Archives for category: Duncan, Arne

Jeff Bryant attended the Presidential Forum for Democratic candidates in Pittsburgh, and he watched to see how the candidates reacted to the Bush-Obama-Duncan agenda.

Michael Bennett was the only one to endorse it, and he got a tepid reception.

The others spoke of their love for public schools, their desire to raise funding, etc, but barely mentioned charters or testing unless pushed.

Duncan’s name was never mentioned.

Evaluating teachers by test scores never came up.

Everything that Bush and Obama had promoted was absent.

Of course, everything they promoted has failed, and the moderator kept referring to flat NAEP scores to challenge the candidates, without recognizing that the stagnant scores are the results of 20 years of No Child Left Behind, Race to the Top, and Common Core.

But Jeff is not convinced that the change is more than cosmetic.

He thinks that the candidates will gravitate to where the money is: Wall Street; hedge fund managers; billionaires.

Warren and Sanders have not.

But he is right about this: Bad habits and bad ideas die slowly. If at all.

Not one candidate said simply and candidly, “everything that the federal government has imposed since passage of NCLB has failed. We need a fresh vision.”

 

 

A group of scholars collaborated to write a paper published by the National Bureau of Economic Research that studies how teachers affect student height. It is a wonderful and humorous takedown of the Raj Chetty et al thesis that the effects of a single teacher in the early grades may determine a student’s future lifetime earnings, her likelihood graduating from college, live in higher SES neighborhoods, as well as avoid teen pregnancy.

When the Chetty study was announced in 2011, a front-page article in the New York Times said:

WASHINGTON — Elementary- and middle-school teachers who help raise their students’ standardized-test scores seem to have a wide-ranging, lasting positive effect on those students’ lives beyond academics, including lower teenage-pregnancy rates and greater college matriculation and adult earnings, according to a new study that tracked 2.5 million students over 20 years.

The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, all economists, examines a larger number of students over a longer period of time with more in-depth data than many earlier studies, allowing for a deeper look at how much the quality of individual teachers matters over the long term.

“That test scores help you get more education, and that more education has an earnings effect — that makes sense to a lot of people,” said Robert H. Meyer, director of the Value-Added Research Center at the University of Wisconsin-Madison, which studies teacher measurement but was not involved in this study. “This study skips the stages, and shows differences in teachers mean differences in earnings.”

The study, which the economics professors have presented to colleagues in more than a dozen seminars over the past year and plan to submit to a journal, is the largest look yet at the controversial “value-added ratings,” which measure the impact individual teachers have on student test scores. It is likely to influence the roiling national debates about the importance of quality teachers and how best to measure that quality.

Many school districts, including those in Washington and Houston, have begun to use value-added metrics to influence decisions on hiring, pay and even firing….

Replacing a poor teacher with an average one would raise a single classroom’s lifetime earnings by about $266,000, the economists estimate. Multiply that by a career’s worth of classrooms.

“If you leave a low value-added teacher in your school for 10 years, rather than replacing him with an average teacher, you are hypothetically talking about $2.5 million in lost income,” said Professor Friedman, one of the coauthors…

The authors argue that school districts should use value-added measures in evaluations, and to remove the lowest performers, despite the disruption and uncertainty involved.

“The message is to fire people sooner rather than later,” Professor Friedman said.

Professor Chetty acknowledged, “Of course there are going to be mistakes — teachers who get fired who do not deserve to get fired.” But he said that using value-added scores would lead to fewer mistakes, not more.

President Obama hailed the  Chetty study in his 2012 State of the Union address.

Value-added teacher evaluation, that is, basing the evaluation of teachers on the rise or fall of their students’ test scores, was a central feature of Arne Duncan’s Race to the Top when it was unveiled in 2010. States had to agree to adopt it if they wanted to be eligible for Race to the Top funding.

When the Los Angeles Times published a value-added ranking of thousands of teachers, teachers said the rankings were filled with error, but Duncan said those who complained were afraid to learn the truth. In Florida, teacher evaluations may be based on the rise or fall of the scores of students that the teachers had never taught, in subjects they had never taught. (About 70% of teachers do not teach subjects that are tested annually to provide fodder for these ratings.) When this nutty process was challenged inn court by Florida teachers, the judge ruled that the practice might be unfair but it was not unconstitutional.

The fundamental claim of VAM (value-added modeling or measurement) has been repeatedly challenged, most notably by economist Moshe Adler. When put into law, as it was in most states, it was found to be useless, because only tiny percentages of teachers were identified as ineffective, and even the validity of the ratings of that 1-3% was dubious. The use of VAM was frozen by a judge in New Mexico, then tossed out earlier this year by a new Democratic governor. It was banned by a judge in Houston.  A large experiment funded by the Gates Foundation intended to demonstrate the value of VAM produced negative results.

Now comes economic research to test the validity of linking teacher evaluation and student height.

 

Marianne Bitler, Sean  Corcoran, Thurston Domina, and Emily Penner wrote:

NBER Working Paper No. 26480
Issued in November 2019
NBER Program(s):Program on Children, Economics of Education Program

Estimates of teacher “value-added” suggest teachers vary substantially in their ability to promote student learning. Prompted by this finding, many states and school districts have adopted value-added measures as indicators of teacher job performance. In this paper, we conduct a new test of the validity of value-added models. Using administrative student data from New York City, we apply commonly estimated value-added models to an outcome teachers cannot plausibly affect: student height. We find the standard deviation of teacher effects on height is nearly as large as that for math and reading achievement, raising obvious questions about validity. Subsequent analysis finds these “effects” are largely spurious variation (noise), rather than bias resulting from sorting on unobserved factors related to achievement. Given the difficulty of differentiating signal from noise in real-world teacher effect estimates, this paper serves as a cautionary tale for their use in practice.

 

Last night there was a grand event at the Kennedy Center where veterans of the Bush and Obama education world joined together to wring their hands about the crisis at hand. The crisis is not the mess they made of American education for the past 20 years. The crisis is that the tests are not hard enough, the punishments are not tough enough, and the nation needs to buckle down and keep on testing and firing and demanding more from everyone. Except them. Of course.

Our reader Laura Chapman explains what was behind the big party:

“I wanted to look past the PR for this one event. The event is a launch for a new campaign capitalizing on “stagnating” NAEP scores and persistent gaps among students “who have been underserved.”

“The reformists are calling for “evidence based” methods of teaching using only “high quality, standards-aligned, content-rich curriculum.” Suddenly these reformists think “deficits in content-knowledge” matter. But these reformists are really fans of the Common Core and have a lonh history of ignoring much else worthy of study, content in the arts and humanities for example.

“In addition to being sponsored by the Collaborative for Student Success, this “new literacy campaign” is sponsored by Achieve, The Alliance for Excellent Education, The Thomas B. Fordham Institute, Learning Heroes, Literacy Now, National Association of Elementary School Principals, National Council on Teacher Quality, National Urban Alliance, National Urban League, Military Child Coalition, and The Education Trust. These have been supporters of the Common Core, and many love high-stakes tests.

“The Collaborative for Student Success is a multi-faced project of the New Venture Fund. It is supported by: Bloomberg Foundation, Carnegie Corporation of New York, ExxonMobil, Bill & Melinda Gates Foundation, William and Flora Hewlett Foundation, The Charles and Lynn Schusterman Family Foundation. The website markets three of the Collaborative’s favorite math programs, but it also features “campaigns” of the Collaborative. Each campaign has a separate website. All campaigns are based on the premise that states are not living up to the requirements of ESSA. Truly, the sponsors of the Literacy Initiative are die-hard defenders of the Common Core and ESSA. Here are the camaigns in progress.

“A web-based “Assessment HQ” offers test scores and demographic breakouts for test scores “for more than half of states in grades 3-8.” This campaign is designed to claim that state assessments are not tough enough or fully reported to parents. The Collaborative scoops up state assessment results in math and ELA and puts these together in an interactive map. The Assessment HQ is actually sluggish and out of date. It is presenting data from the 2014-15 school year and it was designed to push PARCC and Smarter Balanced tests.

“The “Check State Plans” campaign offers ratings of the state plans for ESSA based on their strict conformity to ESSA. The Collaborative asked 45 reviewers to judge state plans, back in 2017, at about the same time that Bellwether Education Partners also put together a panel to review state ESSA plans. The Collaborative wanted to see “the following principles” honored in state plans. “Set the bar high for what students need to know and understand; Focus on closing the achievement gap in math and English; Ensure that parents and communities have access to meaningful data; Have a real plan for helping those schools that have been historically failing.”

“The “Educators for High Standards” campaign has offered about 12 fellowships to teachers willing to voice enthusiasm for ESSA, along with “partners” from the following groups, all known to push for high-stakes tests and the Common Core: The National Network of State Teachers of the Year, Smarter Balanced Assessment Consortium, PARCC, Teach Plus, Student Achievement Partners (Achieve the Core), National Board of Professional Teaching Standards, Council of Chief State School Officers (CCSSO), Hope Street Group, The New Teacher Project (TNTP), Teach for America, Center for Teacher Quality, and Educators4Excellece.
The” Military Families for High Standards” campaign features the work of advocates for schools serving military families. Among the resources is an article from the Center for American Progress titled “How the Common Core Improves Education for Military-Connected Children.”

“The Honesty Gap” campaign asserts that states must take NAEP’s definition of “proficiency” as the standard for judging the “honesty” in state tests. State tests that claim students are “proficient “are dishonest unless the state standard is the same as for NAEP tests. The “honesty gaps” for each state are shown on an interactive map. The explicit message is that schools are often lying to parents about student achievement. The website should be called Arne Duncan’s BS. https://www.npr.org/templates/story/story.php?storyId=246201831
The “Understanding ESSA” campaign provides news about USDE activities (up-to-date) and links to state actions that comply with ESSA.

The whole website is devoted to belligerent judgments of states, districts, and schools while bolstering advocacy groups who will insist on “strict fidelity” to ESSA in state plans.

These birds of a feather intent on repeating the misery of two decades of top down reform.

 

 

I am not sure that I agree with Steven Singer’s point here, that NAEP scores tell us nothing other than that students from affluent homes have higher test scores than students who live in poverty. 

His main point is undeniable. All standardized test scores are highly correlated with family income.

We could use income and poverty data to learn what the test scores tell us, without wasting billions on standardized tests and corrupting instruction.

But I think that NAEP does tell us something we need official confirmation for: the utter failure of Disruptive Corporate Reform.

The Disrupters have promised since No Child Left Behind was proposed in 2001 that they knew how to raise test scores and close achievement gaps: Test every child every year and hold schools accountable for rising or falling scores. That will do it, said George W. Bush, Margaret Spellings, Rod Paige and Sandy Kress. They rode the wave of the “Texas miracle,” which turned out to be non-existent. Texas in 2019 is stuck right in the middle of the distribution of states.

Then came Jeb Bush, with his fantastical claims of a “Florida miracle,” which are now repeated by Betsy DeVos. Look at the NAEP scores: Florida is right in the middle of the states. No miracle there.

Arne Duncan has been promoting Tennessee, which as one of the first Race to the Top states, which is also ensconced in the middle of the distribution.

Look for yourself.

Two states that were firmly under the control of Reform heroes, Louisiana and New Mexico, are at the tail end of the distribution.

What do the NAEP scores tell us?

Don’t look for miracles.

Don’t believe propaganda spun by snake-oil salesman.

Look to states and districts that are economically developed and that fund their schools adequately and fairly.

The scores in states may go up or down a few points, but the bottom line is that the basics matter most. That is, a state willing and able to support education and families able to support their children.

 

Craig’s Chicago Business acknowledges that the children in Chicago public schools need what the Chicago Teachers Union won in their contract negotiations. But still, they wonder, are taxpayers willing to pay the price? 

Now that financial details of the pact are starting to trickle out, it’s clear that the mayor was telling the truth—that is, for the teachers. And that truth raises a very significant question of whether the unprecedented, potentially $1.5 billion mayoral bet will be worth the cost to already struggling Chicago taxpayers.

That $1.5 billion figure comes from the Chicago Public Schools’ budget office. It’s at the high range of what officials say the new CTU deal will cost over the next five years cumulatively…

“The union won the strike. They absolutely won,” says Paul Vallas, a former CPS CEO who was one of Lightfoot’s rivals in the February mayoral election. “It’s going to be impossible for them to come up with that much dough without major tax increases if (Gov. J.B.) Pritzker does not fully fund the state’s new school-aid formula.”

Pritzker is working on that. But as Vallas noted, doing so likely depends on voters next year enacting the governor’s proposed graduated income tax amendment, and that’s no sure thing.

Overall, there is little dissent that putting increased staff resources into particularly needy schools—as the contract requires—is the right thing to do. Eventually, that should result in higher graduation rates and kids better prepared to enter the job market.

It is always good to get Vallas’ views, since he privatized schools in Philadelphia and New Orleans as his budget solution and ran unsuccessfully for mayor, governor, and lieutenant governor.

Are the voters in Illinois willing to pay higher taxes to improve conditions of learning, to assure smaller class sizes, and to get better prepared youth?

The Chicago teachers’ strike represents a change in Chicago, for sure. The harsh policies of Daley, Duncan, and Emanuel are over. A new day has dawned, with national implications.

It’s a definitive shift in the entire landscape, not just in Chicago, but throughout the U.S., away from privatization, school closures, charter schools, and the kind of Koch Brother-funding of private schools instead of public schools, a threat we’ve been fending off for the last 30 years,” said Jackson Potter, a high school teacher and union bargaining member in Chicago.

Potter continued, “This contract really represents advances—and not just trying to preserve what we had or prevent the annihilation of the public system—but how to expand it, fortify it, and have a considerable [investment] in low income students of color and their communities that starts to look more [like] what we see in wealthy white suburbs.”

The contract dealt a blow to the charter industry, with “hard caps on charter school expansion and enrollment growth.” The rightwing Heartland Institute called the settlement “a death blow to charter schools in the Windy City.”

Alas, the sustained efforts of the Disrupters foiled by one powerful teachers’ strike, joined by Chicago’s progressive new mayor!  Their policies of austerity and privatization undone. Calling the world’s smallest violin.

Thanks to the invaluable organization “In the Public Interest” for assembling these sources in one place.

Gary Rubinstein, math teacher at Stuyvesant High School, is a skilled myth buster. He frequently unmasks “miracle” stories.

In this post, he demolishes the claim that Louisiana has improved faster in 8th grade math than other states.

This is the last gasp of the Disruption movement, which has controlled federal and state policy for 20 years but has little to show for it.

As Rubinstein shows, Arne Duncan and John White are leading the effort to find the “bright side” of the latest NAEP results, which were stagnant In 2019 and have been stagnant for a decade.

Duncan says the nation should look to Louisiana for inspiration. Louisiana ranked among the bottom  states on NAEP, 44th to 49th, depending on the grade and the subject. But how creative to point to one of the lowest performing states as a national model! Do what Louisiana did and your state too can rank among the bottom five states in the nation!

Gary points out that Louisiana has indeed improved, but its 2019 scores on 8th grade math were actually a point lower than its scores were in 2007! In other words, Louisiana hasn’t gained at all for the past dozen years!.

Wouldn’t it be refreshing if the leaders of the Disruption movement admitted that their 20-year-long policy of test-and-punish is both stale and failed?

Wouldn’t it be great if they said, “Whoa! We’re on the wrong track. We’ve inflicted nonstop testing on the nation’s children since 2002. We have spent billions on testing and test-prep. Scores went up for a few years but leveled off in 2007. Enough! Our answers are wrong. Time for fresh thinking.”

 

 

 

Mike Klonsky writes here about the advice of former Duncan aide Peter Cunningham to Chicago: When trying to revive devastated black communities, bring in “new people.”

Klonsky begins:

Just when you think we’ve heard the last from the disastrous duo of Arne Duncan and Peter Cunningham, they become media go-to guys on (of all things) gun violence and community development.

Remember, this was the pair that ran the Chicago Public Schools and the U.S. Dept. of Education for years, promoting austerity, mass school closings, privatization and uncapped expansion of privately-run charter schools in black communities. Their policies helped lead to the devastation of urban school districts and contributed to school re-segregation and the push-out of thousands of black and poor families from cities like Chicago.

Why media would turn to them for meaningful solutions to the problems they helped create is beyond me. But here we are.

Cunningham’s Sun-Times commentary yesterday (To revive declining South and West Side neighborhoods, import people) was the most egregious. The headline says it all. Now that 300,000 African-Americans have been pushed out of Chicago over the past few decades, Cunningham sees their replacement with thousands of “new, middle-class people” as the city’s salvation.

How unoriginal. I have referred to it as the whitenization of the cities. But it’s deeper than that.

Read on.

 

The Center for American Progress has been the think tank of centrist Democrats and a refuge for veterans of the Obama administration and the would-have-been Clinton Administration. The media calls it “progressive,” but on education its agenda was aligned with the mainstream of the Republican Party. It never supported vouchers but it was all-in for charter schools. Now that Betsy DeVos is the new face of the Reform and Choice moment, it’s bizarre to call charters a progressive idea.

CAP’s new site “Think Progress” is folding. It could not find a patron. The problem may have been not just money but message. With Sanders and Warren vying for the progressive vote, CAP has lost its claim to be”progressive.”

Given its unrelenting defense of the privatization of public schools by entrepreneurs and corporate chains, it is clear that CAP was not in touch with the meaning of progressivism. It defended all the noxious tenets of Obama and Duncan’s Race to the Top. High-stakes testing, evaluation of teachers by test scores, closing schools with low scores, and charter schools. In D.C, these were the common threads in the Bush-Obama era. In state after state, these principles are being repudiated. They failed. They were corporatist, not progressive.

Are you longing for a return of Race to the Top and its principles of high-stakes testing, competition, and charter schools? Then Senator Michael Bennett of Colorado is your man. He released his plan today in Iowa and it won praise from Arne Duncan. Try to forget that Race to the Top and George W. Bush’s No Child Left Behind were virtually the same. Try to forget that both failed, having inflicted disruption on American schools for 20 long and fruitless years.

Warren has thus far been silent on K-12 Education. Sanders has released a thoughtful and comprehensive proposal called the Thurgood Marshall plan, which pledges tripling the funding for Title 1, dedication to desegregation, and a moratorium on new charter schools.

Bennett’s announcement:


FOR IMMEDIATE RELEASE: Friday, September 6, 2019
CONTACT:
Shannon Beckham, 602-402-8051,
press@michaelbennet.com

ICYMI: Michael Bennet Joins Iowa Teachers, Parents, and Preschoolers to Unveil
Comprehensive Education
Agenda

DES MOINES, IA — Michael Bennet on Thursday joined teachers, parents, and preschoolers
in Iowa to unveil the most comprehensive education agenda of any candidate, declaring “equal must be equal” if America’s children are to reach their full potential. The plan was welcomed by education experts, including former Secretary of Education Arne Duncan, who said Bennet “understands this work in a way few can, because he has lived it.”

Read more about Bennet’s events in Iowa and the reaction from education experts below.

Read the full plan at
MichaelBennet.com/Education.

Bennet started the day by dropping off school supplies at the Jesse Franklin Taylor Early
Childhood Education Center in Des Moines before hosting a roundtable discussion with educators and touring preschool classrooms.

Later, Bennet met with a group of Iowa teachers and school board members to hear about the challenges they are facing in their classrooms.

He then joined 2017 Iowa Teacher of the Year Shelly Vroegh to host a town hall forum at Central Campus in Des Moines, where students are receiving the career and technical training that is a core element of Bennet’s education plan. He answered questions from parents, teachers, and advocates about how his experience has informed his agenda.

WHAT EXPERTS ARE SAYING

Former Secretary of Education Arne Duncan: “I was lucky enough to lead CPS when Michael Bennet was doing the same in Denver—I learned a lot from him. Maybe more importantly, I have seen his heart for the children and communities that need the most help. He understands this work in a way few can, because he has lived it.”

Executive Director of Next100 Emma Vadehra:
“Senator Bennet understands the connection between opportunity and education from
his time successfully running a major urban school district. He knows what works and what doesn’t, and I’m glad he continues to make educational equity a major focus of his campaign, from high-quality early learning to meaningful college and career opportunities, and everything in between.”

Former Senior Policy Advisor to the Under Secretary of Education Michael Dannenberg: “Whereas
Donald Trump strives and thrives on dividing America, Bennet is campaigning on a vision where folks come together at the local level, since Washington can’t seem to, on a goal everyone can support—ensuring that every child, every young person gets a real chance at living the American Dream. He’s putting forth an agenda that strives for unity, embraces decentralized pragmatic problem solving, and is directed at progressive goals with accountability attached—it’s quintessential Michael Bennet.”

Education Research Alliance for New Orleans Director Douglas Harris:
“It’s the best education plan I’ve seen so far.”

WHAT THE PRESS IS SAYING

Education Week:
“Colorado Sen. Michael Bennet criticized his opponents for the Democratic presidential nomination Wednesday, saying they’ve focused too much on ambitious proposals to forgive student debt and not enough on yawning inequality in the nation’s K-12 education system. Bennet…imagines a ‘new American Dream’ built on regional and state-federal partnerships to ensure children meet milestones of well-being and opportunity. Among those milestones: Children should be able to read by 3rd grade, and they should be able to enter college without needing remediation.”

Des Moines Register: “When asked about the issues facing American education, U.S. Sen. Michael Bennet tends to stray from the popular college tuition discussion and instead focuses on a constituency that won’t earn him an Iowa caucus vote. Preschoolers. … ‘The burden…is carried most by the kids.’”

Associated Press:
“Besides free, universal preschool and free community college, Bennet says he wants to eventually have debt-free public colleges. In K-12 schools, Bennet wants to increase federal spending to reduce local education disparities that lead to wealthy areas getting more school dollars than poorer ones.”

The Hill: “[Bennet] unveiled a sweeping education plan that would offer ‘every child’
an opportunity to ‘flourish’ by 2028 and promises free preschool and community college. Bennet, a former superintendent of the Denver Public Schools, said he’s introducing the plan to rectify historic racial and wealth disparities in the public education system.”

Forbes:
“Bennet’s plan includes early childhood and K-12—which is notable given the silence on K-12 issues amongst most campaigns—but his higher education plan is in strong contrast to candidates like Elizabeth Warren and Bernie Sanders…This plan could help Bennet stand out in the field with a detailed plan addressing education from early childhood all the way to higher education.”

Iowa Starting Line:
“Understanding the economic impact and problems with our education system highlight Bennet’s background, with time in the education and business sectors. It’s also what makes him not a single-issue candidate; he understands how this single, important issue interacts with other issues and circumstances.”

WHO TV:
“‘My sense traveling around Iowa is that you are suffering from the same thing we
are in Colorado which is just a complete under investment in the public education system,’
Bennet said, ‘We
are not investing the way that our parents and grandparents invested in us. It’s not even close.’”

CBS 2: “Bennet highlighted the importance of early childhood
education during his roundtable with educators in Des Moines, but he spent little time talking about about his education policy—instead insisting that he get input from those experiencing it first-hand.”

###

A few years ago, billionaire Laurene Powell Jobs pledged $100 million to launch 10 super new innovative schools, which she dubbed XQ schools. Each would get $10 million to show their stuff. She surrounded herself with veterans of the failed Race to the Top, like Arne Duncan and Russlyn Ali. What could possibly go wrong?

I reported last week that two of the 10 had failed.

The XQ school in Somerville, Massachusetts, was rejected when town officials realized that the cost of running a new school for 160 students would cause budget cuts to existing schools.

Leonie Haimson pointed out that a third had failed, in Oakland.

More on the Somerville story here (not behind any paywall): https://hechingerreport.org/anatomy-of-a-failure-how-an-xq-super-school-flopped/The XQ Institute also awarded $10M to start a Summit Learning HS in Oakland that never opened. https://www.sfgate.com/education/article/Backers-abandon-10-million-Super-School-project-11176992.phpThat means 3/10 of the awardees of their Super School prize have already failed. https://www.edsurge.com/news/2016-09-14-xq-institute-announces-ten-winners-of-super-schools-competition.

Stay tuned.