Archives for category: Education Reform

I have not endorsed a candidate in the primaries. I have not chosen a favorite. I will vote for any Democrat who runs against Trump.

That said, I’m very concerned about the New York Times’ consistently negative coverage of Senator Bernie Sanders.

We expect the newspaper of record to be unbiased. But when it comes to Sen. Sanders, the Times goes after him in snide ways.

First, there was an article that delved into his anti-war views of thirty-five years ago. It was written by Alexander Burns and Sydney Ember and published on May 19. Its overall tone is hypercritical of Sanders for his leftist views, especially his efforts to undermine the Reagan administration’s policies towards the Sandinistas in Nicaragua.

A New York Times review of Mr. Sanders’s mayoral papers — including hundreds of speeches, handwritten notes, letters, political pamphlets and domestic and foreign newspaper clippings from a period spanning nearly a decade — revealed that from his earliest days in office Mr. Sanders aimed to execute his own foreign policy, repudiating Mr. Reagan’s approach of aggressively backing anti-Communist governments and resistance forces, while going further than many Democrats in supporting socialist leaders.

Mr. Sanders’s activities during his mayoralty bring into relief the fervently anti-imperialist worldview that continues to guide him. They also underscore his combative ideological persona, which has roiled national Democratic politics as thoroughly as it upended municipal government in Burlington. As mayor, Mr. Sanders denounced decades of American foreign policy that he portrayed as guided by corporate greed, and outlined a vision of international affairs defined by disgust at military spending and sympathy for Marxist-inspired movements in the developing world…

Mr. Sanders’s deep-rooted foreign policy values have the potential to not only earn him support from voters who have grown tired of overseas wars, but also make him vulnerable to attack from rivals in both parties who are eager to depict him as too radical for the presidency.

Mr. Sanders, a Vermont senator since 2007, initially declined an interview for this article. But after it was published Friday, he requested a phone interview, during which he described his opposition to the Vietnam War and criticized an American foreign policy in the 1980s that he said had revolved around overthrowing governments and “installing puppet regimes.”

“I plead guilty to, throughout my adult, life doing everything that I can to prevent war and destruction,” he said…

In the interview Friday, Mr. Sanders called the Soviet Union an “authoritarian dictatorship” but said that stopping nuclear war was more important to him in the 1980s.

“I was going to do everything that I could to prevent a nuclear war between the United States and the Soviet Union,” he said.

The article paints Sanders as an ideological extremist and radical who was out of the mainstream. Imagine a mayor who is anti-war! What an outrage!

Is it fair to expect everyone to have exactly the same views over their entire life? Is it fair to judge a person today by what he said and did 35 years ago? I don’t think so. My views have evolved. Some have changed dramatically. Most people supported the war in Vietnam when it happened. I expect many (including me) now see it as a disaster. Maybe the same is true about the war in Iraq, which turned into the war in Afghanistan, which might soon become the war in Iran. Bernie Sanders opposed them all.

Presumably the Times will tear apart Biden for the votes he cast long ago and the views he espoused that he now regrets.

And the Times will do the same to every other Democratic candidate, thus assuring Trump’s re-election, since his rabid base doesn’t care what he has done or said in the past.

Most infuriating recently was the New York Times’ hit job on Sanders’ thoughtful education plan, which was co-written by veteran education journalist Dana Goldstein and Sydney Ember, who to my knowledge has no education knowledge or experience. Ember was also co-writer of the anti-Sanders’ piece on May 19.

The Sanders plan for education is incisive, intelligent, well-informed, and bold.

He proposed a tripling of funding for Title 1, the funding stream that directly affects the neediest children.

He proposed increasing the federal contribution to the cost of special education to 50%. When Congress mandated special education services for children with disabilities, it pledged to pay 40% of the costs. It has never paid more than 10-12%. If Congress were to raise its payment to 50%, it would provide immediate fiscal relief to every school district in the nation.

He made clear that his administration would prioritize desegregation.

He called for a ban on for-profit charter schools and a moratorium on charter schools, echoing the NAACP (and Black Lives Matter), until it could be determined whether they are having a negative fiscal impact on public schools and whether they meet the same standards of accountability as public schools. He noted that “billionaires like DeVos and the Waltons, together with private equity and hedge fund executives, have bankrolled their expansion and poured tens of millions into school board and other local elections with the hope of privatizing public schools.” This statement is a matter of fact, not campaign rhetoric. The millions spent by billionaires like Eli Broad, Michael Bloomberg, Bill Gates, the Waltons, and hedge fund managers (DFER) to influence school board elections and referenda are real.

He committed to rethinking the national reliance on property taxes and to ensuring that all schools are equitably funded.

He promised to work with states to establish a minimum teachers’ salary of $60,000.

Every parent, every educator, every citizen should read his plan.

But consider how the New York Times reported Sanders’ visionary plan. 

The article barely mentions Sanders’ historic funding proposals and focus instead on his critique of charter schools, which is a relatively small part of his plan. They write that Sanders’ support for racial integration was “overshadowed by more divisive elements of the proposal: Mr. Sanders’s plan to freeze federal funding for all new charter schools, and the link his plan made between charter schools and segregation.”

It goes on to say that “Many Democrats, most notably Barack Obama, support charters as a way to provide more options to families, especially those that are too poor to move to a higher-quality school district or pay for private school. The impact of charters on school segregation is hotly disputed in education circles, and by linking these elements, Mr. Sanders touched a nerve in a highly charged debate within the party.”

They then quote Amy Wilkins, a paid lobbyist for charter schools (“a vice president at the National Alliance for Public Charter Schools and a longtime advocate in Washington for racial equity in education”), who finds the linkage of charter schools and segregation to be “galling.” She thinks that the Brown decision gave black parents the right to choose where to send their children, ignoring the fact that racist governors and senators said exactly the same thing and enacted freedom-of-choice plans that were repeatedly struck down by federal courts.

The article balances Wilkins by acknowledging that “The Sanders plan lists a number of causes of school segregation, such as inaction from the courts and federal government. It also cites data from a 2017 Associated Press investigation, which found that 17 percent of charter schools had student populations that were 99 percent nonwhite, compared with 4 percent of traditional public schools.

 

Former Vice President Joe Biden released his education plan yesterday. 

He pledges a dramatic increase in federal funding for education.

The plan is notable for what it does not say.

It does not say anything about the failed strategies of Race to the Top.

It does not say anything about charter schools, which was a major focus for the Obama-Duncan program. Will he repeal the failed federal Charter Schools Program or will he give his approval to continue funding corporate charter chains like KIPP, IDEA, and Success Academy?

It does not say anything about testing, nor does it say anything about revising the federal “Every Student Succeeds Act,” which mandates annual testing. Will Biden support the continuation of the ESSA law?

It does not say anything about evaluating teachers by the test scores of their students, which was a favorite Duncan policy. States bidding for Race to the Top billions changed their laws to adopt this punitive and wrong-headed policy. Will he oppose this practice or let it slide?

It makes no reference to the Common Core, which had the enthusiastic support of the Obama administration, which was legally prohibited from funding it, but which supplied $360 million to create two Common Core testing programs, PARCC and Smarter Balanced Assessment Consortium. Is Biden for or against it.

In sum, I like everything he said. But I wonder about what he didn’t say. He ducked all the tough issues, most of which are the legacy of the Bush-Obama era, of which he was a part.

Biden clearly prefers to duck the contentious issues. I hope that they will be posed to him in town halls.

We need to know where he stands on all the issues that matter to students, parents, teachers, and schools.

 

Thomas Pedroni of Wayne State University sent the following urgent message for readersof this blog.

Professor Pedroni writes:

“In 2016, seven Detroit school children and their parents joined together as plaintiffs to sue the State of Michigan for depriving them of what they deemed to be their basic right— the right to access literacy in minimally sufficient learning conditions. The plaintiffs, along with the vast majority of Detroit school children, had endured years of worsening conditions in the district— exploding class sizes, dilapidating and rat-infested schools, freezing or searing classroom temperatures, classrooms with no teachers and no books, profit-driven experimentation by self interested ed tech companies— all during a time of direct and unchecked control of the district  by a string of state-imposed emergency managers.

“The students’ class action lawsuit, brought pro bono by California law firm Public Counsel, was dismissed in 2018 by Judge Stephen Murphy of the U.S. District Court Eastern District of Michigan in Detroit. Judge Murphy argued that although students were inarguably being subjected to what he called deplorable learning conditions, and although literacy was clearly necessary for the full enjoyment of life in the United States today, there was no constitutional right to access literacy. The students  immediately filed an appeal.

“Candidate Gretchen Whitmer campaigned for Michigan Governor in part on an agenda of strengthening the state’s public schools. She explicitly addressed the lawsuit in interviews, arguing that, “Despite what the federal court said, despite what Bill Schuette and Governor Snyder say, I believe every child in this state has a constitutional right to literacy.” In the fall, an independent audit of the state of the district’s buildings concluded that an investment of at least $500 million would be required to bring the city’s schools, which had simply been neglected during the period of state emergency management, to minimally acceptable condition.

“But on Friday, the administration of newly elected Governor Whitmer submitted the state’s brief in response to the plaintiffs’ ongoing appeal. According to the brief, all of the parties named as defendants in the filing, including the Governor, the state superintendent, and the elected State Board of Education, asked the court to dismiss the appeal on mootness of grounds. The defendants now named— including Governor Whitmer— were no longer the defendants named in the original case, the state’s brief argued, and some local control had been returned to the Detroit Public Schools; moreover the Governor has committed to increased educational spending in her new budget.

“In fact, not all members of the State Board of Education saw things as stated in the State’s filing. While seven board members held that the case was moot, with the two Republicans on the board also rejecting outright the notion that the state constitution guaranteed access to literacy, one member’s perspective was not represented in the State’s brief at all. Board Vice President Pamela Pugh, a Saginaw Democrat who is also the Chair of the NAACP Michigan State Conference Education Committee and the Chief Public Health Advisor to Flint Mayor Karen Weaver, withheld her fundamental agreement with the arguments of the plaintiffs in the case.

“Instead, Vice President Pamela Pugh has issued the following statement, titled The Time is Now for Governor Whitmer, Education Officials, and Michigan Lawmakers to Guarantee Michigan Children’s Fundamental Right to Learn to Read and Write.”

Vice President Pamela Pugh wrote:

Greetings,

This message serves to inform you that relative to the Detroit Right to Literacy lawsuit, I have notified the office of the Michigan Attorney General that I did not communicate in any way that I would be taking or supporting the legal position that the U. S. Court of Appeals for the Sixth Circuit should dismiss Plaintiffs’ appeal on mootness grounds. It was represented in the reply brief filed by the State Defendants on Friday, May 24, 2019, that this is the legal position taken by all named defendants in this litigation.  I have also confirmed with the office of the Attorney General that I am exploring the options available to me, as a member of the Michigan Board of Education, to properly and procedurally address this matter.

This case has caused me to reflect deeply upon my beliefs, my values, and the very reason that I decided to run for the office of the State Board of Education; a role that the framers of our state constitution created to function distinct from that of the Governor and the state’s Executive Branch

I am reminded that in 1964 Rev. Dr, Martin Luther King pronounced, “the walling off of Negroes from equal education is part of the historical design to submerge him in second-class status”.  Dr. King went on to say, “As Negroes, we have struggled to be free and had to fight for the opportunity for a decent education.”  Now in 2019, 55 years later, with African Americans still struggling and fighting to be free, and to have an opportunity for an equitable and decent education, I am reminded of the urgency of the matter. 

Michigan ranks among the worst states in the nation for the educational performance of African American students.  While our children and educators are being labeled as failures, Michigan’s K-12 public education has been built on a crumbling foundation of racism and historic segregationist practices; many of which were sanctioned by our very own state government.  There is no doubt that these practices, and the policy makers who were unwilling to determinedly address the inequitable effects of them, are ultimately responsible for the failure of our children, their parents, and their teachers/educators.  

Through decades of inequitable funding and disastrous education program experiments, there’s been a perpetuation of children of color being deprived of the basic and proven conditions necessary for them to learn. Classroom learning is thwarted without literacy. Essential to a decent education are an adequate number of well trained teachers, sufficient teaching resources, and school buildings that aren’t environmental health hazards.  

Compounding this is the misuse and overuse of standardized tests, and, more importantly, the manipulative and abusive consequences that now accompany them.  These devices, and their penalties, such as “Read or Flunk” and “A-F” Laws, are now the primary tool, or the new and improved 21st century mechanism, used to submerge and maintain African Americans and communities of color in second class status.

In 1947, as an undergraduate at Morehouse College, Rev. Dr. Martin Luther King told us that, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”

I am reminded of our beloved Martin’s call for us to think for ourselves, to be outspoken and committed to what’s moral and right. As the Vice President of the Michigan State Board of Education, I am motivated by his words which call for us to speak with clarity and boldness in standing against the real and imminent threats to a decent and equitable education for all Michigan children.

Anything short of Governor Whitmer and state education officials completely separating from former Attorney General Bill Schuette’s arguments, and taking responsibility for our children of color being granted the equal right to critical learning conditions that are afforded to students in other school districts is simply unacceptable.  This is especially true for Detroit Public Schools where special compensation is needed due to state control of the district for almost 20 years. In my opinion this robbed Detroit children of the basic right to literacy, a fundamental right which I believe should be determined to be guaranteed by the U. S. Constitution, as well as other constitutional rights which require literacy skills. .

The time is now for Michigan lawmakers, the Governor, and state education leaders to move with urgency, clarity, and boldness to call for an appropriate level education funding for all our children. We owe the children of our state a decent education that includes adequate literacy skills as a core component to their training. This is an urgent matter, especially in the face of the cumulative effects of destructive policies that have derailed the educational progress of our low income children and children of color, and caused the failure of Michigan’s K-12 public education system.

Pamela L. Pugh, DrPH, MS
Michigan State Board of Education

Vice President
pampugh@umich.edu

 

Audrey Amrein-Beardsley is an education scholar who specializes in smoking out quack reforms, like the “value-added” accountability measures used to judge teacher quality.

In this post, She investigates whether the 13 states that grade states with a single letter grade of A-F achieve higher scores on the National Assessment of Educational Progress after implementing this strategy. 

Jeb Bush initiated the idea of giving schools a single letter grade.

I have long believed that it was a singularly stupid idea. If your child came home from school with a report card that contained only one letter grade, you as a parent would be outraged. No individual child is an A or B or C or D or F. She may be great in math but weak in science, average in reading but excellent in art or history.

If it’s wrong to give a single letter grade to one child, it is ludicrous to give a single letter grade to an institution that has hundreds of students, staff, programs, etc.

Amrein-Beardsley concluded:

In reality, how these states performed post-implementation is not much different from random, or a flip of the coin. As such, these results should speak directly to other states already, or considering, investing human and financial resources in such state-level, test-based accountability policies.

In short, this is a costly and useless school reform policy that benefits no one.

Peter Greene lives in Pennsylvania. He is a retired teacher who spent nearly 40 years in the classroom. He has received postcards urging him to abandon his union. He decided to identify the organizations behind this activity.

You may not be surprised. 

Those postcards, he writes, are the product of the same old network of anti-union far-right folks who have been constantly looking for ways to slap teachers down and put them in their place. A full frontal attack on unions has not been as successful in Pennsylvania as it has been in states like Wisconsin….
 
The good news, so far, is that the post-Janus apocalypse that many unions braced for has not actually happened, and actions by teachers in states like West Virginia have shown that even if you could disempower the union, teachers will find a way to push back if you push them too far. 
 
When you get the card, you’ll see that Williams has provided a handy email address. Feel free to ask him about the time that he angrily gave back the raise that the union negotiated form him, or if, now that he’s retired, he’s planning on doing without that pension that the union won him (actually, he may be well enough paid that he doesn’t need it). But at a minimum, you can safely throw your invitation…in the trash. 
 
Because, look– you will never find me serving as an unconditional cheerleader for PSEA, and local leadership can be a crapshoot. But if a teacher’s plan is to depend on their own negotiating prowess to get a personal awesome contract, or they’re just going to trust folks like the Kochs and the DeVos family to look out for their best interests–well, that’s a bad plan. 

 

Steven Singer doesn’t research or data to describe what is happening to his school district. He sees it. It is being gobbled up outsiders intent on turning public schools into charter schools and voucher schools. 

The state auditor of Pennsylvania said a few years ago that the Pennsylvania charter law is”the worst in the nation.”

Singer shows why.

 

Our middle school-high school complex is located at the top of a hill. At the bottom of the hill in our most impoverished neighborhood sits one of the Propel network of charter schools.

Our district is so poor we can’t even afford to bus our kids to school. So Propel tempts kids who don’t feel like making the long walk to our door.

Institutions like Propel are publicly funded but privately operated. That means they take our tax dollars but don’t have to be as accountable, transparent or sensible in how they spend them.

And like McDonalds, KFC or Walmart, they take in a lot of money.

Just three years ago, the Propel franchise siphoned away $3.5 million from our district annually. This year, they took $5 million, and next year they’re projected to get away with $6 million. That’s about 16% of our entire $37 million yearly budget.

Do we have a mass exodus of children from Steel Valley to the neighboring charter schools?

No.

Enrollment at Propel has stayed constant at about 260-270 students a year since 2015-16. It’s only the amount of money that we have to pay them that has increased.


The state funding formula is a mess. It gives charter schools almost the same amount per regular education student that my district spends but doesn’t require that all of that money actually be used to educate these children.

If you’re a charter school operator and you want to increase your salary, you can do that. Just make sure to cut student services an equal amount.

Want to buy a piece of property and pay yourself to lease it? Fine. Just take another slice of student funding.

Want to grab a handful of cash and put it in your briefcase, stuff it down your pants, hide it in your shoes? Go right ahead! It’s not like anyone’s actually looking over your shoulder. It’s not like your documents are routinely audited or you have to explain yourself at monthly school board meetings – all of which authentic public schools like mine have to do or else.

Furthermore, for every student we lose to charters, we do not lose any of the costs of overhead. The costs of running our buildings, electricity, water, maintenance, etc. are the same. We just have less money with which to pay them.

Read his post in full. You will understand.

 

 

Shawgi Tell, a Professor in upstate New York, thinks the public needs that charter school failure is widespread, commonplace, and underreported. Even now, mainstream publications like the New York Times and the Wall Street Journal treat charter schools reverentially, as if they know how to perform education miracles.

Professor Tell assembles research showing the frequent failure of charters. 

Open the link to see a great cartoon.

He writes:

It is worth noting that both public schools and privately-operated nonprofit and for-profit charter schools are victims of expensive, curriculum-narrowing, time-consuming, high-stakes standardized tests produced by large for-profit corporations that have no idea what a human-centered education looks like. Such corporations are retrogressive and harmful in many ways; they are not concerned with the growth and well-being of children, or the future of society.

The research on how damaging and unsound these expensive corporate tests are is robust, unassailable, and constantly-growing.

High-stakes standardized testing has nothing to do with learning, growth, joy, or serving a modern society and economy. Unsound assessments do not prepare young people for life. High-stakes standardized testing does not even rest on a scientific conception of measurement; it is discredited psychometric pseudo-science through and through.

Still, with these important caveats in mind, thousands of charter schools, even when they cherry-pick students with impunity, dodge tests and ratings, and massage or misreport test scores, perform worse on these flawed, top-down, widely-rejected corporate tests than public schools.

Julian Vasquez Heilig is a leading authority on the subjects of equity and social justice. His blog is one of the brightest spots on the Internet because of his scholarship and creative use of graphics. He has been a prominent member in the California chapter of the NAACP.

In this post, he refutes the claim that charter schools in California produce results better than public schools. Despite their advantages, their academic results are about the same as public schools. The hype for them comes from their well-funded propaganda and lobbying operation.

He writes:

Even with the limited (and selection biased?) sample of comparison neighborhood public schools, charter school students nearly perform statistically the same as neighborhood school students. The differences are in the hundredths of a standard deviation in Central California and Southern California and tenths of a standard deviation in Bay Area and South Bay. By comparison, other education policies such as class size reduction and high quality Pre-K show 400% more overall impact on student success than charter schools.[5]Considering the data, charter schools are not having the instant impact that proponents purport….

The education policy discourse in the Trump and Obama eras has been focused on empowering schools choice while remaining silent about the purposeful inequality in financial resources that plague low-income schools in the United States. The latest research has identified the inequality and shown the positive impacts of properly funding schools. The problem is that the wealthy have improperly influenced the equalization mechanisms in each state and have stacked the deck against low-income districts, schools and students. We must substantially change the political conservation about education policy away from school choice to resource inequality if we are to offer a quality education to every student in the United States.

 

Thanks to Los Angeles blogger Sara Roos for calling my attention to this very interesting article by journalist Rachel Cohen. We have had an extended exchange about the article.

Cohen says that the typical origin story of charter schools credits the idea to AFT President Al Shanker. She shows that the idea was percolating long before Shanker began promoting charters in 1988. The idea of public-private partnerships was in the air in the late 1980s and was the underpinning of what was called Third Way politics, as practiced by Bill Clinton and Tony Blair.

Cohen does an excellent job of describing the milieu in which the charter idea emerged. Shanker was not its originator but he was an important publicist for the idea. Without his support, charters might never have achieved national attention.

Right-wingers today, as Cohen notes, like to credit paternity of charters to Shanker, which is amusing since 90% of charters are non-union. Charter advocates who think of themselves as progressive also cling to Shanker as their forebear, but can’t explain why the charter sector is both non-union and highly segregated.

Cohen fails to mention that Shanker renounced charters in 1993, five years after embracing them, because he realized that his idea had been sabotaged and had turned into a tool with which to bust unions and to privatize public schools. In one of the paid advertisements that he published every Sunday in the New York Times, he wrote that charters were no different from vouchers. And he denounced them.

Strangely, neither the right-wingers nor the progressive charter fans ever acknowledge that Shanker denounced what was allegedly his big idea.

It is important to recall what Shanker had in mind when he supported charters.

1. He saw them as schools-within-schools, not as independent schools operating with their own school board, nor as corporate chains replacing public schools.

2. He saw them as teacher-run schools.

3. He saw them recruiting the weakest and most alienated students, the ones who had dropped out or were at risk of dropping out.

4. He said they should not be authorized without the support of the teachers in the school where they would operate.

5. He said they should not be authorized without the permission of the local school board.

6. He expected that the teachers in the charter school, operating as a school-within-a-school, would be members of the same union as the other teachers in the building.

7. He believed that the charter should run for five years, which would allow it to try out new ideas and share them with the rest of the school.

8. He did not envision the charter school as a permanent entity, but as a five-year or longer experiment designed to allow innovation and collaboration.

9. He did not envision charters run by non-educators, entrepreneurs, corporations, and grifters.

10. He did not envision corporate charter chains.

11. He did not envision a charter industry that is 90% non-union, more segregated than district public schools, and inclined to cherrypick the most motivated students.

When he saw businesses moving into the public school sector, he realized his own ideas had been destroyed by greed.

What he thought initially was a progressive idea was captured by the Waltons, the DeVos family and others on the right who wanted to destroy public schools and unions.

 

Bill Phillis forwarded the email below to me. It comes from a teacher in the Lorain City public schools, which were the target of a state takeover under HB 70, a law that was hurriedly passed without debate. The schools were placed under the autocratic control of one man with unlimited powers. Bill Phillis knows the teacher’s name, as do I. She remains anonymous, for obvious reasons.

She writes.

Lorain City Schools are living a state takeover nightmare under HB70. Never in my career have I witnessed or experienced such dysfunction.
 
For the past two years the CEO has been chipping away at the dedicated, experienced staff. First he got rid of administrators. Then he went after the Title I and Special Education teachers. Now it’s the Union Building Reps.
 
Building Reps have been the voice for our students and teachers affected by the harm caused by this takeover. Botched initiatives such as dress code policy, completely overhauling the grading system after the school year began, and ever-changing discipline procedures have wreaked havoc across the district. Programs and Services have been cut. Curriculum narrowed. Short-cuts taken. Promises broken. All of this has a major impact in the classroom and teachers are advocating for what’s in the best interests of our students. Everyone deserves to teach and learn in a safe and healthy environment and I believe our union representatives are under attack for holding admin accountable to ensure such conditions.
 
What may be more frightening is that he’s now taking aim at students with his recent claim that those speaking out are being used for “political gain.” It seems anyone who speaks truth to power has become a target to silence.