Archives for category: Education Reform

Well, here is a breath of fresh air.

The teachers in Freeport, Long Island, New York, issued a statement explaining why parents not only have the right to opt their children out of the state tests, but explain why the tests are pointless.

Some important state and local officials have engaged in tactics meant to intimidate parents—threatening their their children and their school will suffer punishment if they dare to opt out.

The Freeport Teachers Association says these are false threats. Parents have the right to opt out.

The tests are meaningless because they are scored over the summer, and the results are returned when the students have a different teacher, who will learn nothing about individual students from the scores.

The tests continue to have no value for children with disabilities and English language learners.

The FTA goes further to urge parents to opt their children out of the tests because it is the only way to force the state to change to a more useful form of assessment.

Parents, you and you alone have the power to compel change. Use it!

For their courage and professional integrity, I place the Freeport Teachers Association on the Honor Roll of this Blog.

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Jan Resseger has an excellent roundup of the conditions that are driving the walkouts in “right to work” state.

The walkout is a very effective tool. No teachers, no school.

Nothing drives a legislature crazy as much as a wildcat strike because they can’t sit down with a union leader and tamp down the rage and expectations.

It seems that the rightwing strategy of passing “right to work” laws and going to court to reduce dues-paying members (the upcoming Janus decision in the U.S. Supreme Court) has backfired. Unions channel teacher demands. Despite these laws, teachers can still walk out, close down the schools, and win their demands, as long as they stay united. West Virginia, with its long history of militancy, started the movement. Now Oklahoma. Now, Kentucky. Who is next? Arizona? New Mexico? The Deep South states, where salaries are abysmal?

What was the trigger? Was it the student activism that followed the massacre at Marjory Stoneman Douglas High School? Did the mass demonstrations inspire teachers to say to themselves, “enough is enough”? Pay me a living wage or I won’t teach. The straw that broke the camel’s back. The last straw.

States that establish vouchers follow a strategy of putting the camel’s-nose-under-the-tent. They usually begin by offering a  voucher for students with disabilities. Then they add a voucher for children who are low-income or a voucher for students in schools with low test scores (to “save poor children from failing schools). Then another, and another, and another until everyone is eligible for a voucher to go to a private or religious school, defunding the state’s public schools since the money follows the child.

But the students with disabilities who use a voucher take a huge risk because they abandon the protection of federal law, for which disabilities groups have worked so long. The General Accountability Office issued this warning in November 2017; now that Trump and DeVos are in charge, don’t expect to see these warnings in the future.

The Education Law Center reports:

GAO REPORT: TAKE A VOUCHER AND FORFEIT SPECIAL EDUCATION RIGHTS

By Jessica Levin

Over half of the state programs providing vouchers for private schools are targeted to students with disabilities, and proposals for new or expanded voucher programs continue to be introduced in state legislatures across the country.

Given the growth of vouchers for students with disabilities, a recent report by the Government Accountability Office (GAO) about the impact of vouchers on special education rights is alarming. The report, Private School Choice: Federal Actions Needed to Ensure Parents Are Notified About Changes in Rights for Students with Disabilities, issued in November 2017, found the availability and accuracy of information provided by states to parents seriously lacking. Parents are often not informed that special education rights are drastically diminished when students with disabilities use vouchers to attend private school.

Students with disabilities enrolled in public school or placed in a private school by a local education agency have robust rights under the Individuals with Disabilities Education Act (IDEA). The centerpiece of the federal law is the right to a free appropriate public education (FAPE) with the individualized programs and services students need to access a FAPE.

In sharp contrast, students “parentally placed” in a private school – including those using vouchers – lose their right to FAPE and to receive some or all of the special education and related services public schools are legally obligated to provide under IDEA. These children also lose the right to be educated with their nondisabled peers to the maximum extent appropriate (the “least restrictive environment” requirement) and forfeit IDEA’s procedural protections against inappropriate discipline.

In enacting voucher programs, states do little or nothing to inform parents of the legal ramifications of using vouchers. Shockingly, the GAO report concluded that “in school year 2016-17, 83 percent of students enrolled in a [voucher] program designed specifically for students with disabilities were in a program that provided either no information about changes in IDEA rights or provided information that [the U.S. Department of] Education confirmed contained inaccuracies about these changes.”

Additionally, the GAO’s review of a national sample of the websites of private schools participating in voucher programs found that no more than half even mentioned students with disabilities. Fewer than a quarter of the websites for private schools participating in voucher programs designed specifically for students with disabilities provided information on key special education issues, such as the types of disabilities served by the schools and whether teachers were trained to work with students with disabilities.

The GAO report recommends federal action. First, Congress should consider requiring states to notify parents of the changes in federal special education rights when parents place their children in a private school. The IDEA does not currently require such notice, and the U.S. Department of Education (USED) has taken the position that it has no authority to do so. Second, USED should review the information states are currently providing on changes to legal rights and protections for students in voucher programs and work with states to correct inaccuracies.

The GAO report is a stark reminder that students with disabilities forfeit many legal rights and protections when they use a voucher for private school. In highlighting the serious lack of notice about these changes, the report provides compelling support for the case against authorizing or expanding voucher programs for students with disabilities. States should not be spending scarce public dollars on voucher programs that not only fail to serve students with disabilities, but also undermine their legal rights.

Jessica Levin, Esq., is an attorney at Education Law Center. ELC is a partner in Voucher Watch with Munger, Tolles & Olson LLP in Los Angeles.

Education Law Center Press Contact:

Sharon Krengel

Policy and Outreach Director

skrengel@edlawcenter.org

973-624-1815, x 24

 

Frustrated by years of budget cuts and stagnant wages, thousands of teachers in Oklahoma walked out and joined the protest in the State Capitol.

A Facebook group formed overnight to start the revolt. In one day, it picked up 21,000 members

It went from one 25-year-old teacher to 70,000 people in three weeks. Margaret Mead said that a small group of thoughtful, dedicated people could change the world. It is happening in Oklahoma and Kentucky.

State legislators pride themselves on low taxes, especially on oil and gas production. They do not pride themselves on paying teachers a living wage.

It takes a 3/4 legislative majority to raise taxes.

Students are just as angry as teachers. They are being teachers. In one school, they cancel sports games because the roof leaks in the gym.

Thousands of teachers in Kentucky walked out and joined the protest in the State Capitol. 

What kind of a country is this anyway? Billionaires want lower taxes and don’t care about the future of our nation.

Oklahoma teachers: Stay strong. We are with you!

Kentucky teachers: Stay strong. We are with you!

Remember in November who stood with you!

 

For his entire seven years as Secretary of Education, Arne Duncan repeated the mantra that American public schools were the worst ever. They were falling behind the global competition, they needed radical change, they needed privatization, they needed radical transformation. He thought that the remedies were testing, more testing, high-stakes testing, charter schools, and technology. Now he works for Laurene Powell Jobs at the Emerson Collective, where he is supposedly re-imagining the American high school, or something like that.

Having listened to his daily rants about failure for so long, it is startling to see his opinion piece in the Washington Post declaring that American schools are definitely on the right track because they have followed the advice of “reformers” like himself. He claims credit for every gain in test scores and graduation rate since 1971! Even though he was only 7 years old in 1971.

The funny thing is that I used many of the same data in my book “Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools, to refute the claims of Arne Duncan, Michelle Rhee, Eli Broad, Bill Gates, and the rest of the corporate reform wrecking crew, who insisted that America’s public schools were failing and obsolete. Their favorite word was failing.

Now, Arne doesn’t admit that he was wrong, but instead he claims credit for everything good.

No mention of the D.C. graduation rate scandal or the spread of credit recovery, which enables students to take an online course for a week and get credit for a semester that they failed. No mention of cheating scandals. No mention of the 2015 flatlining of NAEP scores.

But, you see what is really happening is that all the reforms he championed have made no difference at all. They are failing. There is not a single district controlled by reformers that is a shining example of success. The shine is off New Orleans, where most of the charters are rated C, D, or F. The District of Columbia has been firmly in the grip of “reformers” and we now know that most of its claims are illusory. Rick Hess, one of the chief reformers, chastised his fellow “reformers” that they had refused to recognize the D.C. realities and spun a tale of success out of their own fantasies.

Teachers and parents hate the high-stakes testing, and school officials are bullying them into taking the mandated tests.

But go back to 1971, and it is clear that we have made great progress. It is just clear that Arne Duncan, Michelle Rhee, Bill Gates, and Eli Broad had nothing to do with it.

Let’s credit the successes of our teachers and principals, our democratically controlled public schools.

The real struggle is not to double down on failed strategies but to protect our public schools from the rapacious grasp of privateers and profiteers.

 

 

 

NAEP scores will be released April 18. They have already been released to state Superintendents so they can study their state’s scores and get their press release ready.

The 2015 scores were flat. Some states saw declines. This was widely viewed as a rebuke of the test-obsessed federal policies of the previous 15 years. Intensive test prep produced gains, but they had come to a halt.

Mercedes Schneider writes that Louisiana John White is already worried and has sent out a pre-emptive letter complaining that the scores may have been pushed down by NAEP’s switch to online testing.  This is not a statement by a man who is looking forward to the score release. He is already making excuses.

White, a Broadie who got his start in TFA, has promised dramatic improvements. He has promoted charters and vouchers. He has hailed the New Orleans “miracle.”

We watch for the NAEP release.

 

If you are like my family, you celebrated Passover with a festive meal and Seder on Friday night.

If you are like my family, you will celebrate Easter today in church and at a festive meal afterwards.

If you do something else, enjoy your day.

On Passover, Jews recall the Biblical story of slavery in Egypt and pray that all the world will one day be free from the oppression of those who are like Pharaoh. Dayenu! (Rough translation: “That would have been enough.”) Free from Pharaoh who steals the labor of the poor and enriches the rich. Dayenu! Free from Pharaoh who spreads hatred and fear. Dayenu! Free from Pharaoh who demands tribute to himself and his family. Dayenu! Free from all forms of oppression imposed by the Pharaoh and his followers. Dayenu!

On Easter, Christians remember the death and resurrection of Jesus and his promise to bring an era of love, peace, and justice to all.

Dayenu!

 

I announced a few weeks ago that I would slow down the blogging because I am writing a new book.

You may have noticed that my resolve weakened.

But it was not just a matter of resolve.

In the next few weeks, I am wrapping up my lecture schedule, and not planning to accept new dates. It is hard to write when I don’t have solid and continuous blocks of time to do it. Blogging is easy. Writing a book is not.

Here is my schedule. I am speaking at the University of Washington in Seattle on April 4.

On April 11, I am speaking for the Lannan Foundation in Santa Fe along with teacher Jesse Hagopian (from Garfield High School in Seattle).

On April 18, I am speaking at Western Michigan University in Kalamazoo (this is a makeup date for a lecture that was scheduled for early March, but canceled when a major snowstorm grounded all fights out of New York City).

That’s it. That’s when my slate goes blank, and I turn my full attention to the book.

Given my disposition and self-knowledge, I will still post something every day. But fewer and shorter entries. Don’t stop reading.

 

Our blog Poet seeks to understand greatness:

“The Maestro”

Chetty picked his VAMdolin
At Nobel-chasing speed
Duncan played the basket rim
And Rhee, she played the rheed

Coleman played his Core-o-net
Moskowitz, the lyre
Billy Gates played tête-à-tête
With Duncan and with higher

Sanders beat his cattle drum
Devalue Added Model
Pseudo-science weighted sum
Mathturbated twaddle

John King played the slide VAMbone
But Maestro was Obama
Who hired the band and set the tone
For Betsy’s Grizzly drama

(William Sanders, an economist, applied his
“cattle growth model” to students to create teacher VAM)

 

Eric Blanc wrote a comprehensive and excellent article in Jacobin about the dire condition of public schools in Oklahoma. Given the legislature’s indifference, even hostility, to public schools, he says it is Oklahoma’s turn to strike.

State legislators haven’t been able to find enough money to pay for public schools, but they have found it easy to divert money from their resource-starved public schools to pay for charter schools.

Blanc says that the purposeful gutting of public schools has been the project of free market fundamentalists. But it did not start with them.

I urge you to read the whole article. Here is an excerpt.

He writes:

 

Demanding major increases in pay and school funding, Oklahoman educators are set to strike on April 2. The similarities with West Virginia are obvious. In a Republican-dominated state with a decimated education system and a ban on public employee collective bargaining, an indignant workforce teetering on the edge of poverty has initiated a powerful rank-and-file upsurge. But history never repeats itself exactly. To strike and win, Oklahoma workers will have to overcome a range of distinct challenges and obstacles.

Years of austerity have devastated Oklahoma’s education system, as well as its public services and infrastructure. Since 2008, per-pupil instructional funding has been cut by 28 percent — by far the worst reduction in the whole country. As a result, a fifth of Oklahoma’s school districts have been forced to reduce the school week to four days.

Textbooks are scarce and scandalously out of date. Innumerable arts, languages, and sports courses or programs have been eliminated. Class sizes are enormous. A legislative deal to lower class sizes — won by a four-day strike in April 1990 — was subsequently ditched because of a funding shortage. Many of Oklahoma’s 695,000 students are obliged to sit on the floor in class.

The gutting of public education has been accompanied by a push for vouchers and, especially, the spread of charter schools. There are now twenty-eight charter school districts and fifty-eight charter schools across Oklahoma. “Is the government purposively neglecting our public schools to give an edge to private and charter schools?” asked Mickey Miller, a Tulsa teacher and rank-and-file leader. For Christy Cox — a middle-school teacher in Norman who has had to work the night shift at Chili’s to supplement her low wages — reversing these school cuts is her main motivation to strike: “The kids aren’t getting what they need. It’s really crazy. Though the media doesn’t talk about this as much as salaries, I feel that funding our schools is the primary issue.”

Pay, of course, is also a central grievance. Oklahoma’s public school teachers and staff haven’t gotten a raise in ten years – and state workers have waited nearly as long. Public school teacher pay is the forty-eighth worst in the nation. Like in West Virginia, many teachers are unwilling or unable to work in these conditions. Roughly two thousand teaching positions are currently filled by emergency-certified staff with no teaching degrees and little training. Alicia Priest, president of the Oklahoma Education Association (OEA), the state’s main teachers’ union, explains that “our teacher shortage has reached catastrophic levels because it’s so easy for teachers to move to Texas or Arkansas, or even to another profession, and make much more money.”

Those teachers and staff who stay in state are often forced to work multiple jobs. Micky Miller’s experience is not atypical. During the day, Miller teaches at Booker T. Washington high school in Tulsa. After the school day is over, he works until 7:30 PM at the airport, loading and unloading bags from Delta airplanes. From there, he goes on to his third job, coaching kids at the Tulsa Soccer Club. “I have a master’s degree, and I have to work three jobs just to make ends meet,” he noted. “It’s very difficult to live this way.”

The roots of this crisis are not hard to find. Taxes have not been raised by the Oklahoma legislature since 1990. Due to a right-wing 1992 anti-tax initiative, a supermajority of 75 percent of legislators is now needed to impose new taxes. Yet the need for a supermajority was not a major political issue until very recently, since there has been a strong bipartisan consensus in favor of cutting taxes. Some of the first major tax breaks for the rich and corporations began in 2004 under Democratic governor Brad Henry and a Democratic-led Senate. One recent study estimates that $1 billion in state revenue has been lost yearly due to the giveaways pushed through since the early 2000s.

Republicans swept into the state government in 2010 and promptly accelerated this one-sided class war. Governor Mary Fallin and the Republican legislature have slashed income taxes for the rich. They have also passed huge breaks for the oil and gas companies — not a minor issue in a state that is the third-largest producer of natural gas and fifth-largest producer of crude oil in the country. Even the fiscal fallout of the 2014 oil bust did not lead the administration to reverse course….

 

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