Archives for category: Disruption

Valerie Strauss summarizes here the mess created in Florida by former Governor Jeb Bush’s harsh accountability policies and the legislation passed recently to enrich the charter industry at the expense of public schools across the state.

She begins:

“The K-12 education system in Florida — the one that Education Secretary Betsy DeVos likes to praise as a model for the nation — is in chaos.

“Traditional public school districts are trying to absorb the loss of millions of dollars for the new school year that starts within weeks. That money, which comes from local property taxes, is used for capital funding but now must be shared with charter schools as a result of a widely criticized $419 million K-12 public education bill crafted by Republican legislative leaders in secret and recently signed into law by Gov. Rick Scott — at a Catholic school.

“Critics, including some Republicans, say the law will harm traditional public schools, threaten services for students who live in poverty and curb local control of education while promoting charter schools and a state-funded voucher program.

“The law creates a “Schools of Hope” system that will turn failing traditional public schools into charter schools that are privately run but publicly funded. The law also sets out the requirement for districts to share capital funding.

“The man behind the Schools of Hope initiative was Republican House Speaker of Florida Richard Corcoran, whose wife founded a charter school in Pasco County. But as this recent Miami Herald opinion piece notes, a number of Republican lawmakers in the state legislature have financial stakes in the charter industry. “Florida’s broad ethics laws are a joke,” wrote Herald columnist Fabiola Santiago.”

School districts are planning to sue to stop the implantation of the charter industry’s raid on public school budgets.

When you read about this mess, bear in mind that this is what DeVos wants to inflict on the nation.

Peg Tyre, veteran journalist, published a balanced and well-written article about Bridge International Academies in the New York Times Magazine. BIA operates numerous low-fee, for-profit schools in Africa and  its investors hope to spread its brand across the world.

Investors in Bridge include Bill Gates, Mark Zuckerberg, Pearson, and other familiar names.

The founders had no education experience but they had experience creating successful tech start-ups. They wanted to disrupt education in the manner of Uber and AirBNB, the leaders of the new tech-based economy. They raised $100 million. Their schools cost parents a few dollars a month. Teachers deliver scripted lessons, written in the U.S. and delivered daily to them on an iPad. BIA opens its schools in poor countries where the quality of public education is low. They hope to do good while doing well.

Critics, including me, see BIA as a way that these countries slough off their responsility to provide education by outsourcing it. Critics see it as neocolonialism. Huge numbers of families can’t afford to pay the low fees. Kids are kept out of school when their parents don’t pay.

BIA was supposed to generate huge revenues. However, it is losing $1 million a month.

That is the only metric that counts. If they don’t turn a profit, they will close shop and move on.

Education Week reports on the plans of billionaires Mark Zuckerberg and his wife Priscilla Chan to redesign American education. They have launched something called the Chan Zuckerberg Initiative–or CZI Initiative–to carry out their plan for “personalized learning”‘( I.e., “depersonalized learning”) to remake education into whatever they think in their limited experience is best. They have hired James Shelton–formerly of the Gates Foundation, formerly in charge of Arne Duncan’s failed SIG program (the School Improvement Grants part of Race to the Top, which federal evaluations found produced nothing of value).

What’s wrong with CZI? First, neither of its founders understands that public education is a democratic institution, in which parents and communities make decisions about their children’s education. It is not a start-up or a venture fund or an app. Did someone elect them to redesign American education without telling the public? What arrogance! Why don’t they pick a District and ask for permission to demonstrate their vision before they spend hundreds of millions to lobby for it?

Second, if they want to help children, why don’t they open a health clinic in proximity to every school that needs one? Dr. Chan is a pediatrician. Children’s health is something she knows about. Mark knows code. Children don’t need code. They need care.

Third, the article describes this as a “high-stakes venture,” but there are zero stakes for Chan and Zuckerberg. If they drop $5 billion, so what? Who will hold them accountable when they get bored and move on?

Why don’t they do what is needed, instead of foisting their half-baked ideas on the nation’s children?

And last, it is beyond obnoxious that they dare to call their tech-based approach “whole-child personalized learning,” which is an oxymoron. What part of “whole-child learning” happens on a computer?

Where are their plans to feed the hungry, heal the sick, create opportunities for play and imagination to run free?

Sad to say, this is a vainglorious and anti-democratic imposition of C and Z’s ideas on people who have nothing to say about it. The one-tenth of 1% toying with our children and our schools, for their enjoyment.

An excerpt from the Education Week article?:

“Pediatrician Priscilla Chan and Facebook founder and CEO Mark Zuckerberg are gearing up to invest hundreds of millions of dollars a year in a new vision of “whole-child personalized learning,” with the aim of dramatically expanding the scope and scale of efforts to provide every student with a customized education.

“The emerging strategy represents a high-stakes effort to bridge longstanding divides between competing visions for improving the nation’s schools. Through their recently established Chan Zuckerberg Initiative, the billionaire couple intends to support the development of software that might help teachers better recognize and respond to each student’s academic needs-while also supporting a holistic approach to nurturing children’s social, emotional, and physical development.

“The man charged with marrying those two philosophies is former Deputy U.S. Secretary of Education James H. Shelton, now the initiative’s president of education.

“We’ve got to dispel this notion that personalized learning is just about technology,” Shelton said in an exclusive interview with Education Week. “In fact, it is about understanding students, giving them agency, and letting them do work that is engaging and exciting.”

“To advance that vision, Shelton has at his disposal a massive fortune and a wide array of levers to pull.

“Chan and Zuckerberg created CZI as a vehicle for directing 99 percent of their Facebook shares-worth an estimated $45 billion-to causes related to education and science, through a combination of charitable giving and investment.

“The initiative is structured as a limited-liability corporation, rather than a traditional foundation. That means CZI will be able to make philanthropic donations, invest in for-profit companies, lobby for favored policies and legislation, and directly support candidates for elected office ­ ­-all with minimal public-reporting requirements.

“For now, Shelton said, CZI is “one of the best-resourced startups in the world, but still a startup,” with fewer than 20 people on its education team.

“In the near future, though, he expects the initiative to give out “hundreds of millions of dollars per year” for education-related causes. Such a figure would place the Chan Zuckerberg Initiative among the highest-giving education-focused philanthropies in the country.

“Within five years, Shelton said in the June 22 interview, CZI’s work should have helped launch a “meaningful number” of schools and learning environments “where kids are performing dramatically better, and feel more engaged, and teachers feel more engaged in the work that they’re doing.”

“Chan, 32, and Zuckerberg, 33, also have embraced the idea of a long horizon for the initiative’s work, saying their support for personalized learning will extend over decades.

“From the outset, however, the couple’s attempt to engineer big changes in the U.S. education system faces significant obstacles.

“Personalized learning” was an amorphous concept even before this new attempt to integrate it with equally hard-to-define “whole child” strategies. It remains unclear how Chan, Zuckerberg, and Shelton intend to balance the organization’s support for research and development with their desire to quickly bring to scale new products and approaches, many of which have limited or no evidence to support their effectiveness.

“And CZI won’t commit to publicly disclosing all of its financial and political activity or to making the source code for its software open and accessible to the larger education community. That stance has stirred complaints about a lack of transparency.”

Laura Chapman writes here about “computer-based education” and who profits from it.

“Frankly, the scariest for-profit ventures are the tech companies that hope to replace teachers and schools with their “scalable” models.” Diane Ravitch.

Yes. Computer-based Education (CBE) is being marketed as personalized when it is exactly the opposite. Legislators in Ohio and elsewhere are counting on CBE to produce a radical reduction in brick and mortar schools and the need for educators who have college degrees and professional credentials.

CBE is part of the reason that we states are trying to install student-based budgets as the norm for schools and districts. Accountants are dissecting a district’s budget so costs can be allocated to specific schools, then to courses and grade levels in the school, including each teacher’s salary with benefit package, and the estimated cost of educating an individual student to a specific standard of mastery, given the student’s SES characteristics and the like. These estimates would take into account local revenues, the value of federal and state funds (usually less than 12% each), and so forth. The aim is to lay claim to CBE as the “best bang for the buck” while pointing to a system that “objectively” monitors student mastery of pre-determined content (delivered by computers).

Here are two maps that show the rapid uptake of CBE as if it is the new panacea for education. Look beyond the maps for excellent research on how CBE is being marketed.

Hoping to escape Competency-Based Education? Looks like Wyoming is your only option.

Here you will find amazing and disturbing stats and graphic illustrations of some interlocking initiatives, all designed to have a rapid and “collective impact” on the educational landscape. https://seattleducation2010.wordpress.com/2017/05/02/knowledgeworks-the-every-student-succeeds-act-essa-and-the-push-for-competency-based-learning/

The Gates Foundation is investing in a program that would train adults to serve as “providers” of CBE, therby eliminating the need for state certification to teach. In fact the whole CBE movement is aimed at “deschooling” education. That requires demonizing place-based brick and mortar schools and grade-by-grade instruction as part of the antiquated lock-step factory model.

The International Association for K–12 Online Learning (iNACOL) aims to expand access to online formats for learning, with mobile phone access for some programs. See especially their publications calling for “innovation zones” that would provide for “competency-based, personalized learning” free of brick and mortar schools.

“Policy makers establish innovation zone authority or programs through legislation or rule-making to catalyze the development of new learning models. The innovation zone authority provides increased flexibility for a state to waive certain regulations and requirements for schools and systems beginning to plan, design and implement personalized, competency-based education models. Innovation zones offer state education policy waivers in order to support practitioners in the process of developing and implementing new learning models. As practitioners implement their models, any rules or regulations that impede the model development are brought to light and can be addressed through waivers in a state, which has provided such innovation zones. This shifts the role of the state agency from one of compliance enforcement to support in enabling new model development to occur in districts.”

iNACOL lists the states with favorable legislation: Arkansas, Colorado, Kentucky, Mississippi, and New York. INACOL is supported by the The Bill & Melinda Gates Foundation, Nellie Mae Education Foundation, and The Walton Family Foundation. http://www.inacol.org/resource/innovation-zones-creating-policy-flexibility-for-personalized-learning/

The work of iNACOL is closely connected with the National Repository of Online Content (NROC). NROC Project is a non-profit network focused on “college & career readiness.” It is funded by the Bill & Melinda Gates Foundation, Hewlett Foundation, and NROC institutional members. Members provide multi-media content and applications to websites like HippoCampus (six sources of online content in Math, Science, Social Studies, English and Religion) and EdReady (math to prepare for commonly used placement exams, such as AccuPlacer, Compass, SAT, and ACT). Membership in NROC keeps costs low for institutions, and free for individuals. NROC operates under the umbrella of The Monterey Institute for Technology and Education (MITE), a 501(c)3 non-profit corporation founded in 2003. MITE is staffed by three people. Taken as a group, they have worked for McGraw-Hill Education, CTB/McGraw-Hill, Harcourt Brace, in addition to having experience in corporate training, media, and financial management. MITE has received $16.2 million from the Gates foundation.

Although it is wise to keep attention focussed on the damage to public education being done by charter schools, vouchers, and the standardized testing requirements in ESSA, I think the larger threat to public education is CBE. Venture capitalists are investing in educational management systems and apps galore. KnowledgeWorks.org markets CBE as teacher-free, learner-centered education organized by playlists of “opportunities for learning” with for-hire “sherpas” to guide students on “learning journeys.”

So far, there is very little discussion of the Trump/Republican roll-back of privacy regulations that once applied to internet service providers. There is little discussion of the prospect that this administration may eliminate the principle of net-neutrality in delivering content. The former means that student privacy (already thin and fragile as a moth’s wing in school contracts) is open to confabulation by personal/parental choices of products and services. The latter means that the speed and cost of internet services, including the e-rate program for schools, may become strictly market-based–supported by ads or other pay-to-play schemes.

CBE promoters see education organized in an ecological landscape with informal learning centers (for working parents), abundant on-line resources; opportunities for learning via community organizations such as art museums, libraries, parks, zoos, courts; and local businesses/workplaces.

Each of these providers of education would offer a badge or credential symbolic of learning. The badges or credentials are “stackable” so students who may verify their competencies as needed in seeking a job or advanced education. There is not much talk about the actual costs of CBE, the shelf life of hardware, the quality of on-line instructional materials, and unlimited possibilities for commercial exploitation of children and their parents. Choice through vouchers and CBE are perfect partners for creating the illusion that all children can and will have access to the best education in the world and completely personalized.

Ryan Heisinger is teaching in Newark. He is in his fourth year. He loves teaching. He wants to spend his career as a teacher. But he and everyone else in Newark has been subjected to constant disruption, on purpose.

For me, this year is mainly speeding by because of how much I’ve enjoyed it. This school year has reinvigorated me, further convinced me that I want to spend my career around kids. But after four years of teaching at three different schools with four different principals, I’d love to find a school at which I could settle in and make a long-term difference. The education landscape in my city, however, has left me worried that no such opportunity exists.

I’ve noticed a similar concern among many of my friends who became teachers around the same time I did. Indeed, my friends and I—and we’re not alone—feel that to stay in urban education and make a meaningful impact, we must make a major sacrifice: leave behind the kids who need the most support or forfeit our job stability.

These concerns are relatively new, the products of an alarming trend in urban education through which public school systems have become increasingly unstable as charter schools continue to take up a greater share of students in cities…

Lasting relationships with teachers and peers aren’t forged over just a few months. An amazing arts program takes years to build. It takes a long time to develop a wide variety of student-led extracurricular opportunities. School pride comes when students feel they are a part of a community in which they’re able to express themselves and show off their talents. But in a marketplace in which schools compete for test scores, narrowed priorities and school closures erode the stable soil teachers and administrators need to put roots down and grow an enduring culture of success and school community and pride.

I began my teaching career in a public high school just down the road from my current school, and while I remember it fondly and miss it in many ways, I have no illusions about the education my kids were receiving there. It was a mess. But the higher-performing charter I taught at last year had no art, no music, and no physical education, yet somehow the network was lauded as a model for urban schools. Indeed, in the marketplace, this is the model.

So while reformers tout my city as a school choice success story, I know the improved reading and math scores they cite as proof have come at a tremendous expense. The very system that produced those higher test scores is also denying my students and others like them across the city vital experiences and opportunities.

There must be a better way.