Archives for category: Education Industry

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.

 

The New York Times published a story about the political consultants to Mayor de Blasio who have been paid $236,000 to lobby in Albany for universal pre-kindergarten, which would help poor children across the city.

 

The New York Times has not written a story about the more than $4 million spent by hedge fund managers to gain preferential treatment for privately managed charter schools and to guarantee that they will never be moved out of public space without their consent and never be required to pay rent and never be subject to public audit. Some of the details about the billionaires behind the ad blitz were used as background in a Times’ story about de Blasio’s conciliatory speech at Riverside Church, where he reached out to the charter sector. There is an irony that a church associated with social justice was the setting for the city’s first progressive mayor in decades to be compelled to humble himself to the titans of Wall Street.

 

Why does the Times finds it newsworthy that the Mayor and his allies paid $236,000 to lobby for pre-school for all children, but it is not newsworthy that Wall Street billionaires shell out $4 million to protect schools that enroll 6% of the city’s children, schools that have the power to kick out any students they don’t want, schools that take few or no children with disabilities, and half as many English language learners?

 

Emergency meeting on Thursday on behalf of the 97% of New York State students who are not in charter schools:

Anyone who can make it tomorrow should do so. The state budget is hitting crunch time, with the Charter lobby spending millions on behalf of privatization and the 3% in charters, while firmly controlling both the Governor and the State Senate. Support must be given to Speaker Silver and the Assembly Dems to hold fast for the 97% of our kids in public schools and for public education, and to allow Mayor de Blasio to determine his own education policies.

The Senate/Cuomo proposal would force the DOE (and all local public school boards throughout the state) to provide public space for EVERY charter authorized at the state level, or else pay the charter’s rent in private space; a colocation policy that would be worse than anything Bloomberg ever sought. Additionally, the charter lobby boondoggle bill would give Charters more upfront money (aka tuition), and give Albany control of our NYC public school buildings and budget, while sending 25 cents of every new state education dollar to the 3 out of 100 kids in charters. Meanwhile, the City and State public schools are looking at 2009 funding levels which the courts said were $2 billion short – back then. Outrageous.

Please join New York Communities for Change, Public School Parents, Elected Officials, Educators, Community Members.

Thursday, March 27
12 noon
Tweed Courthouse – 52 Chambers

Noah

noah eliot gotbaum
community education council district 3 (cec3)
noah@gotbaum.com
twitter: @noahegotbaum

Representative Ellen Cogen Lipton has been one of the most outspoken critics of Governor Rick Snyder’s Education Achievement Authority.

The EAA was created to gather up the low-performing schools in the state and put them under a single leader, in this case, the Broad “trained” superintendent John Covington.

There have been numerous accounts by students and teachers of mistreatment and abuse, poor teaching, inoperable technology, etc.

Governor Snyder asked the Republican-controlled House of Representatives to pass HB 4369 to expand the EAA.

Before the bill passed, Representative Lipton gave the following speech. The bill now goes to the State Senate, where passage seems likely.

 

Representative Lipton said:

 

Microsoft Word – Ellen’s EAA Floor Speech.docx

I rise before you today with profound disappointment and regret, as this is a floor speech that I wished never to have to make.

But here we are, and I can’t help but ask myself ‐ how did we get here? So a little bit of history is in order.

I’d like to take you back to the fall of 2012 ‐ November 2012 to be exact ‐ when a bill was introduced to codify an idea borne of the ideological agenda often referred to as corporate education reform, but in reality de‐form.

And the idea which is being replicated in states all across this country generally goes something like this:

  •   declare public schools a failure ‐ usually urban schools in extremely impoverished neighborhoods
  •   legislate a mechanism under which these schools come under some sort of state executive control
  •   and now with democratically‐elected school boards out of the way, sell said takeover district a bunch of educational elixirs peddled by a band of “edu‐ preneurs” who promise the moon and the stars and everything in between but deliver nothing
  •   and then declare victory, pocket their spoils, and then move on. But they did not expect what happened next in Michigan.

People all across this state said Whoa! Stop the train! Not so fast. And the bill didn’t pass and there was a collective sigh of relief.

But the corporate reformers are persistent ‐ I’ll give them that ‐ and the same old idea was tweaked and turned and re‐introduced and passed from this chamber in record time.

The process to create in statute a state takeover district has not been a smooth one, however, thanks to many Freedom of Information Act Requests, brave teachers and students who have come forward to tell their stories despite being silenced, persistent journalists and bloggers who continued to ask difficult questions to uncover the inconvenient truths, and all those in this chamber and out who bravely continue to speak truth to power. I thank all of you.

I thank the teacher who shared this story:

 
 
 
 
 

“The way that they’re treating the students is terrifying,” they said. “We’ve had multiple fights where no security has actually shown up. They’re not suspending students so I’ve been hit by a kid before and nothing has happened. Another teacher has been hit numerous times and nothing has happened to the child who did the hitting even though he was very clearly identified. He is still at school today.

“I’ve never felt this worried about going to school,” they continued. “I’m well aware that most of my kids would protect me and they have before, but they shouldn’t have to. That’s the role of discipline. But, at the same time, I afraid to report a kid because I’ve seen disciplinary officers hit them and I’ve reported it and nothing has happened from the state.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

“I’m at my end where I can’t be part of this organization that is abusing children both educationally and physically.”

 
 
 
 
 

And another who shared this one:

 
 
 
 
 

“I’ve written the state about our highly illegal practices with special education students. I’ve seen exactly four IEPs this year.” And of course there were more than four students with special needs. The teacher explains, “I have at least 20% per class. And I have no paraprofessionals except for one hour a day. It’s horrendous. I have no idea how to modify my teaching plan if I haven’t seen their IEPs. For example, I might need to read the test to them or modify things for math only. I have no idea without seeing the IEP. So, of course these kids are doing poorly because I’m not able to modify my teaching in the way that their IEP specifies.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

“Worse yet, if I don’t do it and they fail, they have to pass the kid because their teaching plan wasn’t modified as it should have been. But, I didn’t know! So, kids are being passed on.”

You know, it’s often been said that a society will be measured by the way it treats its most vulnerable citizens

And so, I’d like to thank the many children who have shared their stories with me, stories that are etched in my memory and seared in my heart.

The little boy who told me that he misses seeing books in his schools

The little girl with a hearing impairment who was told to try to learn by reading the teacher’s lips when she had always received a audio amplifying headset

The little boy with cerebral palsy whose IEP was never followed and was told not to finish out the school year because he was going to flunk anyway.

And finally the little girl who told me “I may be poor, but I’m not stupid”

The promise I make to all of you who have joined this fight is that we will not back down. We will not be silenced. We will bear witness.

Because we have no other choice. And because the stakes are far too high.

This is what John Dewey meant when he wrote “What the best and wisest parent wants for his child, that must we want for all of the children of the community. Anything less is unlovely, and left unchecked, destroys our democracy.”

 

Jeff Bryant here
describes the rise of an anti-democratic worldview
that
threatens not only public education but democracy itself.

 

Under the fraudulent guise of “education reform,” extremists seek to
destroy public education and turn it over to private entrepreneurs.
They trust the marketplace, not the public. They are true believers
in the doctrines of free-market economist Milton Friedman, not
those of Thomas Jefferson, John Adams, and Horace Mann.

 

He quotes an Ohio legislator who says that public schools–which are a
cornerstone of our democracy–are “socialist.” If so, then we have
been a “socialist” nation for over 150 years. At least 90% of our
population was educated in those “socialist” schools and created
the greatest, most powerful nation in the world.

 

Then he quotes the founder of Netflix, Reed Hastings, who longs to see an end to
locally elected school boards, to be replaced by privately managed
charters. Democracy, Hastings seems to think, is too inefficient,
too messy. Are there enough billionaires like Hastings to run the
nation’s schools? Why do these people have such contempt for
democracy? Why do they like to replace democratic control with
mayoral control, governor control, anything but elected school
boards? Several districts in New Jersey have been under state
control for 20 years, with no results. Mayoral control has done
nothing for Cleveland or Chicago other than to increase
undemocratic decision making.

 

Bryant concludes: “The idea of democratic governance of schools as a principal means for ensuring
the quality of schools has never worked perfectly for sure. “It’s
true that too few people bother to vote in school board elections.
The electoral system is often prone to manipulation from powerful
individuals and self-interested groups. Elected boards are often
overly contentious to the point of dysfunction. And the country’s
history is replete with examples of local boards that perpetuated
widespread mistreatment of minorities to the point where outside
intervention was necessary. “But where else has democratic
governance achieved perfection? There are democratic solutions to
these problems: Do more to increase voter education and turnout,
limit the influence of money and factional interests, and ensure
checks and balances from outside authorities that are also
democratically elected. “If we want to give ordinary people more of
a voice in determining the education destinies of their children
and their communities, the solution is more democracy, not
less.”

If the answer is yes, please come to one or both of the two
sessions where I am speaking on April 3. I will give the
John Dewey Society lecture at the
Convention Center, 100 Level, Room 114, from 4-7 pm. (Lots of time
for discussion). My topic: “Does Evidence
Matter?”
Fair warning: The room holds only 600
people. Before the Dewey lecture, I will join Philadelphia parent
activist Helen Gym and Carl Grant of the University of Wisconsin
(chair) in a special Presidential session from 2:15 to 3:45,
on the same level in Room 121B The
title of the session is:
Rising to the
Challenges of Quality and Equality:

The Promise of a Public
Pedagogy
If you join me at the early session,
you will have to race with me to the lecture, and the room may be
full.

A teacher writes in response to an earlier post about the vendors making lots of money these days, but not schools or classrooms:

hahaha… I can laugh now, but, until I retired, I taught in a portable classroom, where termites would fly from the walls and I had to get rid of the smell of cat urine when I moved in.Yet, I had a smartboard, responders, laptop along with desk computer (T1 line plus wifi), and other electronic devices. However, once a device had problems (or needed batteries), well, things might not get fixed (I never did get a replacement hub for the one device I actually found extremely useful).

I was better off than my colleagues, one whose portable had mold, another whose portable had rotten flooring ready to cave in at the doorway, and then the ones who had no heat or cooling for much of the year (teachers complained, but it was only when a parent group complained, that the heat/cooler system was finally fixed). But, hey, we all had these electronics that were going to give us more points on tests!

At the last workshop I attended, the presenter certainly gave us some useful information, but when we asked her to help us with some specific problems, she drew a blank, not knowing how to respond. We told her, that we had 15 feeder schools, only three of which were in our district. She lowered her voice and informed us, “Oh, then I’m sorry, I cannot help you.” Then she quickly gathered up her materials and left. (I wondered why she couldn’t help us, until I discovered she was from an area with no out-of-district feeder schools.)

Yep. Lots of money out there to “fix” those poverty area schools.

A reader notices that the New York Times discovered that $236,000 of private money was spent to advocate for Mayor de Blasio’s plan for universal pre-kindergarten. But the Times did not find it newsworthy that $3.6 MILLION was spent to dramatize the plight of Eva Moskowitz’s charter schools. From a confidential source, I know that the Times’ reporters had the information about the $3.6 million but either didn’t understand it or didn’t care about it.

And here’s what the NYTimes reported on today: http://www.nytimes.com/2014/03/20/nyregion/familiar-consultants-hired-by-the-mayors-pre-k-drive.html?emc=edit_tnt_20140319&nlid=26825267&tntemail0=y
Here’s the question the Times needs to answer: why are they harping on $236,000 of PRIVATE funds being used to “promote” pre-kindergarten— a bona fide need for children that clearly promotes learning— while missing the story that for-profit charter proponents are spending $3,600,000— FIFTEEN TIMES AS MUCH— to promote the use of space funded by taxpayers to subsidize their schools???

Meanwhile, the $3.6 million ad campaign has driven de Blasio’s poll numbers down. Just a few months ago, he won in a landslide. Now, the latest poll shows the public disapproves of his handling of education. The public has been bombarded repeatedly on television with slick ads showing adorable black and brown children “evicted” from their charter school, making the implicit and preposterous claim that the Mayor–who is married to a black woman and has biracial children–is a racist. Two of the charters that were turned down had not opened; no one was “evicted” from them. In the one school that was not allowed to expand into a middle school, those “evicted” children are being exploited. If the mayor allowed their school to expand inside a public school in Harlem, as Eva demands, children with disabilities would have to be evicted from the public school to make room for the charter middle school. Meanwhile, Eva is outraged that the mayor expects her to pay rent, yet her friends could have bought a new building for her with that $3.6 million.