves only. In the future, if this movement for privatization prevails, taxpayers may well reject bond issues because they don’t want to pay taxes for private choices. If we think only of ourselves, we lose the sense of civic responsibility that a democracy requires in order to protect and serve the interests of all its citizens.

Jason McGahan, an investigative reporter for LA Weekly in California, looked into some strange practices in the schools affiliated with the Gulen  movement. Fethullah Gulen is an Islamic cleric who lives in seclusion in Pennsylvania. The Erdogan government in Turkey claims that Gulen was responsible for the recent failed coup. Whether he was or was not involved in the coup is unknown. Gulen’s role in the charter movement is also unclear. He has some undefined connection with 160 or so charter schools, which go under a variety of names. Many or most of their teachers are on work visas from Turkey, and typically most or all of their board members are Turkish. It is odd that foreign nationals would take control of running “public” schools in the United States, since the essential role of public schools is to teach citizenship. The organization frequently sponsors trips to Turkey for state legislators and their staff and for Congressional staff. These “free” trips promote good will.

 

The story that interested McGahan was the movement of cash from the charter schools to the Gulen organization. When “60 Minutes” reported on the Gulen schools a few years ago, one of the people interviewed said that Gulen teachers were expected to remit 40% of their wages to the organization. McGahan reports that the practice seems to be customary.

 

His informant was a Turkish man named Yunus Avcu. He described his monthly trips from Aurora, Colorado, to Santa Ana, California, to bring a briefcase full of cash to “the organization.” Avcu said the cash was the regular deductions from staff members’ salaries.

 

Avcu says these payments weren’t voluntary; he says the organization also obligated him to return about 40 percent of his own salary every month. He says Accord executives made an Excel spreadsheet at the start of the school year with the salary of every Turkish employee at every school in one column and the amount of money each would owe in another. Avcu says executives determined the amount each Turkish teacher had to return to the organization, based on the employee’s seniority, education level, marital status and number of children. “The organization was taking the money from the people,” Avcu says. “If you don’t pay this money, they don’t employ you. If you reject or refuse to pay this, you have to go back to Turkey.”

 

According to Avcu, the cash funded the worldwide organization of Fethullah Gülen, a controversial Turkish preacher living in self-exile in the United States….

 

The inspector general of the Los Angeles Unified School District alleges that a California charter school group, the Magnolia Educational and Research Foundation, is among the more than 160 U.S. charter school groups with ties to Gülen. Magnolia operates charter schools on 10 campuses in California, including eight in L.A. It also happened to be headquartered in the same office space as the Accord Institute [where Avcu delivered the cash each month]….

 

The CEO at Magnolia Public Schools, Caprice Young, denies any formal or financial affiliation with Gülen or the Gülen movement; she does, however, acknowledge that certain current and former directors of the foundation are believers in Gülen’s teachings. “Some of our founding principals had ties to Gülen,” Young tells L.A. Weekly, but she says those founders are no longer part of Magnolia….

 

Since 2011, the FBI has raided charter schools with ties to Gülen in Louisiana, Ohio, Indiana and Illinois. A Georgia audit found three schools engaged in bid-rigging to vendors with ties to Gülen. A New York audit found one charter school had leased its building in a way that netted millions of dollars for a New Jersey company with ties to Turkey. In Utah, authorities revoked the charter of a school tied to Gülen after an audit uncovered financial mismanagement. In Illinois, a charter group tied to Gülen is under federal investigation for funneling more than $5 million in federal grant money to insiders and away from the charter schools’ fund intended to extend Internet access to schools with low-income students….

 

Caprice Young is the somewhat unlikely face of the Magnolia Educational and Research Foundation. She assumed the helm as CEO in January 2015, and her hiring was widely interpreted as a move to both reform Magnolia’s management practices and rehabilitate its image. Young is the first American and first woman to serve as CEO at the charter organization, whose four previous CEOs were Turkish men.

 

Magnolia pays Young a salary of $236,000, and it has provided her the full-time services of a public relations specialist from Larson Communications, an L.A. firm that includes crisis management among its specialties. Magnolia pays the firm $12,000 a month.

 

Young is a former president of the LAUSD board; she served for four years before losing her re-election bid in 2003. From there, she went on to found the California Charter Schools Association, building it into a formidable statewide organization in her five years as president. By Young’s account, her specialty since stepping down from CCSA eight years ago has been turning around charter schools from the brink of financial collapse.
Young says she began working at Magnolia as a consultant in late 2014. Her personal connection to Magnolia dates back to 2001, when, as school board president, she voted to approve Magnolia’s first charter school, Magnolia Science Academy 1 in Reseda. She says she has fond memories of the eight Turkish scientists, businessmen and educators who founded the school; the news clipping that commemorates the school’s founding is framed and displayed on the wall of Magnolia’s conference room.

 

The eight charter schools operated by the Magnolia foundation in L.A. — in Van Nuys, Carson, Venice, Palms, Northridge, Bell and Reseda — received a collective $26 million in local, state and federal funds in fiscal year 2014, according to audited financial statements. The schools enroll a collective 2,600 students, the vast majority of them from disadvantaged families, school officials say. Eighty percent of Magnolia students are eligible for the school lunch program, and a similar proportion of them are low-income and students of color. Generally the Magnolia charters outperform their public school peers, but not across the board.

 

The article describes the multiple investigations of the Magnolia charter schools and recent decisions to deny their requests to open more charter schools.

 

There is so much mystery surrounding the Gulen schools that some investigative agency–the FBI?–should look into their origins, their ties (if any) to Fethullah Gulen, and their finances. Why in the world should we outsource public schools?

 

 

Arthur Camins, director of the Center for Innovation in Engineering and Science Education at Stevens Institute of Technology in Hoboken, NJ, writes frequently about education issues.

In this post, written a year ago, he warned that the real problem in education is that we fail to prepare our students for the challenges of citizenship. The post was prophetic.

The phrase college and career readiness has become ubiquitous in education debates, but as a slogan without significant transformational direction. Of course, students should leave K-12 education with the knowledge and skills to succeed in the next phase of their lives. Of course, students’ experiences should open rather than restrict their choices and opportunities when they graduate. Of course, they should all graduate. Of course, young people need to develop the knowledge, skills and dispositions to be successful in the world of work. Ignoring that would be an irresponsible abdication, especially for students whose parents already struggle to make a decent living. It’s not that that these are misplaced goals. They are just insufficient.

We need an education system intentionally designed to engage students to understand their values and to learn how to become effective citizens. Which questions teachers ask or do not ask influences how their students understand the world and their role in it.

There are ways to teach that promote passivity, he writes. And there are ways to teach that encourage active engagement:

In the past, how have people worked together to improve the human condition in different societies? What has supported and thwarted those efforts? What features of governments support or impede peaceful resolution of conflicts? How do scientists make discoveries? How do engineers design solutions that improve people’s lives? How do literature and the arts help us understand and value one another and our environment? How can mathematics be used to help make better decisions? What changes are you interested in investigating? These are change-oriented questions that affirm students’ capacities and encourage them to imagine themselves as agents of improvement. These are engaging motivational questions. When student engage in such action-directed learning they can develop the values, confidence and mindset to make things better.

We need a rebirth in the teaching of history and civics. We need more than ever to teach students the importance of living together with others in peace and mutual respect. We need to teach them to respect the humanity and individuality of others.

Perhaps this is the state we are in after 16 years of No Child Left Behind and Race to the Top, focused exclusively on test scores, standardized testing, basic skills, and getting the right answer.

Civics is about asking the right questions, and questioning why those questions are “right,” not picking a bubble and saying it is the “right answer.”