Archives for category: Corporate Reform

Steve Nelson, head of a progressive private school in Néw York City, writes vividly and cogently about the inevitable failure of so-called reform.

The corporate reforms fail because they are built on extrinsic motivation, that is, a regime of carrots and sticks to drive teachers and students to comply with reformers’ demands.

Extrinsic methods tend to depress motivation. People resent being compelled, and they lose the desire to do what they would have willingly done without the whip hand over them.

Intrinsic motivation, by contrast, brings out the best in people.

Nelson writes:

“Intrinsic motivation is driven by factors that emanate from within: Self-satisfaction, desire for mastery, curiosity, fulfillment, pleasure, self-realization, desire for independence, ethical needs, etc. Intrinsic motivation is a powerful innate characteristic of all humans, across cultures and societies. Anyone with children or working with children observes the natural intrinsic motivation of young children – a nearly insatiable curiosity, drive to explore, and desire for mastery.

“A considerable body of research confirms that intrinsic motivation is more powerful, long lasting and important. But intrinsic motivation steadily declines from 3rd grade until 8th or 9th grade as extrinsic structures dramatically increase. The stakes get higher. Tests increase in frequency and duration. Expectations around college and achievement ratchet up. Grade point averages, honor roles, valedictorians, salutatorians, class ranks, honor societies . . . all of these forms of extrinsic motivation are ubiquitous.”

As Jerome Bruner points out, “learning becomes steadily de-contextualized as children move from grade to grade. As school becomes more controlled, more about instruction than exploration, more about abstraction than experience, children’s natural intrinsic motivation declines. The learning is unrelated to their lives. Why would they care?”

Nelson concludes:

“Students and teachers are being subjected to increasingly punitive extrinsic structures: Scores, grades, evaluations, assessments, punishments, discipline, rigidity, standardization, absence of context, divorced from individual experience.
All the factors that stimulate and perpetuate intrinsic motivation are disappearing.

“To say education reform has it wrong is a monumental understatement. Policy makers and educational reformers seem hell bent on beating students and their teachers until their morale improves.

“That’s just stupid.”

EduShyster posted an article by Amy Berard, who taught sixth grade in Lawrence, Massachusetts, where she became trained in what was called “No Nonsense Nurturing.” She had to wear a wireless earpiece and receive instructions from three coaches who sat in the back of her classroom, telling her what to say, how to act, how to respond to students, how to stand. She eventually left the district. She was “not the right fit.” Apparently, she got the idea that she was a professional, a human being with thoughts and feelings, and that what she was asked to do was unprofessional and dehumanizing.

 

It is a shocking article. This is how it begins:

“Give him a warning,” said the voice through the earpiece I was wearing. I did as instructed, speaking in the emotionless monotone I’d been coached to use. But the student, a sixth grader with some impulsivity issues and whose trust I’d spent months working to gain, was excited and spoke out of turn again. “Tell him he has a detention,” my earpiece commanded. At which point the boy stood up and pointed to the back of the room, where the three classroom “coaches” huddled around a walkie talkie. “Miss: don’t listen to them! You be you. Talk to me! I’m a person! Be a person, Miss. Be you!”

 

Last year, my school contracted with the Center for Transformational Training or CT3 to train teachers using an approach called No Nonsense Nurturing. It was supposed to make us more effective instructors by providing “immediate, non-distracting feedback to teachers using wireless technology.” In other words, earpieces and walkie talkies. I wore a bug in my ear. I didn’t have a mouthpiece. Meanwhile an official No Nonsense Nurturer, along with the school’s first year assistant principal and first year behavior intervention coach, controlled me remotely from the corner of the room where they shared a walkie talkie. I referred to the CT3 training as C-3PO after the Star Wars robot, but C-3PO actually had more personality than we were allowed. The robot also spoke his mind.
If you’re not familiar with No Nonsense Nurturing or NNN, let’s just say that there is more nonsense than nurturing. The approach starts from the view that urban students, like my Lawrence, MA middle schoolers, benefit from a robotic style of teaching that treats, and disciplines, all students the same. This translated into the specific instruction that forbade us from speaking to our students in full sentences. Instead, we were to communicate with them using precise directions. As my students entered the room, I was supposed to say: “In seats, zero talking, page 6 questions 1-4.” But I don’t even talk to my dog like that. Constant narration of what the students are doing is also key to the NNN teaching style. “Noel is is finishing question 3. Marjorie is sitting silently. Alfredo is on page 6.”
My efforts to make the narration seem less robotic—”I see Victor is on page 6. I see Natalie is on question 3″—triggered flashbacks to Miss Jean and Romper Room. All that was missing was the magic mirror. But even this was too much for the NNN squad in the corner. “Drop the ‘I see’ came through my earpiece. All this narration was incredibly distracting for the students, by the way, to the point where they started narrating me. “Mrs. Berard is passing out the exit tickets.” “Mrs. Berard is helping Christian.” “Mrs. Berard is reviewing the answer to question 4.”

 

Read it all. It is frightening. Some organization is being paid many thousands of dollars to turn teachers into robots who will treat the children as standardized widgets. Who dreamed up this absurd and insulting program?

 

PS: This program has the endorsement of an officer of the Gates Foundation, presumably speaking for the Foundation.

 

 

Jeff Bryant recounts the story of Jefferson County, Colorado, known as “Jeffco,” where parents are battling religious zealots and charter advocates for control of their community’s schools.

 

Sprawling westward from the Denver skyline, where the front range of the Rockies sharpens its ascension to the peaks, Jeffco, as the locals call it, is experiencing an acrimonious debate about its public schools.

 

At scores of house parties…, parents and public school activists circulate flyers and repeat a well-rehearsed message of dissent. They complain of a new school board majority that is secretive, disrespectful to parents and teachers and irresponsible with tax dollars. They warn of the influence of right-wing groups, some with connections to evangelical Christianity. They complain of a powerful charter school industry, different from the “organic charters” Jeffco parents already send their kids to.

 

Behind every grassroots issue they identify lies a much “bigger thing,” as more than one parent will tell you.

 

It’s a complicated narrative that defies stereotypes and neat polarities. Although the fight is political, Republicans and Democrats are distributed on both sides of the debate. The argument is about education, but it’s not an argument over pro-charter school versus anti-charter. Jeffco has had charters for years, many of which are highly popular with parents. Neither is this a narrative about choice versus anti-choice. Jeffco already allows parents to enroll their children in any school in the district (although there are cases of selective enrollment), and many families do opt for a school other than their neighborhood one.

 

Jeffco is a mostly white, middle-class and suburban school district that hardly resembles the “failing” school systems you’re used to hearing about. According to the district’s website, Jeffco students “outperform the state in all grade levels and content areas” on state mandated achievement tests. Six of the district’s high schools rank in the top 40 of the 2014 Best High Schools in America according to U.S. News & World Report, and 11 elementary schools were listed as 5280 Magazine’s top public elementary schools.

 

And Jeffco is not a community where teachers’ unions are defending their turf from disgruntled parents. Parents, not union operatives, lead the numerous and frequent house parties like the one at Green Mountain Church.
What is also true about Jeffco is that the story unfolding here is one that is recurring across the country, as community after community becomes mired in debates about who gets to call the shots in education systems strained by unending financial austerity and an unremitting “reform” agenda whose intent is unclear to the people in its way….
Who’s Messin’ With Jeffco?

 

Over coffee at a Lakewood Starbucks, Kyle Ferris’ mother Barbara now dismisses the national media’s focus on her son’s activism as “the flavor of the day.”

 

For sure, Ferris supported her son’s actions. “When Kyle came to me saying he and other students wanted to stage a walkout, my input was to encourage him to clearly state his reasons for the walkout,” she recalls.

 

What she values most about the protest is, “It got a group of kids to demonstrate the critical thinking they were taught in class,” she says. “It increased their awareness of other big issues.”

 

What other big issues?

 

“A lot of the problems have risen from the new board that emerged from the recent election,” Ferris explains. “We now have a majority that is influenced by the Tea Party with an agenda right out of right-wing talk radio.”

 

Ferris also worries about the growing influence of charter schools in the district, pointing to recent actions the board has taken to send more money to charter schools at a time when neighborhood schools still haven’t recovered from the effects of the recession. She says parents are still reeling from the impact of fees, imposed after the recession hit, for bus transportation and other services, and she wonders why funding sent to charter schools isn’t instead being used to end the fees.

 

Ferris is quick to add that she is not opposed to the idea of charter schools. But the urgency to establish more of them now escapes her. “Jeffco already has a phenomenal choice system,” she explains.

 

Ferris, an Asian American who decided with her husband to move to Jeffco “for the schools,” now sees a troubling landscape in her community. “We’ve got great schools; we’ve got great teachers,” she says. “I don’t want things to get messed up.”

 

“Everyone believes they are doing the right thing,” she says. “But we don’t believe in the same things.”
Nothing Funny About This

 

One belief most in dispute in Jeffco is the role of community voice in running the schools. That issue is especially central to the parent-led house parties. Shawna Fritzler and Jonna Levine are two Jeffco parents who often lead those events. In some respects, they’re a collaboration of opposites. Fritzler is a lifelong Republican, while Levine is an avowed Democrat. Fritzler still has children in Jeffco public schools, while Levine’s children have graduated and moved on. The issue that initially brought them together was the chronic underfunding, in their minds, of Jeffco schools. They both actively campaigned for a countywide referendum — a “mill levy and bond” issue — to offset budget cuts from the state. The referendum passed.

 

But the target of their ire now is the new conservative school board majority, elected in 2013. In that election, a slate of three candidates— Ken Witt, John Newkirk and Julie Williams— ran together and branded themselves “WNW.” The three candidates got the backing of the Jefferson County GOP and an organization called Jeffco Students First, a state-based education advocacy group patterned after the controversial national organization StudentsFirst (founded and formerly led by Michelle Rhee, the former chancellor of Washington, DC public schools). StudentsFirst and its Colorado state version promote an “education reform” agenda that favors charter schools, vouchers, grading schools and educators based on student test scores, and drastically altering teacher compensation, performance evaluation, and job protection….

 

 

So who are the outsiders invading Jeffco schools, and what do they want?

 

Jeffco public school activists describe a strange combination of forces undermining their local control, from right-wing operatives and evangelical Christians to billionaire businessmen and charter school entrepreneurs. The declared intentions of these characters span the culture war spectrum: with some holding high the values of freedom and patriotism and others claiming to fight “the civil rights cause of our time.”

 

But the way these Jeffco parents and educators see it, their community is being picked over the way a glutton works the all-you-can-eat salad bar. He may start off with a small plate, but he’s quickly back for more.

 

The influence of outsiders, in fact, is one of the factors that doomed the new board majority to controversy even before they were elected.

 

Dougco Is Coming

 

As an article in the Denver Post documented in November 2013, days before the election, three wealthy businessmen contributed an out-sized quantity of money— more than $200,000— to school board races in Colorado, including the effort to elect Witt, Newkirk and Williams in Jeffco.

 

None of the three men appears to live in Jefferson County. The first, C. Edward McVaney is co-founder of software company J.D. Edwards and founding trustee of Valor Christian High School, an independent private Christian high school in Douglas County Colorado. McVaney has a propensity for donating to school board candidates around the state who favor school vouchers. The second is Denver businessman Ralph Nagel, president of Top Rock LLC, an investment firm. The third is Alex Cranberg, CEO of Aspect Energy, who Forbes describes as a “Texas oilman.” Cranberg’s notoriety stems primarily from his company’s venture into oil drilling in Iraq.

 

The reporters introduce the trio as, “Financial backers who want school districts to adopt the anti-union, pro-voucher, and school-choice model set by Douglas County.” Another wealthy man, also from Douglas County, hosted a fundraiser to elect the WNW team. According to reporters, the bash raised another $30,000….

 

 

Another major influencer in the public education system in Colorado has been Americans for Prosperity, the conservative organization founded by Charles and David Koch. As a report in Politico noted at the time of the Dougco school board race, “Americans for Prosperity is spending big” in support of candidates who favor an agenda of making schools “compete with one another for market share” and allowing tax money to go to religious education.

 

The reporter, Stephanie Simon, wrote, “Conservatives across the U.S. see Douglas County as a model for transforming public schools everywhere.”

 

Among those conservatives was former Florida governor, now declared presidential candidate, Jeb Bush, who donated $1,000 to each of the Koch-backed candidates in Dougco. Money raised for those conservatives dwarfed that raised for the challengers, ensuring a conservative win and establishing a theme that has been occurring throughout practically all of Colorado…..

 

 

Why Dougco?

 

There could be some justification for imposing the Dougco charter school model on Jeffco if there were real proof that model could generate genuine academic gains.

 

But based on analysis available at the Support Jeffco Kids website, there’s not much evidence it can.

 

One video posted on the site points out that the student demographics of the two districts are quite different, with Jeffco schools having a far more diverse spread of low-income versus upper-income students. Virtually all research shows that scores on standardized tests, the most commonly used metric for student achievement, are strongly correlated to family income, so taking student demographics into account is essential….

 

Another common argument for expanding charter schools is that they will bring innovation to a school district that has grown lazy due to “bureaucracy” and “complacent teachers.”

 

The influential charter school lobby in Colorado has promised that charters will be more “innovative” than public schools. But anyone who can’t find signs of innovation already in Jeffco public schools simply isn’t looking or has blinders on.

 

In fact, experts at the National Education Policy Center, a progressive education research center and think tank affiliated with the University of Colorado in Boulder, recently recognized two Jeffco high schools for being “Schools of Opportunity,” a designation for having “excellent practices designed to expand student opportunity and access to academic success,” according to the NEPC announcement.

 

NEPC’s School of Opportunity project analyzed schools in two states, Colorado and New York, based on 11 specific principles identified by experts as critical to closing “opportunity gaps” that exist between high-income school children and their lower income peers. Those principles include more and better learning time, a broader and richer curriculum, and attention to students’ individual academic, health and language needs.

 

The two Jeffco schools receiving this recognition were Jefferson County Open School, which received a Gold Medal, and Long View High School, which received Silver….

 

 

“I’m amazed and impressed at what we’re doing,” Fitzler says about Jeffco schools. “Is everything perfect? No. But you don’t tear down what’s working.”

 

Being a Republican, Fritzler initially needed to be convinced Jeffco public schools were being good financial stewards. She was also on the receiving end of the Republican messaging campaign that argued for budget cuts and more outsourcing to charter schools.

 

“So I looked for myself to see if there was any waste,” she says. “I didn’t find it. I was amazed at how far we were getting despite the cuts.”

 

So instead of tearing things down, what would Fritzler like to see instead?

 

“I want my school back,” she answers. “This is our community. We could leave if we want. But these are our schools.”

 

Levine adds, “They look at school governance like it’s a business decision. But it’s not a business decision. You can’t run a school district like a business … I want a board willing to treat community as partners. They go through the motions of doing this but they don’t do it….”

 

 

One thing parents in Jeffco believe for sure is they should have more of a democratic say-so in how their schools are run. Do their adversaries believe the same? Apparently, not so much.

 

*Correction: This article originally identified Lesley Dahlkemper as the current school board president; her correct title is in fact 2nd vice president.

 

Jon Pelto is shocked that Democratic legislators in Connecticut are afraid to confront Governor Dannel Malloy. The governor vetoed a bill that would establish qualifications for the State Commissioner of Education.

Despite their overwhelming–almost total–support for the legislation, the legislature refuses to override the Governor’s veto. This leaves the Governor free to hire another inept and politically motivated superintendent who is in the pocket of the super-rich charter industry.

Pelto writes:

“In preparation for the Connecticut General Assembly’s 2015 constitutionally required veto session, Democratic legislative leaders announced yesterday that no votes would be taken on whether to sustain or override the nine bills vetoed by Democratic Governor Dannel Malloy during this year’s legislative session.

“The most noteworthy of the bills that the Democrats are unwilling to bring up for a vote is PA 15-176, which was House Bill 6977, AN ACT ESTABLISHING QUALIFICATIONS FOR THE COMMISSIONER OF EDUCATION.

“The legislation requires that any person serving as Connecticut’s Commissioner of Education have an appropriate education degree and teaching experience.

“The legislation arose in response to Governor Malloy’s decision to name Stefan Pryor, a charter school founder and corporate education reform industry advocate, to be his first commissioner of education, despite the fact that Pryor had no educational experience.

“Stefan Pryor’s performance as Malloy’s Education Commissioner led both Democrats and Republicans to call for legislation requiring future leaders of the state department of education to have the requisite education experience.

“The General Assembly’s Education Committee held a public hearing on House Bill #6977 and went on to pass the legislation by a vote of 32 – 0.

“At no time did Malloy or his administration testify against the bill or publicly announce any opposition to the concept.

“The bill went to pass the Connecticut State Senate by a vote of 36 – 0 and the Connecticut House of Representatives by a vote of 138-5.

“In the end, only one Democratic legislator voted against the bill.

“With its passage, HB6977 become Connecticut Public Act 15-176.

“But despite the overwhelming level of support displayed for the bill by the Connecticut General Assembly, Governor Malloy vetoed the legislation.”

Emily Richmond at The Atlantic reports on the exodus of teachers from Kansas.

“Frustrated and stymied by massive budget cuts that have trimmed salaries and classroom funding, Kansas teachers are “fleeing across the border” to neighboring states that offer better benefits and a friendlier climate for public education, NPR’s Sam Zeff reported.

To be sure, this is a tough time for the Sunflower State, where funding shortfalls forced a half-dozen districts to shorten their academic calendars, and teacher jobs are being advertised on billboards. But it’s hardly an outlier. Las Vegas, home to the nation’s fifth-largest school district, is undergoing a particularly brutal struggle to recruit, and keep, enough new teachers for the upcoming academic year. (After all, how many superintendents have been reduced to zipline stunts to draw attention to a hiring crisis, as was the case with the Las Vegas district’s Pat Skorkowsky?) And it doesn’t take much to find stories of teacher shortages in Arizona and Indiana, among many others….

“One solution: Residency programs that provide new teachers with intensive mentoring, coaching, and support for their first few years in the profession are gaining in popularity. But an underlying issue is that fewer people are opting to become teachers, and when they do, about half will quit within five years. Indeed, in last year’s Gallup poll, the percentage of people who said they didn’t want their children to become teachers jumped to 43 percent from 33 percent a decade earlier.”

The so-called reform movement has succeeded in making teaching an undesirable profession. Not only are teachers quitting, unable to live on meager salaries, but the number of people who want to be teachers has sharply declined. This fits the agenda of the reformers, who want to replace teachers with computers, encourage the retirement of costly experienced teachers, and turn teaching into a low-wage, high-turnover job rather than a profession.

Big data has captured the imagination of many corporate executives, but it has its limitations. When evaluations are turned into numbers and used to rank employees from best to worst, it crushes motivation. This was W. Edwards Deming’s advice many years ago, but then Bill Gates of Microsoft and Jack Welch of GE emerged as gurus of stack ranking.

But, lo! New studies confirm that stack ranking has negative consequences.

An article in the business section of the Néw York Times reports that stack ranking hurts morale.

“Big Data has made it possible to measure employee performance more thoroughly than ever. But two recent studies offer a warning: Be careful about how you deploy that data.

“Many managers assume that distributing a ranking of their employees’ performance is an effective motivational tool, said Iwan Barankay, an associate professor at the Wharton School at the University of Pennsylvania. The idea is that lower-ranking employees will strive to improve, while higher-ranking ones will work to maintain their edge.

“Professor Barankay sought to test this assumption in a study of 1,500 furniture sales workers that he conducted over three years in North America. One group of sales workers was shown how their sales ranked compared with their colleagues. Another group was not shown a comparison, but only their individual results.

“Professor Barankay found that the sales representatives who did not know how they ranked achieved higher subsequent sales than those who were aware of their comparative ranking. The results of the workers who had received high rankings neither improved nor worsened.

“Human nature combined with simple math caused the lower-ranking workers to falter, according to Professor Barankay. Most people optimistically assume that they are above average in their performance, he said. But real life is not Lake Wobegon, and most people, when measured against one another, will inevitably rank as average or below average. For these people, seeing their rank is demoralizing, causing their performance to wilt.”

Now it is time to read Deming. I recommend chapter 9 of Andrea Gabor’s book about Deming titled “The Man Who Discovered Quality.” Deming was adamantly opposed to perfoance pay or anything that undermined employees’ morale and collaboration. His message was to choose your employees well and give them the support to succeed. Most failures are system failures. Don’t blame the frontline workers for problems caused by the system.

Can a fox be trusted to guard the henhouse? Can the guy who oversaw the Néw Orleans experiment in privatization be counted on to “improve” public schools? Does the Laura and John Arnold Foundation care about anything other than privatization and taking away defined benefit pensions from public sector workers? John Arnold was a very successful Enron trader, now a philanthropist and advocate for charter schools.

Reader Chiara contributed this development:

“HOUSTON, TX—The Laura and John Arnold Foundation (LJAF) today announced that Neerav Kingsland has joined the Foundation as a senior education fellow. Mr. Kingsland will oversee the Foundation’s efforts to improve K-12 education. Most recently, he served as the chief executive officer of New Schools for New Orleans (NSNO), a nonprofit organization working to ensure that every child in New Orleans, Louisiana, is able to attend a high-quality public school.”

This is the guy that wants to privatize all public schools, right? Glad to see the ed reform “movement” is moving towards ever-more extreme policy and practice.

Can someone who wants to eliminate public schools really “improve” public schools? If the ed reform movement attaches no value at all to schools that now exist, are they really likely to go about “improving” them with any kind of appreciation for the downside risk inherent in replacing them with the privatized model?

http://www.arnoldfoundation.org/neerav-kingsland-joins-the-laura-and-john-arnold-foundation-as-a-senior-education-fellow/

The respected Sienna College poll finds that nearly 3/4 of the public disapproves of Governor Andrew Cuomo’s education policies.

Cuomo rails against public schools and their teachers. He has no constitutional authority for education but has used the budget process to insert high-stakes tests for teachers. He is a champion for privately managed charter schools. He tried to get vouchers for religious schools, but while failing to do so, won $250 million for them.

The public doesn’t like his anti-public school policies.

This is an incredible article. Please read it.

Kristen Steele’s article is titled “Education: the Next Corporate Frontier: Exposing Power and Evil in a Neoliberal World.”

Steele is an environmental activist who realized that the push for corporate profits has invaded education, as it has so many other sectors of the global economy.

She begins:

“I’m no education expert. Having worked in the environmental and new economy fields for the last two decades, my main concern when it comes to schooling has been what children learn. Along with most activists I know, I’d like to see kids get outdoors more, learn about the intricacies of ecosystems, understand the urgency of climate change, experience growing their own food, and acquire the knowledge and understanding essential to becoming environmentally-conscious citizens. I’d like school reform to be a part of rebuilding vibrant local economies and sustainable communities. This is what I thought was at the heart of the struggle for better education. But there’s a battle being waged on a different front. One that will overwhelm and undo any improvements we’ve made if social and environmental activists don’t join in the fight.

“Over the last thirty years or so, private corporations have been steadily taking over school systems all around the world. Going hand in hand with “free” trade and development, the privatization of education is simply another step towards corporate control of the entire economy. If you’re tuned in to education news in the US, you may be familiar with the public school closures in Chicago, the so-called Recovery School District in New Orleans, and the proposed budget cuts in Milwaukee that have brought parents, students and teachers into the streets. But few of us hear about how students in Chile have been protesting for nearly a decade against rampant privatization that has increased economic inequality. Or how the UK government recently passed an education act allowing the conversion of all state schools into privately run “academies”. Or how Structural Adjustment Programs and development aid have paved the way for privatization of schools acrossAfrica, which has resulted in reduced enrollment of girls and exclusion of the poorest children. Or how similar takeovers are happening in Canada, Sweden, New Zealand, India, and many other countries.

“Privatization exists in different forms, including vouchers, public private partnerships, low-fee private schools, and charter schools. Whatever it’s called, it amounts to the same thing: private corporations gaining control of and profiting from an essential public function. In every country, the identical argument is used: public schools are failing, reform is needed and big business will do it best, providing choice and efficiency. If the statistics don’t match the argument, they are concealed or doctored to fit.

“Privatization in education is eerily reminiscent of every other sector that has come under corporate control; many of the justifications and methods are exactly the same. Just as in agriculture, technology is touted as creating “efficiency.” Just as in healthcare, we’re presented with the illusion of “consumer choice.” Just as in global trade, corporations are deregulated and given generous subsidies. Just as in manufacturing, skilled employees are displaced by underpaid workers with no job security. Just as in energy, the profit motive trumps the wellbeing of people and planet. Just as in politics, legislation is influenced by rich private interests. In none of these sectors has corporate control brought about increased wellbeing for any but the richest segment of society. Why will education be any different?”

Read the rest.

Send this article to your friends, your elected officials, members of your state and local school boards, journalists, anyone else you can think of. It is that important.

Groups like Democrats for Education Reform, Education Reform Now, Students First, Campbell Brown’s The 74, and foundations like Gates, Walton, Broad, Dell, Arnold, Helmsley, and dozens more are leading this mass takeover of a crucial public institution.

A reader called NY Teacher sent the following comment:

“Welcome to Parody Central. They almost make this too easy.

“My apologies to Mr. Zimmerman:

“Must Be Bubbled-In” (Blowin in the Wind)

How many tests must a child withstand
Before we can kill this scam?
How many years will we need to resist?
With so many heads in the sand?
Yes, how many tests must our children endure?
Before test-and-punish is banned?
Right answers my friend, must be bubbled-in
Right answers again and again.

Yes, how many years can Arne still test?
Before he ends up like Rhee?
Yes, how many years can he still insist?
Before even Bill disagrees?
Yes, how many times can Congress turn its head?
Pretending they just cannot see?
Right answers my friend, must be bubbled-in
Right answers again and again.

Yes, how many tests must a child still take?
Before we really know why?
Yes, how many doubts must one nation have?
Before we can hear children cry?
Yes, how many fails will it take till we know
That too many people have lied?
Right answers my friend, must be bubbled-in
Right answers again and again

And if you’re a Paul Simon fan:

When we look back at
All the crap they taught in pre-school
It’s a wonder
Kids can think at all
This lack of rigor in education
Has hurt them some
Why can’t they close-read the writing on the wall

Common – Core- ore-ore
It ‘em gives questions full rigor
Marches to just one drummer
Makes them know all the world’s a gritty day
I got a Coleman standard
Love to give a Pearson test
So Ravitch don’t take our Common Core away
So Ravitch don’t take our Common Core away
So Ravitch don’t take our Common Core away
If you took all the teachers we knew
Back in high school
And brought them all together for one night
We know they’d couldn’t match
Arne’s weak imagination
Everything looks worse in black and white

A little Neil?

The Testing and the Damage Done

We caught you knockin’
at our classroom doors
You test our babies,
with your Common Core
Ooh, ooh, the damage done.

You hit the cities
all across the land
We watched you testing
with your voodoo VAM
Wrong, wrong, the damage done.

We sing the song
because we hate your plan
We know that none
of you can understand
W h y k i d s
keep on, op-ting out.

I’ve seen the testing
and the damage done
We want no part of it for anyone
But now reform is
like a settin’ sun.”