Archives for category: Corporate Reformers

EduShyster here reviews some of the very worst movies now available through Reed Hastings’ Netflix.

She begins by reminding us that Hastings is certain that elected school boards will soon be consigned to the dustbin of history as corporate style charters take their place, relentlessly determined to push test scores through the roof. Hooray for the corporate takeover of public education and the demise of democracy!

EduShyster envisions the films that will titillate the viewing public about the valiant reformers. Surely they will do better than that non- blockbuster “Won’t Back Down,” which opened in 2,500 theaters, had big-name stars, a huge publicity campaign, but quietly disappeared in less than a month.

This was my favorite:

“When a Stranger Calls”

“A high-profile, no nonsense superintendent makes headlines and enemies with her plan to at last bring excellence and high expectations to Newark NJ—whether Newark, NJ likes it or not. But things take a turn for the non-communicative when said superintendent announces that she will no longer attend School Advisory Board meetings because they are *dysfunctional* and *set a bad example for children.* Also, she stops returning the calls of board representatives making this technically a silent film.”

This week begins the make-or-break, do-or-die standardized testing that will label your child a success or a failure. I urge you not to let your child take the state test.

 

Opt out.

 

The best test for students is the test made by their teacher. Teachers know what they taught; they test what the students were taught. They get instant feedback. They can find out immediately which students didn’t understand the lesson and need extra help. They can get instant feedback about their own success or lack of success if the students didn’t learn what they taught.

 

The standardized tests are useless for instant feedback. They have no diagnostic value. The test asks questions that may cover concepts that were never introduced in class. The test is multiple-choice, creating an unrealistic expectation that all questions have only one right answer. The tests may have errors, e.g., two right answers or no right answers or a confusing question. The test results are returned months after the test, meaning that the student now has a different teacher. The test scores give no breakdown of what the student did or did not understand, just a score.

 

These days, the purpose of the tests is to evaluate the teacher;  most researchers agree that using student scores to evaluate teachers gives inaccurate and unable results. This year’s “effective” teacher may be next year’s “ineffective” teacher. “Value-added-measurement” has not proven to work anywhere. Most teachers don’t teach tested subjects and they are assigned rating based on the results of the school as a whole. A music teacher may be found “ineffective” based on the school’s math scores. This is madness.

 

Because the tests have no diagnostic value for students, they are worthless. If they can’t be used to help students or to improve instruction, they shouldn’t be used at all. We can learn all we need to know about states or cities by sampling (like NAEP, which compares states to states, and cities to cities). We can learn all we need to know about individual students by relying on teacher judgment and testing in specific grades, like 4 and 8.

 

The reason we have so much testing is because our policymakers don’t trust teachers. If we trusted teachers, we would let them teach and trust them to do what is right for their students. The more we distrust teachers, the less appealing is teaching as a job or a profession.

 

Another reason we test so much is the power of the testing corporations, which pay lobbyists in Washington and the states to push for more testing. This is big business.

 

Elite private schools rarely use standardized tests. They trust their teachers to evaluate their students’ progress.

 

We are trapped in a machine that is profitable for the few, but demoralizing to teachers and students.

 

Testing is not teaching. It steals time from instruction. Making it so important leads schools to narrow the curriculum, cutting funding for the arts, eliminating social workers and counselors, cutting recess and physical education. Making testing so important leads to states and districts gaming the system, to schools shedding low-scoring students, to cheating, to teaching to the test, and to other anti-educational actions.

 

How to stop the machine?

 

Opt out.

 

Don’t let your children take the test.

 

Deny the machine the data on which it feeds. There are corporations ready to mine your child’s data. Don’t let them have it.

 

I am reminded of the famous speech by Mario Savio, leader of the Free Speech Movement, during a protest rally at the University of California at Berkeley in 1964. He said:

 

There’s a time when the operation of the machine becomes so odious, makes you so sick at heart, that you can’t take part! You can’t even passively take part! And you’ve got to put your bodies upon the gears and upon the wheels…upon the levers, upon all the apparatus, and you’ve got to make it stop! And you’ve got to indicate to the people who run it, to the people who own it, that unless you’re free, the machine will be prevented from working at all!

 

Assert your independence. Protect your child. Stop the machine.

 

Opt out.

Katie Osgood works in a psychiatric hospital for adolescents. She weighs in here on the debate, if there is one, about “grit.” Grit meaning perseverance, determination, character.

The kids she works with are in terrible trouble, and Katie says it is not their fault.

She writes that:

“…. the hyper-focus on individual character traits like “grit” is incredibility dangerous and damaging.

“I think of my students at the psychiatric hospital where I teach. My students are overwhelmingly students of color and many are students coming from the most debilitating poverty. And the oppression, neglect, and abuses they’ve experienced often manifest as significant mental health problems. Many have severe depression, suicidal ideation, debilitating anxiety, aggressive outbursts, or self-harming behaviors. According to Duckworth fans, these are kids significantly lacking in “grit”.

“And my kids are often very quick to give up on academic tasks. I work with many students who shut down, refuse to come to class at all at times, and instead sleep the day away. Some students act out aggressively-throwing chairs, making threats, storming out of the classroom-as a way to avoid difficult tasks. Others may act the class clown, disrupting the flow of the lesson.

“But there is always a reason behind these behaviors. I would never begin by assuming they lack perseverance, but would always look to why students are acting the way they are. Are they overloaded with their personal problems often including trauma and abuse? Have they been told repeatedly through test scores, grade retention, and frequent detentions/suspensions that they are no good and have internalized that they are “failures”? Is that student experiencing PTSD symptoms affecting their ability to concentrate and to persevere?

“The hopelessness these kids often feel is not a character flaw, but a normal human reaction to unconscionable circumstances. In fact, given the trials many kids have faced, they have shown amazing perseverance and grit in their lives.
Now I am not saying there are never times when kids just need some encouragement to persevere through a task. Good teachers use their relationships with students and expertise to decide if a little extra grit is what’s needed or if the task at hand should be modified or perhaps to discover if the student requires some other more pressing need be met first. Teaching grit is secondary at best in this process. The idea that this trait is a key ingredient missing in our students leading to low educational outcomes is preposterous. In fact, given the difficult life obstacles we do not protect so many children from in this country, this narrative is downright offensive.

“When we acknowledge how our society has utterly failed low-income communities of color through purposeful disinvestment, brutal police tactics, mass incarceration disparately impacting people of color, the lack of affordable housing, the criminal shortage of any jobs (much less living wage jobs), the gutting of a quality welfare system and other public services, and the destruction and dismantling of public education opportunities through school closures, turnarounds, and privatization efforts, we see entire populations thrown into abusive conditions.”

There is much more to read and think about here.

This is a video made by students at Middletown High School in New York.

 

It is addressed to Governor Cuomo, who once called himself “the students’ lobbyist.”

The students know he is not their lobbyist.

He is the lobbyist for the 3% of children in New York state who attend charter schools.

He is not the lobbyist for the students in Middletown High School.

Contrary to what Governor Cuomo thinks, our students are smart.

They can tell what is real and what is fake.

Wow! How cool is this? You, me, and all of us are invited to join today’s thought leaders of education “reform” (aka, privatization and segregation) at a philophers” retreat.

I wish I were a thought leader in education, but apparently my thoughts don’t lead in the right direction (e.g., handing public money over to privately managed schools with no transparency or accountability, smashing unions, demoralizing teachers, eliminating pensions, making test scores the goal of education, firing teachers who can’t raise test scores higher and higher every year, stuff like that, which these days makes you a thought leader).

The meeting is billed as a three-day retreat, “a philosopher’s camp on education reform.” I wonder if the philosophers there will talk about Horace Mann or John Dewey or William James or William Torrey Harris or Sidney Hook? Somehow, I doubt they will. I kind of doubt that they ever heard of any of our eminent philosophers of education.

You too can attend for only $1,000. If you want to be a VIP, it will cost you $2,500.

Two other things: the meeting will be held at the Whiteface Lodge in Lake Placid. Is there a coded message here?

And for the benefit of the assembled philosophers, they might want to be reminded that they have a spelling error on the invitation. It is James Russell Lowell that once attended a meeting at that lodge, not James Russell Lowes. Do they know the difference? But when you are a thought leader in education, why bother with details?

The following just in as the New York State Legislature responds to the pressure of a $5 million advertising campaign demanding free space for privately-managed charters. Also, the billionaires behind this ad campaign have given handsome sums to Governor Cuomo and other key politicians. Cuomo has received at least $800,000 from the charter advocates. Under the legislation below, the charters are given the right to expand as much as they want, without paying rent, pushing out the public school that once was sited in the building. The charters can afford to pay their “CEO” half a million dollars, but they can’t pay the rent. They can pay millions for attack ads on television, but they can’t pay the rent. They can hire the politically-hot public relations firm SDK Knickerbocker more than $500,000 a year, but they can’t pay the rent. Their biggest boosters are billionaires, like Paul Tudor Jones, whose Robin Hood Foundation raises $80 million in a single night, but the charters can’t pay the rent. The charters are proving to be public parasites in New York City, invading the host and doing harm to the 94% of children who are not in charters.

***

One more point: When the Common Core tests were given a year ago, students in charter schools got the same average scores as students in public schools, even though the charters have few if any students with severe disabilities (and the public schools in poor neighborhoods have nearly 15%), and the charters typically have half as many English language learners. There were a few high-flying charter schools, but even more high-flying public schools. On average, there was no difference between the public schools and the charter schools.

 

***
Looks like the City is forced to offer either space or rent to new or expanding charter schools.

http://assembly.state.ny.us/leg/?bn=A08556&term=2013
http://assembly.state.ny.us/leg/?default_fld=&bn=A08556&term=2013&Summary=Y&Text=Y

(E) IN A CITY SCHOOL DISTRICT IN A CITY HAVING A POPULATION OF ONE
24 MILLION OR MORE INHABITANTS, CHARTER SCHOOLS THAT FIRST COMMENCE
25 INSTRUCTION OR THAT REQUIRE ADDITIONAL SPACE DUE TO AN EXPANSION OF
26 GRADE LEVEL, PURSUANT TO THIS ARTICLE, APPROVED BY THEIR CHARTER ENTITY
27 FOR THE TWO THOUSAND FOURTEEN–TWO THOUSAND FIFTEEN SCHOOL YEAR OR THER-
28 EAFTER AND REQUEST CO-LOCATION IN A PUBLIC SCHOOL BUILDING SHALL BE
29 PROVIDED ACCESS TO FACILITIES PURSUANT TO THIS PARAGRAPH FOR SUCH CHAR-
30 TER SCHOOLS THAT FIRST COMMENCE INSTRUCTION OR THAT REQUIRE ADDITIONAL
31 SPACE DUE TO AN EXPANSION OF GRADE LEVEL, PURSUANT TO THIS ARTICLE,
32 APPROVED BY THEIR CHARTER ENTITY FOR THOSE GRADES NEWLY PROVIDED.
33 (1) NOTWITHSTANDING ANY OTHER PROVISION OF LAW TO THE CONTRARY, WITHIN
34 THE LATER OF (I) FIVE MONTHS AFTER A CHARTER SCHOOL’S WRITTEN REQUEST
35 FOR CO-LOCATION AND (II) THIRTY DAYS AFTER THE CHARTER SCHOOL’S CHARTER
36 IS APPROVED BY ITS CHARTER ENTITY, THE CITY SCHOOL DISTRICT SHALL
37 EITHER: (A) OFFER AT NO COST TO THE CHARTER SCHOOL A CO-LOCATION SITE IN
38 A PUBLIC SCHOOL BUILDING APPROVED BY THE BOARD OF EDUCATION AS PROVIDED
39 BY LAW, OR (B) OFFER THE CHARTER SCHOOL SPACE IN A PRIVATELY OWNED OR
40 OTHER PUBLICLY OWNED FACILITY AT THE EXPENSE OF THE CITY SCHOOL DISTRICT
41 AND AT NO COST TO THE CHARTER SCHOOL. THE SPACE MUST BE REASONABLE,
42 APPROPRIATE AND COMPARABLE AND IN THE COMMUNITY SCHOOL DISTRICT TO BE
43 SERVED BY THE CHARTER SCHOOL AND OTHERWISE IN REASONABLE PROXIMITY.

Andy Hargreaves, Pasi Sahlberg, and Dennis Shirley are noted for their scholarly, articulate, and outspoken opposition to the Global Education Reform Movement (GERM), which is spreading like a virus.

Now, one of the chief exponents of GERM–(Sir) Michael Barber–has delivered a report to Boston informing the business community that the schools are mediocre and need a strong infusion of privatization and (of course) more testing. (Sir) Michael Barber previously worked for McKinsey, and he is now the thought leader of that esteemed pusher of testing, Pearson.

Hargreaves, Sahlberg, and Shirley write here about why (Sir) Michael Barber is wrong. (Sir) Michael Barber made his reputation as a creator of the UK’s system of standards and assessments; because of his love of “targets,” he is known as Mr. Deliverology when he is not known as (Sir) Michael Barber. However, the authors point out that there has been no educational renaissance in England and that Massachusetts scores higher on the targets than the nation that last took (Sir) Michael Barber’s advice.

 

They write:

 

What’s wrong with the report? First, its grudging acknowledgement of positive educational outcomes in Massachusetts and grim portrait of the state’s shortfalls have little to do with the facts. Massachusetts is the leading state in the United States on the National Assessment of Educational Progress. It is the only state in the United States with an “A” grade in the highly regarded Quality Counts 2014 State Report Card. It is also one of the world’s top-performing systems on a number of international assessments. Its rate of recent progress may be slower than some countries, but they’ve started from farther behind — Massachusetts literally has less room for improvement. To view the state’s school system as suffering from “complacency,” as the report claims, confounds all the findings of United States and international research on school achievement.
Moreover, the report draws many of its recommendation from the United Kingdom, where its lead author, Michael Barber, once worked as an advisor on education to former Prime Minister Tony Blair. England has made massive investments in “academies,” similar to government-supported charter schools here. It has explored various ways to prepare new teachers outside of a university setting. There have been targets and tests galore. Yet, results from the 2012 Program of International Assessment put England merely at the international average, 499, compared to Massachusetts students’ score of 524. For Bay State policymakers to follow England’s lead in education would be like the Red Sox taking coaching tips from the lowly Kansas City Royals.

 

Bill Moyers is one of my heroes. He is one of the few people in the media who is as concerned about the privatization and monetization of the public sector as I am. He has a long memory, and he has not forgotten that a good society needs both a strong public sector and a strong private sector. Nor has he forgotten that the real civil rights movement was about tearing down the walls of a segregated society and creating equal opportunity for all, not the current effort on the part of billionaires to promote school choice and decimate public education.

I enjoyed talking to him. Here is the full interview as it aired on PBS.

This article, which I wrote for the New York Review of Books, connects the dots that I have been writing about these past few weeks.

It shows how the charter lobby spent $5 million to attack Mayor de Blasio, completely derailing his own progressive reform agenda of universal pre-kindergarten and afterschool programs for adolescents.

The charter schools serve 6% of New York City’s children, 3% of New York state’s.

Yet because of the power of the billionaires funding their movement, they are on the verge of getting state law changed to guarantee that can get free space in public schools.

The charter lobby’s generous campaign contribution to Governor Cuomo made him their ally.

All in all, a shabby demonstration of the power of money in politics, now intruding into education, where the wants of the few trump the needs of the many.

 

I met a Los Angeles named Geronimo at the Network for Public Education meeting in Austin. Of course, that is a pseudonym. Geronimo, who often comments here, met Joanne Barkan, who wrote a post about philanthropy here.

 

Here are Geronimo’s reflections:

 

One of the great pleasures of my NPE experience in Austin was getting to talk to Joanne Barkan at length.

In Los Angeles, we have felt the full brunt of “philanthropy”. It has been used as the cudgel to infiltrate the entire operating status of LAUSD by dictating the terms of the pedagogy our kids receive and the orders we teachers are expected to follow. The fact that Gates and Broad have placed not only “their man” John Deasy in the top position, but they have funded other positions in District Headquarters.

Worse, we have no idea how much money they give to Deasy personally nor others in Deasy because they are “private” donations.

It is easy to call yourself a “philanthropist” but often times, philanthropy is politically motivated. I guess this can be good or bad depending on whose side of the “giving” you are on and if this sort of barter is good for your cause.

In an article in THE LA TIMES by Howard Blume on September 15, 2011
(http://articles.latimes.com/2011/sep/15/local/la-me-schools-fund-20110915), we read about how the drive to “philanthropize” LAUSD became public:

“Los Angeles schools Supt. John Deasy and Hollywood philanthropist Megan Chernin have launched an effort to raise $200 million over five years to benefit local public schools.

“The collaboration, in the works for several months, was announced in a letter signed by Deasy, Chernin and Los Angeles Mayor Antonio Villaraigosa.

“The letter strikingly lists failures of the Los Angeles Unified School District but also asserts that “for the first time in the District’s history, the conditions for bold change are present…. The time is now to harness this potential and it is our responsibility to do so.

“Besides Chernin, the nascent board of the Los Angeles Fund for Public Education includes education philanthropist Casey Wasserman — who has given directly to L.A. Unified in the past — as well as former educator and artist Nancy Marks and Jamie Alter Lynton, a former journalist who is married to the chief executive of Sony Pictures Entertainment.

“‘Donations could support districtwide initiatives, such as a new training program for principals, among other things. They could also bring to the district effective approaches used at charter schools,’ said spokeswoman Amanda Crumley.

And here is the unquestioned-Philanthropic-philosophy-in-a-nutshell kicker of the LA TIMES article:

“One selling point for participants is that the elected L A. Board of Education would have no direct control over the money.

“‘As you know, the innovation Los Angeles’ students need cannot start within a rule-bound bureaucracy,’” the letter states.

“Key education donors have refused to give much, if anything, to L.A. Unified because they question how well the nation’s second-largest school system would use the money.

HOW WOULD THEY USE THE MONEY? At least the decisions would have been democratic and transparent.

HOW HAS DEASY USED THE MONEY? I’ll let history judge.

During the Great Recession, LA. Unified, like other urban districts, had been hard hit by state funding shortfalls, resulting in thousands of layoffs, larger class sizes and a shorter school year. It was the perfect opportunity for “philanthropists” to come in and work their magic under the pretext of providing schools with much needed assistance.

The unions were at their weakest point (and currently, in LA, the union is on life-support).

Deasy, who became superintendent in April, 2011, has made pursuing outside philanthropic financial support a high priority. But this financial support brought political support with all the quid pro quos that have made LAUSD more of a corporation than a democracy. The Big Money is steep inside LASUD and has definite favorites as to who gets to define what “good education” is. Just look at all the money that now gets poured into the School Board races and who “philanthropy” backs. Look at how philanthropists treat teacher unions and the quality-of-life issues they raise.

If this was the NRA who had this sort of inside influence to organizations, people would be outraged. These Philanthropists and our Superintendent uses kids as human shields. They say they will withdraw their money if their policies are not implemented. This sort of hostage taking is obscene and Deasy stays in power because of this implicit threat.

Philanthropy where these multi-billion dollar decisions truly affect the profits of the ones giving the “donations” taints the whole process. Gates and Broad put their money and their “charity” to the very areas that they profit from.

Education is political BECAUSE it is Big Business. To ignore that reality is to be willfully ignorant.

And the Philanthropists have tried very hard to turn Education into Big Business behind the scenes while maintaining their pretense of Switzerland-like neutrality in their public persona claiming to the public: “We just want to help education be better.”

Kind-hearted souls indeed as they write their pro-Reform Op-eds in The Wall Street Journal.

Meanwhile, on the micro-scale of my individual classroom, my kids have to hoe a vastly different path that the Reforms now prescribe their net worth. The billionaires say this is what you get.

Kids. Your education is NOT a Democracy.

If you don’t like it, your solution is very simple. You can always leave the public system to where Gates, Broad, Alter-Lynton, Duncan or Obama send their kids to school.

And finally you will get the education these philanthropists truly believe in.

Thanks again, Joanne for your insight and commentary and commitment to the cause. You continue to be inspiring.