Archives for category: Corporate Reformers

This comment was posted by a reader:

The Washington Post editorial page has a lengthy recent history of misrepresenting the truth about American public education. Worse, it continues to support and advocate for “remedies” that do little to improve schooling.

The lead education editorial writer, Jo-Ann Armao, has made the claim that American public education is broken and teacher unions are to blame. She has consistently touted more testing, charter schools and abolishment of tenure as “the fix.” But Armao gets it wrong again and again, and again.


If unions impede student learning, for example, how does Armao explain high achievement in many strong union states (Maryland and Massachusetts come to mind), and bottom-of-the-barrel achievement where unions are weak or non-existent (the deep South, for example)? She cannot.

A USA Today investigation into cheating in the District schools under Michell Rhee found that for a school to be “flagged” for possible cheating a “classroom had to have so many wrong-to-right erasures that the average for each student was 4 standard deviations higher than the average for all D.C. students in that grade on that test, meaning that “ a classroom corrected its answers so much more often than the rest of the district that it could have occurred roughly one in 30,000 times by chance. D.C. classrooms corrected answers much more often.” When half of all the schools in the system are flagged for grossly abnormal wrong-to-right erasures on tests and “ the odds are better for winning the Powerball grand prize than having that many erasures by chance,” then it’s more than likely that “some cheating” took place. And, even Rhee has admitted that “some cheating” may have occurred during her reign as superintendent of the DC schools.

But, in a fit of editorial obtuseness, The Post(Armao) said “there are many innocent explanations for changed answers.” The Post told the public, inaccurately, that Rhee and her cronies “were cleared by an outside firm.”

See: http://www.washingtonpost.com/opinions/cheating-allegations-cant-mask-real-gains-in-dcs-schools/2011/03/30/AFeh8Q5B_story.html

However, Rhee and her top minions, including current chancellor Kay Henderson, were very reluctant to have any kind of investigation. Consider also that the “investigations” that finally took place were quite limited. The school system refused to release the names of the schools that were initially investigated, and it refused to release the limited-in-scope “investigative” reports. In essence, the “test security” company, Caveon, that performed the very limited inquiries into the DC testing irregularities, performed much like the Wall Street ratings agencies (Fitch’s, Moody’s, Standard & Poor’s) that signed off on the toxic, collateralized securities peddled by the investment banks. Those agencies took the big fees and gave the banks what they wanted: AAA ratings for securities that were dogs. So too, Caveon took the money and looked the other way. It suggested, as did DC school officials, that all the red flags signaling rampant cheating might be due to students who just checked their work. Interestingly, that “checking” was virtually always from wrong answers to right ones.

Here’s how Post education reporter Bill Turque covered the DC limited inquiry:

“Caveon founder John Fremer said he was doing exactly what his client, DCPS, asked. Had it asked for more, he said, more could have been done. The Utah-based firm could have analyzed answer sheets at greater depth–far beyond erasure rates, which Fremer says are the crudest and least reliable marker for possible testing misconduct.”

“It could have searched for patterns of collusion, looking for unusual levels of agreement on answers among students seated near each other. It could have checked for logical inconsistencies in answer patterns, determining if students were doing unusually well on the harder questions while getting easier ones wrong. It could have gone back and looked at prior-year performance by students, or the performance of classrooms under certain teachers in the past.”

“I could do everything you could ever want done,” Fremer said.

Obviously, like the big bankers and hedge funders who caused the financial meltdown and still do not want prosecutors nosing into their corrupt practices, Rhee and Henderson (and others) do not want full scrutiny. They know what an independent, in-depth investigation –– like the one in Atlanta –– would uncover.

The Washington Post The Post ombudsman, Patrick Pexton, wrote fairly recently that when “Eugene Meyer bought this newspaper in 1933 he put at the top of his seven guiding principles…”

Two of those “guiding principles” are these:

‘The first mission of a newspaper is to tell the truth as nearly as the truth can be ascertained,’ AND ‘The Newspaper shall tell ALL the truth so far as it can learn it.’

The Washington Post and its editorial page, including Ms. Armao, would do well to remember and abide by Meyer’s principles. But they seem to be having a difficult time of it.

It won’t surprise you to know hat here is a lot of money behind the conservative agenda in Texas. But you might be interested to see the connections between the privatization advocates in Texas and national organizations like ALEC.

Julian Heilig Vasquez traces the connections in his series on the Teat, in which he reflects on what is known as neoliberalism.

In a brilliant post, Bruce Baker of Rutgers demonstrates that states are imposing teacher evaluation systems that are flawed.

This is what Arne Duncan and Bill Gates demanded, and this is what states are doing. And it is wrong, it is factually wrong.

Who will hold Duncan, Gates, and all those state officials accountable?

Chris Cerf in New Jersey and John King and Merryl Tisch in New York assure the public that the evaluation systems will work because they take many factors into account. But Baker demonstrates that they are wrong. The evaluation systems are fundamentally flawed and they will not work. They will do damage to schools, principals, teachers, and students.

Baker writes:

 

“The standard retort is that marginally flawed or not, these measures are much better than the status quo. ‘Cuz of course, we all know our schools suck. Teachers really suck. Principals enable their suckiness.  And pretty much anything we might do… must suck less.

WRONG – it is absolutely not better than the status quo to take a knowingly flawed measure, or a measure that does not even attempt to isolate teacher effectiveness, and use it to label teachers as good or bad at their jobs. It is even worse to then mandate that the measure be used to take employment action against the employee.

It’s not good for teachers AND It’s not good for kids. (noting the stupidity of the reformy argument that anything that’s bad for teachers must be good for kids, and vice versa)

On the one hand, these ridiculous rigid, ill-conceived, statistically and legally inept and morally bankrupt policies will most certainly lead to increased, not decreased litigation over teacher dismissal.

On the other hand… The anything is better than the status quo argument is getting a bit stale and was pretty ridiculous to begin with.”

Carol Burris, principal of South Side High School in Rockville Center, New York, explains here why parents should take the results of the new Common Core assessments with more than a grain of salt.

They will be used in New York to determine whether students ages 8-14 are “college-ready.” Can you imagine that? A test taken by a child of 8 will tell you whether he or she is college ready!

As readers of this blog know, there is a healthy discussion about what to call those who now claim to be “reformers.”

In this post, Leo Casey of the Shanker Institute discusses whether there is any such thing as “corporate reform.” Larry Cuban says there is not.

Let’s review what I often refer to as “corporate reform.”

I call it “corporate reform” because the reformers want to use crude metrics to judge teachers and schools. They think that data are better measures of quality than professional judgment. On the basis of standardized test scores, they are happy to label schools as “failing” if their scores are low and happier still to close them for the same reason. The test scores are like a profit and loss statement. The corporate reformers speak about having a “portfolio” of schools, sort of like a stock portfolio, where you keep the winners and get rid of the losers.

When they manage school districts, they invent fancy corporate-sounding titles like “chief talent officer,” “chief knowledge officer,” “chief portfolio officer,” etc. to take the place of school titles like “superintendent” and “deputy superintendent.”

The face of the “reform” movement is Michelle Rhee. She works closely with such figures as Joel Klein and Jeb Bush, John Kasich in Ohio, Mitch Daniels (now ex-governor) in Indiana.

These so-called reformers advocate for private management of schools by charter organizations, whether nonprofit or for-profit.

Some (Jeb Bush, Michelle Rhee, Bobby Jindal, Scott Walker, Tony Bennett) but not all of them advocate for vouchers .

They say that our public school system is “broken,” “failing,” and “obsolete.” So to them, it makes perfect sense to replace them with private management.

They advocate for high-stakes testing.

They want teachers and principals to be evaluated to a significant degree by the test scores of students.

They applaud the closing of schools (cf. Rahm Emanuel).

They disdain local school boards, which might slow down the process of privatization of public funds.

They want to remove any due process rights from teachers, so they can be hired and fired at will.

They seek to cut teachers’ pensions and benefits.

They think that “great” teachers need only a few weeks of training. They like to put non-educators in charge of school districts and schools. After all, if someone can market toothpaste, they can also market automobiles or schools.

If you think there is no movement to undermine public education and the education profession, I don’t agree.

If someone has a better name than “corporate reform,” I am all ears.

Sarah Darer Littman wonders why some officials are not held accountable.

She points to the example of State Commissioner Stefan Pryor and Bridgeport Superintendent Paul Vallas, both of whom used ingenious ploys to avoid competitive bidding on contracts.

Shouldn’t accountability be applied uniformly for all public officials?

Civil rights lawyer can’t understand why state leaders in Connecticut get to choose which laws to follow.

They seem to follow the advice of NYC former chancellor Joel Klein, who responded to complaints by saying, “Sue me.”

Why the disdain for the law?

Mike Deshotels reports on what is happening in the Louisiana legislature.

Bear in mind that Governor Bobby Jindal proposed to “reform” taxes by eliminating the personal income tax and the corporate income tax, shifting the entire tax burden to the sales tax. This is a very unpopular proposal, which appears to have driven his poll numbers down into the mid-30s. It will also hurt the state’s public schools, as you will see in this post.

Jindal also plans to fund the voucher schools by taking money from the state’s Minimum Foundation budget for public schools, even though a state court has already declared it unconstitutional. Same for Jindal’s plan to pay for-profit course choice providers, also found unconstitutional but still in the governor’s budget. And predictably, Jindal’s allies will return with new ways to strike down teacher tenure, which was struck down by a state court a few months ago because the law addressed too many issues in the same bill.

Here is Mike Deshotel’s report:

From: Michael Deshotels
Sent: Monday, April 08, 2013 9:01 AM
Subject: Legislative update
Governor Jindal is kicking off the 2013 legislative session today at 12 noon and I am happy to report that it looks like his big tax reform proposal is in big trouble. The governor’s new tax proposal greatly increases state sales taxes and could end up depriving local school boards of a vital source of sales tax when local voters fail to renew local sales taxes to try to offset the high state sales tax. I hope that trouble spills over to the education area so that we will have a chance of stopping his destruction of public education.
The MFP: Several of you asked that I give you more details about why the legislature should reject the new MFP. Some of you have since supplied me with critical information including the changes to special education funding. So I hope the following gives you plenty of information about why we want the MFP rejected by the legislature and sent back to be reenegotiated with the stakeholders so that a more acceptable formula can be proposed.
1. The new MFP would remove the automatic growth factor in the MFP. Because of huge unfunded mandates in recent years, it is critical that the growth factor be reinstituted. Meanwhile many charter schools are exempted from paying their share of mandated costs such as the increased costs for retirement contributions. Just the increase in retirement contribution for unfunded accrued liability is a crippling drain on local school system. To add insult to injury, our DOE is forcing local systems to upgrade local computers and internet access just to take care of more state tests that are making the testing companies rich and are reducing student instruction time. (Remember the Governor refused the federal money for upgrading internet services because his favored private companies may not get the contracts)
2. The new MFP still provides funding for vouchers and the new course choice programs even though this has been ruled unconstitutional. Thecourse choice program allows out of state companies to raid the MFP while the student testing scores still go to their local home schools. These private companies can get paid even if the students do not attend regularly or learn nothing!
3. The new MFP begins a change to a new weighted formula for special education that is strongly opposed by all special education stakeholders because it may not provide adequately for some students individual plans and may penalize gifted and talented programs based on as yet untried tests.
Bills: Jindal’s allies in the legislature have filed bills that would find a way around the recent court rulings stiking down Acts 1 and 2 of last year. I will send more details on this later but for now I want to point out just a few important bills. You can read the bills just by clicking on the highlighted bill numbers.
SB 89 by Appel: Please ask your Senators to defeat this bill if it is brought up because it destroys all teacher due process and makes many teachers’ fate rely on a very innacurate evaluation system.
HB 160 by Reynolds: Please ask your representative to support this bill which will put off the evaluation system until the VAM can be reworked. (I hope VAM can be done away with because in my opinion it can never be accurate for all circumstances)
SB 41 by Kostelka: I am hoping we can support this bill because it will allow a vote of the people to make the State Superintendent an elected position. As it stands now, the Governor totally controls both the State Superintendent and the majority of BESE. The present system does not have checks and balances and allows a radical like Jindal who has other motivations to practically destroy public education. Again this would just let the general public vote on a constitutional amendment to make the position elected.
Please go to the Louisiana Legislature web site and click on the name of your Representative and Senator so you can get his/her local office phone number where you can leave him/her messages with his legislative assistant, or send an email. Just introduce yourself and make sure they know you live in their district and that you want their support on education issues.
Thanks in advance for your efforts,
Mike Deshotels
____________________________________

A reader offers this comment about the education marketplace:

Better and cheaper aren’t even issues in the disruptive Educational marketing game. Only profit matters. Especially if you capture regulatory control, you can degrade quality to reduce cost, then mandate public funding to maximize profits. There’s no public sector, and no free market, to stop you.

I’ll quote again from Farrell:
“Christensen’s theory of innovation showed how “true revolutions occur, creating new markets and wreaking havoc within industries. Think: the PC, the MP3, the transistor radio.”

The wheel is still spinning on applications of internet and satellite “technology” in education. I’m a visionary and innovator myself, but in our classrooms, profit seekers are trying to freeze out wondrous real advances for their own advantage. Don’t confuse innovation with mean-minded little schemes to curtail and monetize other people’s inventions. The emperor is naked, and has no actual innovations to offer.

If you want to think more deeply than opportunistic market manipulation, here’s Anil Dash’s magnificent rumination on the internet, The Web We Lost:
http://dashes.com/anil/2012/12/the-web-we-lost.html

He also understands the wheels are still spinning, and proposes ways to bring the internet back into the commons, where (like public education) it belongs.

Anthony Cody read Bill Gates’ article in the Washington Post, in which he said it is time to reduce the emphasis on high-stakes testing.

Anthony wondered if Gates means it.

Anthony writes:

“No one in America has done more to promote the raising of stakes for test scores in education than Bill Gates….You can read his words…, but his actions have spoken so much more loudly, that I cannot even make sense out of what he is attempting to say now. So let’s focus first on what Bill Gates has wrought.”

Anthony documents the destructive programs that Gates has funded (read the list, and it is only the tip of the iceberg), and he concludes:

“This amounts to an attempt to distance the Gates Foundation from the asinine consequences of the policies they have sponsored, while accepting no responsibility for them whatsoever.

“This is a non-starter, as far as I am concerned.”