Archives for category: Education Reform

Allie Gross of Detroit Metro Times reports that the state released its list of the schools that are in the bottom 5%. Most are in Detroit, which has been controlled by the state since 2009. Almost every one of the schools in the state-created Educational Achievement Authority schools are on the “failing” list.

http://www.metrotimes.com/Blogs/archives/2016/09/02/fourteen-of-the-eaas-15-schools-are-failing-can-we-finally-say-a-state-take-over-didnt-work

Gross asks: “Can We Finally Say a State Takeover Doesn’t Work?”

She writes:

“Of the 15 schools in the Education Achievement Authority — a state-run district that was created based off the 2011 Top to Bottom List — 13 of them are listed as failing once again, and one — Phoenix Elementary-Middle School — is listed as being closed.

That means that schools that were taken out of Detroit Public Schools in the 2012-13 school year (i.e. taking funds away from the traditional school district), and placed in a state-controlled district under the auspices of a “turn around” (that DPS couldn’t do it itself) are still — four years later — on the list of worst performers. Ninety-three percent of the schools in the EAA are still considered, at least based on test scores, as under-performing schools.

“Snyder, who came into office promising voters relentless positive action, has instead disenfranchised local electorates while delivering relentlessly negative — even catastrophic — results,” Wayne State University School of Education associate professor Thomas Pedroni tells MT, referring to the EAA — which Snyder orchestrated in the spring of 2011 — as well as the Flint water crisis, and the governor’s creation of PA436.

While it is likely that the EAA will cease to exist in the coming years — Eastern Michigan University, which helps authorize the district, voted in February to withdraw their support in June 2017 — the continued failure of the district raises questions about experimentation and state takeovers.

As former MT investigative reporter Curt Guyette exposed — via a bevy of Freedom of Information Act requests — in September 2014: Much of the curriculum used in this “recovery district” has never been tested before, and was rather a beta program created by for-profit tech company Agilix Labs, who essentially used the EAA — with the permission of its appointed board — to test a new learning management system that it hoped to then market to other districts.

“The companies needed the EAA’s students to do well in order to prove the effectiveness of their products when making sales pitches to other schools and districts,” wrote Guyette, who found a number of back-and-forth emails between EAA officals, Agilix, and a company called the School Improvement Network [SINET] indicating that the software was riddled with bugs and a headache for teachers and students.”

With the EAA in shambles, Governor Snyder’s next plan is to close schools that are in the bottom 5% for three years in a row.

That’ll help. What then for the children? Will he bus them to Grosse Pointe? Ha. Believe it when it happens.

Dr. Nicholas Kardaras is a licensed psychotherapist and a specialist on children’s screen addiction. In this article in TIME magazine, he asserts that the schools’ investment of $60 billion in new technology benefits the tech entrepreneurs, not the students. He calls it a hoax driven by the pursuit of profit.

He writes:

As the dog days of summer wane, most parents are preparing to send their kids back to school. In years past, this has meant buying notebooks and pencils, perhaps even a new backpack. But over the past decade or so, the back-to-school checklist has for many also included an array of screen devices that many parents dutifully stuff into their children’s bag.

The screen revolution has seen pedagogy undergo a seismic shift as technology now dominates the educational landscape. In almost every classroom in America today, you will find some type of screen—smartboards, Chromebooks, tablets, smartphones. From inner-city schools to those in rural and remote towns, we have accepted tech in the classroom as a necessary and beneficial evolution in education.

This is a lie.

Tech in the classroom not only leads to worse educational outcomes for kids, which I will explain shortly, it can also clinically hurt them. I’ve worked with over a thousand teens in the past 15 years and have observed that students who have been raised on a high-tech diet not only appear to struggle more with attention and focus, but also seem to suffer from an adolescent malaise that appears to be a direct byproduct of their digital immersion. Indeed, over two hundred peer-reviewed studies point to screen time correlating to increased ADHD, screen addiction, increased aggression, depression, anxiety and even psychosis.

Why have we allowed this educational “Trojan Horse” into the schools, he asks. Answer: Follow the money.

The education tech marketplace represents a $60 billion market. Everyone in the industry wants to get a piece of the market. The salmon are working overtime to convince your school and school board that you must have the latest thing.

But Dr. Kardaras says: Wait. Look at the evidence of the harm that screen addiction does to children.

Apparently, leaders of the tech industry know this. We read five years ago about the hottest school in Silicon Valley where tech entrepreneurs send their own children. It is a Waldorf school in Los Altos that does not allow children to use technology in school. Instead they learn with their all their senses and bypass technology until they leave school.

The chief technology officer of eBay sends his children to a nine-classroom school here. So do employees of Silicon Valley giants like Google, Apple, Yahoo and Hewlett-Packard.

But the school’s chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom, and the school even frowns on their use at home.

Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don’t mix.

This is the Waldorf School of the Peninsula, one of around 160 Waldorf schools in the country that subscribe to a teaching philosophy focused on physical activity and learning through creative, hands-on tasks. Those who endorse this approach say computers inhibit creative thinking, movement, human interaction and attention spans.

This is a story that went viral.

I won’t tell you what it is.

It is about kindness and tenderness.

Teachers, principals, parents, grandparents: You will get it.

Peter Greene says that when Arne Duncan was Secretary of Education, he had to once in a while notice a public school, maybe even visit one.

But in his foreword to a new book praising charters, Duncan makes clear that charters have the secret sauce. No need to pretend anymore.

Apparently the only schools that ever “close the gap” or produce awesome results are charter schools.

Funny that Duncan’s piece came out just days after a charter founder in Pennsylvania admitted that he stole $8 million from the school’s accounts.

Greene writes:

Notice that he doesn’t even go as far as admitting there are come bad actors and fraudsters in the charter sector, nor does he see a role for government in protecting students, families, and taxpayers from fraudsters. Nope– just let the charter sector police itself.

There was never any doubt that Duncan was a charter fan, but this piece puts him in line with some of the most pie-eyed charter lovers. All pretense is gone, and in a way, it’s impressive that Duncan could pretend to be even semi-supportive of public education for as long as he did. But now he can stop pretending, and be the charter-loving, public school dismissing PR flack he always wanted to be.

Gary Rubinstein has begun reading the first book to be published by Campbell Brown’s The 74, the website that regularly celebrates charter schools and assails unions and tenure. The book is Richard Whitmire’s “The Founders,” about the men and women who launched the most successful charter schools. Whitmire has previously written admiring accounts of Michelle Rhee and the Rocketship charter chain. This book was underwritten by foundations that support the proliferation of privately managed schools.

When Rubinstein read the foreword by Arne Duncan, he realized that it was almost the same as the excerpt that appeared recently in The Atlantic. There were two missing paragraphs.

Duncan was again praising the all black, all male Urban Prep Charter Academy in Chicago for its 100% graduation rate, 100% college acceptance rate. And again, as in the past, Duncan didn’t mention the attrition rate nor the fact that the school has lower test scores than the average for Chicago’s public schools.

This was especially interesting, because Duncan first told this story in 2011 at the Teach for America anniversary celebration. Gary was there, and he later said that this claim turned him into a critic of the reform movement because Duncan said, “same kids, same poverty, totally different outcomes,” the implication being that a new set of teachers made all the difference. Duncan, of course, proceeded to hail “turnarounds” where the entire staff was replaced. And he hailed the public revelation of teacher ratings based on student test scores in Los Angeles. Even as the value-added measurements have failed to produce any positive results,Duncan continues to believe in firing teachers based on their students’ scores.

Gary contacted me after he heard Duncan, and with his help and that of independent researcher Noel Hammatt in Louisiana, I wrote an op-Ed for the New York Times called “Waiting For A School Miracle.” Duncan still wants to refute what I wrote then. But he and President Obama never, to my knowledge, ever went to a big-city school to praise it unless it had fired the entire staff.

I will leave it to others to explain why the Obama administration had such contempt for regular public schools and their teachers. I don’t understand it.

Duncan’s Convenient Edit

In an amusing tour de force, NBCT teacher Stuart Egan (in North Carolina) poses the question, what if businesses were run like public schools?

Public Schools Aren’t Businesses – Don’t Believe Me? Try Running a Business as a Public School

No business leader could function under the same conditions.

Comparing schools to businesses isn’t like comparing apples to oranges, it’s like comparing apples to rocks.

For example:

“Be prepared to open up every book and have everything audited. If you are a public school, then every cent, every resource, and every line item is open to scrutiny by a variety of inspectors. Be prepared to be constantly audited and have those findings be available and open to interpretation to people outside of your business, even when those people may not know how your business operates.

“Be prepared to publicize all of the salaries of the people who work for you. ALL OF THEM. Furthermore, there would no negotiating on salaries. In fact they are all set, not by market standards or demand of talent, but by the government. Furthermore, the salaries of all of your employees will be fodder for politicians and the public alike, especially in election years.

“You must allow every stockholder to have equal power on how your run your business even if they own just one share. Actually, you won’t have stockholders. You have stakeholders. And everyone is a stakeholder because they pay taxes. And stakeholders have voting rights. You constantly have to answer to these stakeholders except everybody – EVERYBODY – is your stakeholder. In essence, you answer to everybody, even the homeowners and properties owners when they see that the value of their homes and property might be closely tied to the schools that service the area.

“Be prepared to abide by protocols and procedures established by people outside of the business. These aren’t the rules and regulations or laws established by governing bodies, but rather curricula and other evaluation systems that are placed on your business by people who really have no background in your field.

“You will not get to choose your raw materials. If your business makes a product, you do not get to negotiate how your materials come to you. You do not get to reject materials based on quality. You must take what is given to you and you must produce a product that is of the same quality as a business that may have choice materials. That is unless you are a private school. But they get to charge money. Your business doesn’t.”

Schools don’t run like businesses. Businesses don’t run like schools.

Most people who are active in school board elections never heard of Democrats for Education Reform (DFER), know nothing of the duplicity of Stand for Children, and are unaware of the privatization agenda of corporate reformers.

This article by Justin Miller in the American Prospect seeks to demystify the strange confluence between hedge fund managers and the charter school movement.

Miller tells the story of the transformation of school board elections, once a sleepy affair, now attracting large sums of money from out of district and out of state organizations. The key organization in the race to control local school boards is Democrats for Education Reform (DFER), the hedge fund managers’ group.

He gives illustration of how they operate by focusing on school board elections in Indianapolis, and to a lesser extent, Minneapolis and Denver.

Flying under the radar, DFER bundled money to put their allies in charge.

The list of original funders is chock-full of Wall Street A-listers. There was Joel Greenblatt, head of Gotham Asset Management and author of the seminal high-finance book You Can Be a Stock Market Genius. There were Charles Ledley and James Mai of Cornwall Capital, perhaps most well known for betting big against the subprime-mortgage market, which was depicted in the book-turned-blockbuster The Big Short. There was David Einhorn, head of Greenlight Capital, who has drawn scrutiny on more than one occasion for financial wrongdoing.

Basically, if you were anybody who was anybody in hedge funds, you probably chipped in. [Whitney] Tilson called the group Democrats for Education Reform (DFER), and set it with a mission “to break the teacher unions’ stranglehold over the Democratic Party.”

Early on, DFER identified then-Senator Barack Obama and then–Newark Mayor Cory Booker as promising politicians willing to break with teachers unions. DFER was instrumental in convincing Obama to appoint charter-friendly Chicago Superintendent Arne Duncan as secretary of education, and it spent a lot of time and money lobbying the administration to pursue reformist education policies like Race to the Top and Common Core. Tied to Obama’s coattails, DFER was now one of the most influential political players in the ascendant education-reform movement.

Who is involved in DFER? Miller answers:

The list of original funders is chock-full of Wall Street A-listers. There was Joel Greenblatt, head of Gotham Asset Management and author of the seminal high-finance book You Can Be a Stock Market Genius. There were Charles Ledley and James Mai of Cornwall Capital, perhaps most well known for betting big against the subprime-mortgage market, which was depicted in the book-turned-blockbuster The Big Short. There was David Einhorn, head of Greenlight Capital, who has drawn scrutiny on more than one occasion for financial wrongdoing.

Basically, if you were anybody who was anybody in hedge funds, you probably chipped in. Tilson called the group Democrats for Education Reform (DFER), and set it with a mission “to break the teacher unions’ stranglehold over the Democratic Party.”

Early on, DFER identified then-Senator Barack Obama and then–Newark Mayor Cory Booker as promising politicians willing to break with teachers unions. DFER was instrumental in convincing Obama to appoint charter-friendly Chicago Superintendent Arne Duncan as secretary of education, and it spent a lot of time and money lobbying the administration to pursue reformist education policies like Race to the Top and Common Core. Tied to Obama’s coattails, DFER was now one of the most influential political players in the ascendant education-reform movement.

It is important for reports like Miller’s story to be circulated widely, among school board members across the nation. They need to understand where the “dark money” is coming from. They need to know why a race that once could be self-financed now requires large sums of money. They need to know who DFER is, who Stand for Children is, and know that their agenda is privatization of public schools. As the recent election in Nashville showed, outside money poured in but it was not enough to defeat the candidates who were fighting to improve the public schools, not to replace them. Since the “reformers” always fly under a false flag, promising to improve public schools and to save children from “failing schools,” democracy requires that voters know who they are and what they seek.

Joshua Leibner wrote an open letter to celebrated author Ta-Nahisi Coates, with the expectation that Mr. Coates would never see the letter.

Leibner, an NBCT teacher in Los Angeles for 20 years, wrote this letter to counter an “open letter” that John Deasy had written to Ta-Nahisi Coates.

Leibner acknowledged that both of them were using the format to make a statement directed at the public, not the author.

He used his letter to excoriate Deasy and his fealty to the agenda of the Billionaire Boys Club.

If Deasy would like to respond to Joshua Leibner, I welcome his letter.

FairTest posts a weekly review of news about resistance to high-stakes testing and efforts to improve testing.

“Less Testing, No High-Stakes, Better Assessments” — that’s the core message parents, educators and community leaders are effectively delivering to policymakers as a new school year begins across the nation. Look for a forthcoming FairTest report on “Testing Reform Victories 2015-2016” summarizing recent successes.

Alaska State Seeking Bids for New Test After Exam Administration Failure
http://www.adn.com/alaska-news/education/2016/08/23/alaska-education-department-again-seeks-information-for-new-standardized-exam/

California Designing a Fair, Forward-Looking Way to Assess Schools
http://www.dailynews.com/social-affairs/20160827/why-california-is-struggling-to-craft-a-fair-forward-looking-way-to-assess-public-schools
California Results of Teaching to the Test Are Not Good
http://www.sgvtribune.com/opinion/20160826/results-of-teaching-to-the-test-arent-good-letters

Colorado Districts Offer Menu of Options for Demonstrating High School Diploma Qualification
http://www.chalkbeat.org/posts/co/2016/08/25/colorado-districts-giving-students-more-ways-to-prove-they-deserve-a-high-school-diploma/

Florida Judge Blasts State, Districts in Third Grade Test Retention Lawsuit
http://www.orlandosentinel.com/features/education/os-third-grade-retention-judge-ruling-20160826-story.html
Florida Test Opt-Out Movement Is Growing
http://www.local10.com/education/movement-to-opt-out-of-standardized-testing-is-growing
Florida Testing Contractor “Pleased” That State Fine Was Only $5 Million for Computer Screw-ups
http://www.politico.com/states/florida/story/2016/08/state-testing-contractor-pleased-with-nearly-5m-settlement-after-2015-technical-difficulties-104970

Georgia State Officials Seek Input on Implementing “No Child Left Behind” Replacement
http://savannahnow.com/news/2016-08-25/georgia-state-officials-seeks-input-no-child-left-behind-education-replacement
Georgia Meeting Focuses on State’s Response to New Federal Education Law
http://www.gainesvilletimes.com/section/6/article/118790/

Idaho State Moving Toward “Dashboard” Accountability Without School Rankings
http://blogs.edweek.org/edweek/state_edwatch/2016/08/idaho_moves_toward_dashboard_model_with_no_summative_score.html

Kentucky Tests Only Tell Part of the Story
http://www.centralkynews.com/winchestersun/news/education/rosenthal-tests-tell-only-part-of-the-story/article_55f46ce4-6cba-11e6-b9ff-7fcbdeed1c0a.html

Maine Local School Board Adopts Resolution Against “Too Much Testing”
http://www.sunjournal.com/news/lewiston-auburn/2016/08/24/lewiston-school-board-theres-too-much-testing-schools/1981542

Massachusetts School Districts Collaborate to Develop Better Assessments
http://www.thesunchronicle.com/news/local_news/attleboro-to-join-other-school-systems-in-developing-new-tests/article_07ce5666-6b33-11e6-8ac7-6f4f6b1b21ee.html

New Mexico Test-Centric Schools Are Toxic to Students
http://www.currentargus.com/story/opinion/columnists/2016/08/30/testing-centric-schools-toxic-students/89538886/

New York Testing Language Learners in English Makes No Sense
http://www.uticaod.com/opinion/20160825/our-view-imtixaanka-macno-lahayn
New York Superintendent Speaks Out Against Testing Craze

New York: A Long Island Superintendent Speaks Out Against the Testing Craze and in Favor of Genuine Reform

Ohio Teachers Union Hits Airwaves to Promote Awareness of New Federal Education Law
http://www.dispatch.com/content/blogs/the-daily-briefing/2016/08/8292016teachers-union-hits-airwaves-on-student-testing.html

Pennsylvania State High School Grad Testing Requirement Moratorium
http://www.mainlinemedianews.com/articles/2016/08/26/main_line_suburban_life/news/doc57bba308328e9513734191.txt

Rhode Island What Parents Should Know About New High School Graduation Requirements
http://wpri.com/2016/08/29/everything-ri-parents-should-know-about-that-states-proposed-graduation-policy-changes/

Tennessee Confusion Over Whether Passing Score on Civics Test Is Required for Graduation
http://blogs.edweek.org/edweek/curriculum/2016/08/tennessee_civics_law_loophole.html

Texas Vendor Must Pay $20.7 Million After Multiple Testing Problems
http://www.houstonchronicle.com/news/education/article/TEA-slaps-N-J-test-vendor-with-20-7-million-9180639.php
Texas Legislator Calls for Suspending State Test
https://www.texastribune.org/2016/08/29/state-rep-calls-suspension-staar/

Virginia More Students Opting Out of State Tests
http://www.newsleader.com/story/news/local/2016/08/23/more-parents-opting-out-sol-tests/89196720/
Virginia Test-Based School Grades Do Not Show Educational Progress
http://pilotonline.com/news/local/education/public-schools/the-pass-rate-does-not-show-the-stories-changes-likely/article_97acb7db-a6a1-5c84-8bdf-a0811a94549b.html

West Virginia “A to F” School Grading System Makes No Sense

Grading Schools as We Grade Students? Hardly

International Scottish Education Secretary Tells Teachers to Ditch Unnecessary Tests
http://www.dailyrecord.co.uk/news/scottish-news/john-swinney-tell-teachers-ditch-8720363

ACT/SAT Opting Out of Admissions Tests May Ge a Good Idea
http://www.forbes.com/sites/willarddix/2016/08/29/opting-out-of-submitting-college-admission-tests-could-be-a-good-idea/#2e636419dbb6
FairTest’s Database of Test-Optional Colleges and Universities
http://fairtest.org/university/optional

Worth Reading Misguided Efforts to Close “Achievement Gap” Create “Play Gap” Inequality
https://www.washingtonpost.com/news/answer-sheet/wp/2016/08/23/our-misguided-effort-to-close-the-achievement-gap-is-creating-a-new-inequality-the-play-gap/
Worth Reading Making Whole-Child Education the Norm

Making whole-child education the norm: How research and policy initiatives can make social and emotional skills a focal point of children’s education

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office- (239) 395-6773 fax- (239) 395-6779
mobile- (239) 699-0468
web- http://www.fairtest.org

Tom Ultican teaches in San Diego. He recently read Ciedie Aech’s new book about teaching in Hyper-Reformy Denver and highly recommends it.

Denver is a trifecta of reformers. Non-educator Michael Bennett was tapped to be superintendent. He has a law degree from Yale. He then was appointed to fill an empty Senate seat, so he is now Senator Bennett. He was replaced by Tom Boasberg, another non-educator. He too is a lawyer with no education background. And Colorado has wonder boy Michael Johnston, the TFA-Broadie in the state senate who wrote the nation’s most punitive teacher evaluation bill. It passed in 2010. Colorado was supposed to have great schools, great principals, and great teachers by now. Results don’t matter.

Tom loved the book and thinks you will too.