Archives for category: Education Reform

NPR reports that thousands of teachers who received grants under the federal TEACH program recently discovered that they had been converted to loans, with interest accruing.

What a disgrace!

America needs teachers committed to working with children who have the fewest advantages in life. So for a decade the federal government has offered grants — worth up to $4,000 a year — to standout college students who agree to teach subjects like math or science at lower-income schools.

But a new government study, obtained by NPR and later posted by the Department of Education, suggests that thousands of teachers had their grants taken away and converted to loans, sometimes for minor errors in paperwork. That’s despite the fact they were meeting the program’s teaching requirements.

“Without any notice, [my grant] was suddenly a loan, and interest was already accruing on it,” says Maggie Webb, who teaches eighth-grade math in Chelsea, Mass. “So, my $4,000 grant was now costing me $5,000.”

Since 2008, the Education Department has offered these so-called TEACH grants to people studying to get a college or master’s degree. The deal is, they get to keep the grant money if they spend four years teaching a high-need subject like math or science in schools that serve low-income families.

If they don’t keep their end of the bargain, the grants convert to loans that need to be paid back. But, the study finds, many teachers believe they kept their end of the bargain but are now being asked to repay that money anyway.

Christine Langhoff reports a Twitter exchange with a lawyer in New York who is willing to help any teacher caught in this snare. @chuckrock

Like Trump’s separation policy, DeVos will stop at nothing to hurt debt-ridden students and support debt collectors. She thinks that is her job. To harass students and teachers.

“Family separation is the Democrats’ fault.”

“We are just following the law.”

“If the Democrats don’t like it, they can repeal it.”

“It is not happening.”

“It breaks my heart, but the Democrats did it.”

“It’s a good way to deter future immigration.”

From the Washington Post:


Trump team cannot get its story straight on separating migrant families

THE BIG IDEA: “We do not have a policy of separating families at the border,” Homeland Security Secretary Kirstjen Nielsen tweeted last night. “Period.”

This formulation is striking because President Trump’s top domestic policy adviser, Stephen Miller, was quoted in Sunday’s New York Times touting the crackdown. “It was a simple decision by the administration to have a zero tolerance policy for illegal entry,” he said. “Period.”

DHS announced last week that around 2,000 children have been taken from their families during the six weeks since the policy went into effect, and officials acknowledge the number may be even higher.

More than a month after Attorney General Jeff Sessions announced Trump’s new “zero tolerance” policy to great fanfare, members of the administration continue to struggle with how to talk about it – alternating between defending the initiative as a necessary deterrent, distancing themselves, blaming Democrats, trying to use it as leverage for negotiations with Congress or denying that it exists at all.

On Sunday alone, which happened to be Father’s Day, here’s a taste of what current and former members of Trump’s team had to say about taking kids away from their undocumented parents:

“The policy is incredibly complicated, and it is one we need to do a better job of communicating,” said Marc Short, the president’s liaison to Capitol Hill, in an interview with the Wall Street Journal. “We’ve not talked about the history of how we got to this point.”

“Nobody likes seeing babies ripped from their mothers’ arms,” said Kellyanne Conway, counselor to the president, on NBC’s “Meet the Press.” “As a mother, as a Catholic, as somebody who has got a conscience… I will tell you that nobody likes this policy.” Then she blamed the legislative branch. “Congress passed a law that it is a crime,” Conway said. “This is a congressional law from many years ago. It is a crime to enter this country illegally. So if they don’t like that law, they should change it.”

Trump lawyer Rudy Giuliani said on CBS’s “Face the Nation” that Sessions is “not giving the president the best advice” on how to handle this situation. “I know President Trump doesn’t like the children taken away from their parents,” he said. “Jeff is not giving the president the best advice!”

In a very rare statement, first lady Melania Trump (an immigrant herself) called for the government to show “heart” when enforcing the law. “Mrs. Trump hates to see children separated from their families and hopes both sides of the aisle can finally come together to achieve successful immigration reform,” her spokeswoman, Stephanie Grisham, told CNN. “She believes we need to be a country that follows all laws, but also a country that governs with heart.”

“The first lady’s decision to step into the debate makes the silence of another Trump family member all the more telling,” notes columnist Karen Tumulty. “Where is Ivanka Trump, who is actually an official adviser to her father — and the one who claims that family issues are her portfolio?”

“I don’t think you have to justify it,” countered former chief White House strategist Stephen K. Bannon on ABC’s “This Week.” “We have a crisis on the southern border. … They are criminals when they come here illegally. … He has a zero-tolerance situation. He has drawn a line in the sand. I don’t think he’s going to back off from it.”

On Twitter, the president has continued to falsely blame Democrats for the separations. “I hate the children being taken away,” Trump insisted Friday on the White House lawn. “The Democrats have to change their law. That’s their law.”

But nonpartisan fact checkers agree that the recent surge in separations is the result of Trump’s order. He signed off on prosecuting all migrants who cross the border, including those with young children. Once they’re locked up, the administration declares the kids to be unaccompanied minors and turns them over to a division of the Department of Health and Human Services to care for. The White House has also begun interpreting a 1997 legal agreement and a 2008 bipartisan human trafficking bill as requiring the separation of families. Neither George W. Bush or Barack Obama took this posture.

Sessions, who continues to vigorously defend the policy he pushed for internally, freely acknowledges that Bush and Obama did not interpret the law the same way that Trump is doing now. “The previous administration wouldn’t prosecute illegal aliens who entered the country with children,” he said last Thursday in Fort Wayne, Ind. “I would cite you to the Apostle Paul and his clear and wise command in Romans 13, to obey the laws of the government because God has ordained the government for his purposes.” (Sarah Huckabee Sanders defended using religion to justify the policy. “I can say that it is very biblical to enforce the law,” the White House press secretary told reporters that afternoon.)

“Senior Trump strategists” told my colleagues who cover the White House on Friday that Trump believes he can use these kids as bargaining chips to force Democrats to negotiate a broader deal, which might include money for the border wall he desperately wants and reductions in the number of legal immigrants who are allowed into the United States. “The thinking in the building is to force people to the table,” a White House official said. “If they aren’t going to cooperate, we are going to look to utilize the laws as hard as we can,” said a second White House official.

Remember that Trump also sought to use the “dreamers” as bargaining chips earlier this year. After ending the Deferred Action for Childhood Arrivals program that protected undocumented immigrants who were brought to the U.S. as children, Trump blamed Democrats and dangled a DACA fix as he demanded massive concessions. Miller subsequently torpedoed a bipartisan compromise.

— What’s undeniable at this point is that the separations have created both escalating humanitarian and political problems for the president. Period.

— Former first lady Laura Bush compares what’s happening to Japanese internment in an op-ed for today’s Washington Post: “I appreciate the need to enforce and protect our international boundaries, but this zero-tolerance policy is cruel. It is immoral. And it breaks my heart. Our government should not be in the business of warehousing children in converted box stores or making plans to place them in tent cities in the desert outside of El Paso. These images are eerily reminiscent of the Japanese American internment camps of World War II, now considered to have been one of the most shameful episodes in U.S. history. We also know that this treatment inflicts trauma; interned Japanese have been two times as likely to suffer cardiovascular disease or die prematurely than those who were not interned.

“Americans pride ourselves on being a moral nation … If we are truly that country, then it is our obligation to reunite these detained children with their parents — and to stop separating parents and children in the first place. … Recently, Colleen Kraft, who heads the American Academy of Pediatrics, visited a shelter run by the U.S. Office of Refugee Resettlement. She reported that while there were beds, toys, crayons, a playground and diaper changes, the people working at the shelter had been instructed not to pick up or touch the children to comfort them. Imagine not being able to pick up a child who is not yet out of diapers.

“People on all sides agree that our immigration system isn’t working, but the injustice of zero tolerance is not the answer. I moved away from Washington almost a decade ago, but I know there are good people at all levels of government who can do better to fix this.”

It’s hard to overstate how rare it is for Mrs. Bush to weigh in on a policy matter this way. What’s especially striking is how clear she is on the cause. There’s none of the obfuscation or ambiguity about Congress needing to fix the problem that we’re hearing from others.

Father’s Day brings protests of separating migrant families
CHILDREN IN CAGES:

— Our Sean Sullivan got a brief tour of one facility in McAllen, Tex., on Sunday: “They divided the young children who had been separated from their parents, placing 20 or more in a concrete-floor cage and providing foil blankets, thin mattress pads, bottled water and food. The migrant children, some confused or expressionless, watched as uniformed officials led reporters on a brief tour … of a processing center and temporary detention facility. Some 1,100 undocumented individuals were being held, including nearly 200 unaccompanied minors, according to estimates. Detainees are being kept in bare-bones cells surrounded by tall metal fencing inside a sprawling facility with high ceilings.

“The facility resembled a large warehouse divided into cage-like structures housing different groups of people. The detainees had been sorted into groups — unaccompanied boys 17 and under; unaccompanied girls 17 and under; male heads of household with their families; and female heads of household with their families.

“Officials took away the shoelaces of the undocumented immigrants, fearful about the safety of those in custody. One woman fought back tears as she spoke to reporters. One child clutched a water bottle and a bag of chips. Several of the detainees wrapped themselves in the foil blankets as they sat on benches, the ground, or on modest mattress pads on the floor of the cells.”

— The AP’s Nomaan Merchant, who was also on the tour, adds: “Michelle Brane, director of migrant rights at the Women’s Refugee Commission, met with a 16-year-old girl who had been taking care of a young girl for three days. The teen and others in their cage thought the girl was 2 years old. ‘She had to teach other kids in the cell to change her diaper,’ Brane said. Brane said that after an attorney started to ask questions, agents found the girl’s aunt and reunited the two. It turned out that the girl was actually 4 years old. Part of the problem was that she didn’t speak Spanish, but K’iche, a language indigenous to Guatemala. ‘She was so traumatized that she wasn’t talking,’ Brane said. ‘She was just curled up in a little ball.’

“Brane said she also saw officials at the facility scold a group of 5-year-olds for playing around in their cage, telling them to settle down. There are no toys or books. But one boy nearby wasn’t playing with the rest. According to Brane, he was quiet, clutching a piece of paper that was a photocopy of his mother’s ID card.”

— “[A]gents would not give many details about the process, saying only that families brought in together remain together until the parents go to court,” Politico’s Elana Schor adds from McAllen.

— Anne Chandler, executive director of the Houston office of the immigrant rights nonprofit Tahirih Justice Center, told Texas Monthly what she has heard from migrant parents: “Judging from the mothers and fathers I’ve spoken to and those my staff has spoken to, there are several different processes. Sometimes they will tell the parent, ‘We’re taking your child away.’ And when the parent asks, ‘When will we get them back?’ they say, ‘We can’t tell you that.’ … In other cases, we see no communication that the parent knows that their child is to be taken away. Instead, the officers say, ‘I’m going to take your child to get bathed.’ … I was talking to one mother, and she said, ‘Don’t take my child away,’ and the child started screaming and vomiting and crying hysterically, and she asked the officers, ‘Can I at least have five minutes to console her?’ They said no.”

From the president of FWD.us, a pro-immigration advocacy group:

— “‘I Can’t Go Without My Son,’ a Mother Pleaded as She Was Deported to Guatemala,” by the New York Times’s Miriam Jordan: “They’d had a plan: Elsa Johana Ortiz Enriquez packed up what little she had in Guatemala and traveled across Mexico with her 8-year-old son, Anthony. … ‘I am completely devastated,’ Ms. Ortiz, 25, said in one of a series of video interviews last week from her family home in Guatemala. Her eyes swollen from weeping and her voice subdued, she said she had no idea when or how she would see her son again.”

— A major Latino charity is facing a firestorm over its connection to the family separations. The Boston Globe’s Annie Linskey explores the moral quandary: “The $240 million-a-year Southwest Key organization has big contracts with the government to house immigrant minors in its two dozen low-security shelters in Texas, Arizona, and California, a population that in recent weeks has exploded with infants and children removed from their parents.”

— Jose Luis Garcia, a Mexican immigrant who has been a legal U.S. resident since the 1980s, spent Father’s Day in jail after he was arrested by immigration officials last week. “They are kidnapping people from their home, starting with my father, who has the legal status,” Garcia’s daughter, Natalie, said. (New York Times)

Congress remains at odds over family separation at border
IMMIGRATION WILL OCCUPY CONGRESS THIS WEEK:

— Trump will go to the Capitol on Tuesday to speak with GOP lawmakers ahead of votes in the House on two immigration bills.

— Two GOP senators, Jeff Flake (Ariz.) and Susan Collins (Maine), sent a letter yesterday to Nielsen and HHS Secretary Alex Azar asking for clarification about why immigrant children are reportedly being separated from parents who are seeking asylum, despite denials that this is happening. “Secretary Nielsen recently appeared before the U.S. Senate and testified that immigrant parents and children who present themselves at U.S. ports of entry to request asylum will not be separated,” they write. “Despite Secretary Nielsen’s testimony, a number of media outlets have reported instances where parents and children seeking asylum at a port of entry have been separated. These accounts and others like them concern us.”

— Vulnerable House members who are already facing tough reelection fights this year are looking for ways to distance themselves. Rep. Erik Paulsen, who represents the affluent and well-educated suburbs west of the Twin Cities, is exactly the sort of Republican who could lose his seat because of backlash to Trump’s policy. What’s happening on the Southern border will likely not play very well with moms in Minnetonka. So it’s no surprise Paulsen tweeted strong opposition:

— Against a notable silence on the part of many Republicans who usually defend Trump, more Democratic lawmakers fanned out across the country on Sunday, visiting a detention center outside New York City and heading to Texas to inspect facilities where children have been detained. Shane Harris, David Weigel and Karoun Demirjian report: “In McAllen, Tex., where several Democratic lawmakers toured a facility, Rep. Vicente Gonzalez of Texas estimated that he saw about 100 children younger than 6. ‘It was orderly, but it was far from what I would call humane,’ he said. Seven Democratic members of Congress spent Sunday morning at the Elizabeth Contract Detention Facility in New Jersey, waiting nearly 90 minutes to view the facilities and visit five detained immigrants.”

This is a big step forward. The union gained the right to block unnecessary tests. The ultimate goal must be to block all standardized tests because they are inherently designed to favor advantaged students over disadvantaged students.

Some network chiefs are trying to saddle students and teachers with useless and unnecessary tests. But we know what our students need – and we’re using powerful new language in our contract to reject these tests.

As part of our demand for respect for our professionalism and decision-making, we’ve fought against tests that are unduly burdensome and not useful. In the current Board-Union Agreement, we won the right to vote on ALL assessments that are not mandated by the State of Illinois, REACH, or particular programs like IB or bilingual education.

This is huge. This year, dozens of schools have held discussions in their PPCs, school communities and union meetings, and held votes where members have said “NO” to ‘optional’ assessments.

Some Network Chiefs are pushing back and trying to persuade members to add more tests – but members have held firm and confident in their judgement about the assessments their students need – or don’t need.

Cases which cannot be resolved at the school level will be brought to Strategic Bargaining for resolution. Our view is that the contract is clear and that teachers know their students’ needs.

If you’re having problems resolving testing issues at the school level, contact your field rep so this can be brought to strategic bargaining. And remember to email your plan and vote results to Vera Lindsay.

Both teachers and students have been victims of over-reliance on high-stakes testing for decades. Way too much teaching time has been taken up with prepping students for test-taking and administering numerous assessments — often, it seems, to profit big testing companies. A serious side effect: counselors are so busy with test prep duties on top of huge caseloads that they lack adequate time to counsel students who need the help they’ve been trained to provide.

But we know what our students need, and we’re using powerful new language in our contract to reject the time wasted on unnecessary and pointless tests — and take that time back for teaching.

Is it possible that a math test could be dangerous? This teacher educator, Kassia Omohundro Wedekind, says yes. She says the iReady Assessment is dangerous.

She explains:

This school year Fairfax County Public Schools, the 10th largest school division in the United States, adopted the iReady assessment as a universal screener across all of its elementary schools. Students in grades K-6 take these assessments individually on the computer three times per year, and the results are made available to both teachers and parents.

According to Curriculum Associates, the company that makes iReady, these assessments are an “adaptive Diagnostic for reading and mathematics [that] pinpoints student need down to the sub-skill level, and [provides] ongoing progress monitoring [to] show whether students are on track to achieve end-of-year targets.”

The Fairfax County Public Schools website further asserts that iReady is a “tool that has the potential to streamline Responsive Instruction processes, promote early identification and remediation of difficulties and improve student achievement.”

While I have found this assessment deeply troubling all year, it has taken me a while to be able to articulate exactly why I think this assessment is so dangerous, and why I think we need to use our voices as teachers, administrators and parents to speak out against it.*

So, let’s get back to the claim in the title of this blog post. iReady is dangerous. This might sound like hyperbole. After all, this is just a test, right? In this era of public schooling, children take many assessments, some more useful than others, so what’s the big deal with iReady?…

Based on the scores, iReady generates a report for each student for each of the domains. The report offers a bulleted list of what the student can do and next steps for instruction. However, if you take a look at the finer print you’ll learn that these reports are not generated from the specific questions that the child answered correctly or incorrectly, but rather are a generic list based on what iReady thinks that students who score in this same range in this domain likely need.

The teacher can never see the questions the child answered correctly or incorrectly, nor can she even access a description of the kinds of questions the child answered correctly or incorrectly. The most a teacher will ever know is that a child scored poorly, for example, in number and operations. Folks, that is a giant category, and far too broad to be actionable.

But above all else, the iReady Universal Screener is a dangerous assessment because it is a dehumanizing assessment. The test strips away all evidence of the students’ thinking, of her mathematical identity, and instead assigns broad and largely meaningless labels. The test boils down a student’s entire mathematical identity to a generic list of skills that “students like her” generally need, according to iReady. And yet despite its lumping of students into broad categories, iReady certainly doesn’t hesitate to offer very specific information about what a child likely can do and what next instructional steps should be.

Read on. See her examples. What do you think?

Don’t miss this story in the HECHINGER Report and on Lester Holt on NBC tonight.

Nearly 750 charter schools are whiter than the nearby district schools

Wake up! Get woke! Don’t let them steal our public schools.

MANDATORY CREDIT: NBC News
LINK: https://nbcnews.to/2ypwDBU

‘It’s like a black and white thing’: How some elite charter schools exclude minorities

By Emmanuel Felton, The Hechinger Report
June 17, 2018

This story about school segregation was produced by the Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education, and the Investigative Fund at the Nation Institute, a newsroom for independent journalists, in partnership with NBC Nightly News and NBCNews.com.

For more on this report, tune in tonight to “NBC Nightly News”.

GREENSBORO, Ga. — This clearly was no ordinary public school.

Parents of prospective students converged on Lake Oconee Academy for an open house on a bright but unseasonably cold March afternoon for northern Georgia. A driveway circling a landscaped pond led them to the school’s main hall. The tan building had the same luxury-lodge feel as the nearby Ritz-Carlton resort. Parents oohed and aahed as Jody Worth, the upper school director, ushered them through the campus.

Nestled among gated communities, golf courses and country clubs, the school felt like an oasis of opportunity in a county of haves and have-nots, where nearly half of all children live in poverty while others live in multimillion-dollar lakeside houses.

The school’s halls and classrooms are bright and airy, with high ceilings and oversize windows looking out across the lush landscape. There is even a terrace on which students can work on warm days. After a guide pointed out several science labs, the tour paused at the “piano lab.” The room holds 25 pianos, 10 of them donated by residents of the nearby exclusive communities. The guide also noted that starting in elementary school, all students take Spanish, art and music classes. The high school, which enrolls less than 200 students, offers 17 Advanced Placement courses.

Lake Oconee’s amenities are virtually unheard of in rural Georgia; and because it is a public school, they are all available at the unbeatable price of free.

Conspicuously absent from the open house were African-American parents. Of the dozen or so prospective families in attendance, all were white except for one South Asian couple. At Lake Oconee Academy, 73 percent of students are white. Down the road at Greene County’s other public schools, 12 percent of students are white and 68 percent are black; there isn’t a piano lab and there are far fewer AP courses.

Lake Oconee Academy is a charter school. Charters are public schools, ostensibly open to all. The idea behind charters was to loosen rules and regulations that might hinder innovation, allowing them to hire uncertified teachers for example. But dozens of charters have also used their greater flexibility to limit which kids make it through the schoolhouse doors — creating exclusive, disproportionately white schools.

They do this in a variety of ways: Some pick from preferred attendance zones. Some don’t offer school bus transportation. Others require expensive uniforms.

Lake Oconee Academy is one of 115 charters around the country at which the percentage of white students is at least 20 points higher than at any of the traditional public schools in the districts where they are located, according to an investigation by The Hechinger Report and the Investigative Fund, produced in collaboration with NBC News. The analysis used the most recent year of federal enrollment data, for the 2015-16 school year. The 20-percentage-point difference is often used to define schools as “racially identifiable.”

These 115 charters, which together enrolled nearly 48,000 children, were concentrated in just a handful of states. In 2016, California had 33 racially identifiable white charters, Texas was home to 19 and Michigan, 14. At nearly 63 points, the gap between the percentages of white students at Lake Oconee Academy and at the whitest traditional public school in the area was the fourth-widest in the country.

In all, there are at least 747 public charter schools around the country that enroll a higher percentage of white students than any of the traditional public schools in the school districts where they are located.

Read the full report on nbcnews.com and watch more on “NBC Nightly News”

Steven Singer writes his thoughts on Father’s Day, about the fathered lucky to have lobing children, about the children with no father, and about the children ripped from their fayhers’ arms at the border, while the rest of us watch in horror or silence, or even, with satisfaction.

A group called Students for Fair Admissions is suing Harvard University, claiming that it systematically discriminates against Asian-Americans in its admissions process. The group forced Harvard to release internal documents about its admissions decisions, which showed that Asian-American students were downgraded for personal characteristics even when their test scores and grades were perfect.

Two important principles are clashing in this dispute. On one hand, there is the principle of merit-based admissions. On the other is the practice of affirmative action, weighting the scales to give places to students who are black and Hispanic who might have lower scores but have the ability to succeed at Harvard.

Here are some statistics.

The U.S. population is about 6% Asian, African Americans are 13%, whites are 61%, Hispanics are 18%.

The Harvard class of 2021 is 22% Asian, 14.6% African American, 11.6% Latino, and 2.5% Native American or Pacific Islander.

The goal of Students for Fair Admissions is to eliminate affirmative action and to base admissions entirely on objective statistics. Conservatives have rallied to the cause because they oppose affirmative action.

The dilemma that Harvard and other elite institutions face is they they want to have a diverse student body. If they based admissions solely on tests and grades, their student body would have very few blacks or Hispanics, like New York City’s elite, exam-based high schools, where admission is determined solely by one test score, resulting in student bodies with few black or Hispanic students.

I hope that Harvard prevails, or racial segregation will intensify in executive suites and professions.

There is an emerging consensus among researchers that high school grade point average is a better predictor of success in college than scores on the SAT or ACT.

This appears to be the case for students transitioning directly from high school to college. For those who have delayed admission by a year or more, the tests have a slight advantage in math, not in English. The advantage is very small.

“Among students who delayed college entry, GPA didn’t consistently turn out to be more predictive than standardized exam scores. It depended on the subject and exam. Compared to SAT and ACT scores, GPA was a better predictor for success with college English. But compared to the ACCUPLACER scores, the percentage of the variance in college-level English grades explained by GPA was only one point greater. In math, the percentage of the variance in college-level math grades was just a point higher than the percentage explained by SAT scores. GPA was less predictive of college-level math grades than were ACT and ACCUPLACER scores.”

Given the predictive value of the GPA, there is no advantage for students or colleges in using standardized admissions tests.

Currently, in the competition to gain admission to highly selective colleges, parents spend large sums to pay for test prep. Some spend thousands of dollars. The top tutors command hundreds of dollars per hour, even $1,000 an hour.

To see how crazy this is, read this article by an SAT tutor who commands $1,000 an hour. At first, I thought he was jeopardizing his lucrative gig by this public confession, but by the time I finished reading, I realized he had transitioned into online tutoring, which apparently makes lots of dough and works as well as personal meetings. When confronting a mechanical test, a mechanical prep works well.

He writes:

“Nearly every student who came my way was, apparently, a “bad tester.”

“What do most parents mean when they refer to their children as bad testers?

“Bad tester (n.): A student capable of keeping a 3.9 GPA at a competitive high school while participating in four extracurricular pursuits who is nonetheless incapable of learning the small set of math facts, grammar rules, and strategies necessary to get a high SAT score.

“How is it possible that a student who can ace his trigonometry tests and get an A+ in English can’t apply those same skills to the SAT? On the surface, it seems unlikely. But as I learned, parents and students around the country have been conned into thinking that it’s not only possible but standard.

“The first thing you need to know in order to understand the illegitimacy of this entire concept: The SAT isn’t particularly difficult.

“What do you need for a perfect SAT score? A thorough knowledge of around 110 math rules and 60 grammar rules, familiarity with the test’s format, and the consistent application of about 40 strategies that make each problem a bit easier to solve. If you can string together a coherent essay, that’s a plus…

“Kids are remarkable learners. If we give them the tools they need to study, the belief that they can learn on their own, and the gentle support necessary to encourage the process, they’ll accomplish remarkable things.

“On the other hand, if we put the power of education in the hands of figureheads, externalized structures, and programs that dictate what students are supposed to learn, when, where, and how, American students will continue to flounder.

“I’ve seen what students can do and learn on their own, and I’ve seen how students act when someone else is given the reins. I prefer the former.“

The author is explaining how to prep for the test.

Why take the test when your GPA matters more and shows your persistence over four years?

Even better for students would be to skip the test, save your parents’ money, go to school daily, do the work, and improve your GPA.

Henry Giroux places the recent wave of teacher strikes in historical perspective. The teachers are fighting a battle on behalf of the public good against an assault by reactionary neoliberalism.

He writes:

“The power of collective resistance is being mounted in full force against a neoliberal logic that unabashedly insists that the rule of the market is more important than the needs of teachers, students, young people, the poor and those deemed disposable by those with power in our society. Teachers are tired of being relentless victims of a casino capitalism in which they and their students are treated with little respect, dignity and value. They have had enough of corrupt politicians, hedge fund managers and civically illiterate pundits seduced by the power of the corporate and political demagogues who are waging a war on critical teaching, critical pedagogy and the creativity and autonomy of classroom teachers.

“Since the 1980s, an extreme form of capitalism — or what in the current moment I want to call neoliberal fascism — has waged a war against public education and all vestiges of the common good and social contract. In addition, this is a war rooted in class and gender discrimination — one that deskills teachers, exploits their labor and bears down particularly hard on women, who make up a dominant segment of the teaching force. In doing so, it not only undermines schooling as a public good, but also weaponizes and weakens the formative cultures, values and social relations that enable schools to create the conditions for students to become critical and engaged citizens.

“Schools have been underfunded, increasingly privatized and turned into testing factories that deliver poor students of color to the violence of the school-to-prison pipeline. Moreover, they have also been restructured in order to weaken unions, subject teachers to horrendous working conditions and expose students to overcrowded classrooms. In some cases, the dire working environment and dilapidated conditions of schools and classrooms appear incomprehensible in the richest nation in the world…

“Moreover, as state and corporate violence engulfs the entire society, schools have been subject to forms of extreme violence that in the past existed exclusively outside of their doors. Under such circumstances, youth are increasingly viewed as suspects and are targeted both by a gun culture that places profits above student lives and by a neoliberal machinery of cruelty, misery and violence dedicated to widespread educational failure. Instead of imbuing students with a sense of ethical and social responsibility while preparing them for a life of social and economic mobility, public schools have been converted into high-tech security spheres whose defining principles are fear, uncertainty and anxiety. In this view, a corporate vision of the U.S. has reduced the culture of schooling to the culture of business and an armed camp, and in doing so, imposed a real and symbolic threat of violence on schools, teachers and students. As such, thinking has become the enemy of freedom, and profits have become more important than human lives…

“Rejecting the idea that education is a commodity to be bought and sold, teachers and students across the country are reclaiming education as a public good and a human right, a protective space that should be free of violence and open to critical teaching and learning. Not only is it a place to think, engage in critical dialogue, encourage human potential and contribute to the vibrancy of a democratic polity, it is also a place in which the social flourishes, in that students and teachers learn to think and act together.”