Archives for category: Failure

Retired teacher Guy Brandenburg went to the National Press Club to observe the official release of the NAEP scores for 2017, released one year after the tests were offered in every state to samples of students.

His judgment: NAEP 2017 demonstrates the failure of what has been called “Reform” since the signing of NCLB in 2002 and the hiring of Michelle Rhee as autocratic chancellor of D.C.

”In the morning session, presenters acknowledged that for the nation as a whole, reading scores are flat – essentially unchanged — after 25 years of various types of ‘reforms’. Panelists tried to explain why, and seemed to me to give just about diametrically-opposed solutions to the problem. The introductory presenter (whom we saw on tape), essentially blamed us adults for not letting kids see us read often and deeply enough, and said that if we just wish harder, the results will come. (not quite a direct quote, but close)

“I did a quick appraisal of how Washington DC’s scores have improved (or not) before and after mayoral control, which was imposed shortly after students took the 2007 NAEP. You may recall that Michelle Rhee was imposed as DC’s first education Chancellor. She and her henchwoman, Kaya Henderson (who succeeded Rhee) predicted, in writing, all sorts of miraculous gains that would come if they were free to fire teachers en masse and subject them to rigorous numerical control via IMPACT and VAM.

“None of it came to pass.

“With today’s data it is even clearer than ever. I found 16 separate subcategories of students for which I could easily find data. Of them, improvements were better BEFORE mayoral control for 12 of them, and in only 4 was the improvement slightly better AFTER mayoral control.

“That’s a three-to-one vote against mayoral control and the whole educational Reformster movement.

“In other cities and jurisdictions, it’s more of the same. The imposition of Common Core curriculum, along with SBAC and PARCC testing and the like, has in fact made the gaps between high-achievers and low-achievers wider than ever.”

This is what failure looks like. Watch the excuses come pouring out.

 

Education Week reports that NAEP results are flat, with few exceptions. The billions squandered on annual testing and Common Core Gabe produced meager change, especially for those already at the bottom. Achievement gaps widened.

With so little change, it is time—past time—to give serious attention to rethinking the federal testing juggernaut that began with No Child Left Behind, intensified with Race to the Top, and continues with the so-called Every Student Succeeds Act. The latest national results show that many children have been left behind, we are nowhere near “the top,” and every student is not succeeding.

In short, the federal policy of standards, testing, and accountability is a train wreck.

It is past time to stop blaming students, teachers, and schools, and place the blame for stagnation where it belongs: On nearly 20 years of failed federal policy based on failed assumptions.

 

Education Werk reports:

“Across the board, struggling American students are falling behind, while top performers are rising higher on the test dubbed the “Nation’s Report Card.”

“A nationally representative group of nearlyt Behind,  585,000 4th- and 8th-graders took the National Assessment of Educational Progress in 2017, the first time the tests were administered digitally. The results, released Tuesday, show no change at all for 4th grade in either subject or for 8th graders in math since the tests were last given in 2015. Eighth graders on average made only a 1-point gain in reading, to 267 on the NAEP’s 500-point scale.

“That meager gain in reading was driven entirely by the top 25 percent of students. During the last decade, 8th grade reading was the only test in which the average score for both high and low performers rose. By contrast, in math, the percentage of students performing below basic (30 percent) and those performing at the advanced level (10 percent) both increased significantly since 2007. The same pattern emerged in 4th grade math and reading.”

 

 

 

 

Betsy DeVos thinks that school choice is just swell. After all, she said, people should be able to choose schools the way they choose modes of transportation, like hailing an Uber or Lyft instead of a licensed taxi.

Mitchell Robinson explains why she is wrong. 

A professor of music education at Michigan State University, Robinson knows that school choice has not improved education in DeVos’s state. It has actually been a bust. Not only has it failed to improve education, it has played havoc with district budgets.

The point of choice is choice, with no discernible benefits other than investors.

 

 

 

This story was published in 2016. It remains the best single description of the chaos that free-market advocates have inflicted on the children of Detroit.

Please read it. Don’t skim it. Read it.

Detroit is a city with many choices and very few good choices. It is a city overrun with charter schools. Many of them operate for profit. The companies profit, the children lose.

“Michigan leapt at the promise of charter schools 23 years ago, betting big that choice and competition would improve public schools. It got competition, and chaos.

”Detroit schools have long been in decline academically and financially. But over the past five years, divisive politics and educational ideology and a scramble for money have combined to produced a public education fiasco that is perhaps unparalleled in the United States.

“While the idea was to foster academic competition, the unchecked growth of charters has created a glut of schools competing for some of the nation’s poorest students, enticing them to enroll with cash bonuses, laptops, raffle tickets for iPads and bicycles. Leaders of charter and traditional schools alike say they are being cannibalized, fighting so hard over students and the limited public dollars that follow them that no one thrives.

“Detroit now has a bigger share of students in charters than any American city except New Orleans, which turned almost all its schools into charters after Hurricane Katrina. But half the charters perform only as well, or worse than, Detroit’s traditional public schools.

“The point was to raise all schools,” said Scott Romney, a lawyer and board member of New Detroit, a civic group formed after the 1967 race riots here. “Instead, we’ve had a total and complete collapse of education in this city…”

“The 1993 state law permitting charter schools was not brought on by academic or financial crisis in Detroit — those would come later — but by a free-market-inclined governor, John Engler. An early warrior against public employee unions, he embraced the idea of creating schools that were publicly financed but independently run to force public schools to innovate.

“To throw the competition wide open, Michigan allowed an unusually large number of institutions, more than any other state, to create charters: public school districts, community colleges and universities. It gave those institutions a financial incentive: a 3 percent share of the dollars that go to the charter schools. And only they — not the governor, not the state commissioner or board of education — could shut down failing schools.

“For-profit companies seized on the opportunity; they now operate about 80 percent of charters in Michigan, far more than in any other state. The companies and those who grant the charters became major lobbying forces for unfettered growth of the schools, as did some of the state’s biggest Republican donors.

“Sometimes, they were one and the same, as with J. C. Huizenga, a Grand Rapids entrepreneur who founded Michigan’s largest charter school operator, the for-profit National Heritage Academies. Two of the biggest players in Michigan politics, Betsy and Dick DeVos — she the former head of the state Republican Party, he the heir to the Amway fortune and a 2006 candidate for governor — established the Great Lakes Education Project, which became the state’s most pugnacious protector of the charter school prerogative…

”Operators were lining up to get into the city, and in 2011, after a conservative wave returned the governor’s office and the Legislature to Republican control for the first time in eight years, the Legislature abolished a cap that had limited the number of charter schools that universities could create to 150.

“Some charter school backers pushed for a so-called smart cap that would allow only successful charters to expand. But they could not agree on what success should look like, and ultimately settled for assurances from lawmakers that they could add quality controls after the cap was lifted.

“In fact, the law repealed a longstanding requirement that the State Department of Education issue yearly reports monitoring charter school performance.

“At the same time, the law included a provision that seemed to benefit Mr. Huizenga, whose company profits from buying buildings and renting them back to the charters it operates. Earlier that year he had lost a tax appeal in which he argued that a for-profit company should not have to pay taxes on properties leased to schools. The new law granted for-profit charter companies the exemption he had sought.

“Just as universities were allowed to charter more schools, Gov. Rick Snyder created a state-run district, with new charters, to try to turn around the city’s worst schools. Detroit was soon awash in choice, but not quality.

“Twenty-four charter schools have opened in the city since the cap was lifted in 2011. Eighteen charters whose existing schools were at or below the district’s dismal performance expanded or opened new schools…

”With about $1.1 billion in state tax dollars going to charter schools, those that grant the charters get about $33 million. Those institutions are often far from the schools; one, Bay Mills Community College, is in Michigan’s Upper Peninsula, nearly 350 miles away — as far from Detroit as Portland, Me., is from New York City…

”“People here had so much confidence in choice and choice alone to close the achievement gap,” said Amber Arellano, the executive director of the Education Trust Midwest, which advocates higher academic standards. “Instead, we’re replicating failure.”

Some children have attended three, four, five different charters. They compete for the kids and the money.

When there was a bipartisan effort in the legislature to establish accountability, the DeVos family fought it and won.

 

 

 

Renegade Teacher hast taught in both public schools and charter schools in Detroit. He writes here about the highly profitable fraud of online charter schools. Among their most prominent supporters are Betsy DeVos (who invested in them, and now advocates for them) and Jeb Bush, who relentlessly promotes online learning.

From his own experience as a teacher, he saw what online learning lacks: human relationships between students and teachers and between peers. It is soul-deadening.

“Online education in the K-12 sphere is a growing trend- as of 2015, there were some 275,000 students enrolled in online charter schools. In my home state of Michigan, from 2010 to 2014, the number of students in Online Charter Schools increased from 718 students to 7,934 students (over 1000% increase).

“Private, for-profit companies (using public funds) are cashing in- the two largest online charter companies, K12 and Connections Academy, are raking in an estimated $1 billion per year (as of 2014). The motive is profit over substance: less operating costs, less teachers, and less building maintenance.

“The results have been damning: according a study from the Center on Reinventing Public Education (CREDO), students in online charters lost an average of about 72 days of learning in reading and 180 days of learning in math IN THE COURSE OF AN 180-DAY SCHOOL YEAR. They could have had equal math progress if they had spent the entire year asleep.

“In Philadelphia, a system composed of mainly poverty-stricken Black and Latinx students, online schools educated more than one-third of students as of 2014 [1]. The kicker is that, between 2011 and 2014, 100% of those students failed their state achievement tests. 100%!!! [2].”

The biggest online charter school in Ohio recently collapsed, both an academic and financial disaster.

Renegade Teacher thinks they should be banned. They are educational frauds.

California teacher Tom Ultican has been systematically deconstructing the “Destroy Public Education Movement,” one claim, one city at a time.

In this post, he explores the disastrous consequences of the policies of school choice zealots, especially the DeVos family. Every intervention made things worse, especially for the poorest children, who live in Detroit. They were not simply abandoned. Their schools and city were ransacked by raiders of DPE.

South Carolina authorized charter schools assuming that they were the solution to low test scores.

Not surpisingly  it hasn’t happened.

“A public feud between the state’s publicly funded charter-school district and four of its low-performing schools is drawing pointed criticisms from lawmakers, asking whether charter schools, granted more freedoms in exchange for better results, are working.

“It appears to me like the charter school program is in a state of chaos,” state Sen. Vincent Sheheen, D-Kershaw, told S.C. Public Charter School District superintendent Elliot Smalley during a state budget hearing Thursday.

“Frankly, anyone connected with it at this point has not a lot of credibility and that includes your agency,” Sheheen said. “The picture out there in the public is that there are disputes, lawsuits, legal matters going on, chaos.”

“At the heart of the “chaos” is the effort by four charter schools, deemed failing by the statewide charter school district, to leave the state district for a new boss: a newly formed charter-school authorizer at Erskine College, a private Christian college in the Upstate.”

A private Christian college sponsoring charter schools with public funds. We know what happens next.

Prayer is not enough.

Read more here: http://www.thestate.com/news/local/education/article202891014.html#storylink=cpy

The legislator who launched charter schools in Utah declared that they are a “grave disappointment” to him.

Sen. Howard Stephenson, sponsor of the laws that launched charter schools in Utah, said Tuesday that the alternative schools have fallen short of their mission to improve education through innovation and competition.

The Draper Republican said he’s looking for a “fresh start” for charter schools, as their average performance on statewide tests is no better than that of their school district counterparts.

“I don’t want to discount the fact that many, many students have found success in these schools of choice but on average, we have not seen that occur,” Stephenson said. “That has been a grave disappointment for me as the sponsor of that [original] legislation.”

Stephenson thought that if he changed the composition of the state charter school board, that might fix things. First, he offered a prohibition on anyone who was currently a charter school board member or member of a charter governing board. But that would have cut some of the current board members, so he revised the bill to seek someone “with expertise in classroom technology and individualized learning.”

One of the charter members who might have been kicked off warned that the board needed someone with expertise in digital technology and “personalized learning” since that was the wave of the future.

Guess the word hasn’t reached Utah that “personalized learning” means “depersonalized learning” and that teachers and parents are rebelling against the replacement of teachers by machines.

Andrew Brenner is chairman of the House Education Committee in the Ohio Legislature. He hates public schools. He once referred to them as an example of “socialism.” He loves charter schools. Free enterprise! He was ECOT’s champion, the online charter that fraudulently inflated its enrollment and owes many millions to the state.

Brenner is now running for State Senate in District 19 in Delaware County. Take note if you are a parent or teacher.

The failed ECOT loved Brenner. It gave him lots of campaign $$$$.

Denis Smith details the love affair between Brenner and ECOT here. 

 

At a town hall meeting in Detroit, students, families, and teachers spoke out against the damage caused to them by the false promise of “school choice.” Allie Gross covered the meeting for the Detroit Free Press.

One parent described the wonderful school attended by his child with cerebral palsy; it was to save money.

“In 2008, Alfred Wright enrolled his son, Timothy, in kindergarten at Oakman Elementary/Orthopedic, a small school on the Detroit’s northwest side that specialized in teaching students with special needs.

“Timothy had recently been diagnosed with cerebral palsy, and the school — which came with spacious hallways, discreet changing rooms, small class sizes, and an on-site nurse — seemed like the perfect match.

“And, according to Wright, it was. For five years, he watched his son thrive in the close-knit and accepting community. Oakman not only was prepared to accommodate Timothy’s needs but it helped Wright, as a parent, better understand his child.

“But then the seemingly unexpected happened. In spring 2013, Roy Roberts, Detroit Public Schools’ second emergency manager, announced that Oakman would be one of six schools to close the following school year. It would add to the list of nearly 100 district schools that had shuttered since 2009, when the state took over DPS due to finance.

LWright and the rest of the parents were given two traditional public school options: one that was 1.2 miles away and the other that was 2.4 miles. Both choices fell within the bottom 5 percent of schools in the state for academic performance. More notably, neither were handicap accessible.

“All of the things we feared happened,” Wright said, explaining how issues at Henderson Academy, where Timothy ultimately ended up, ranged from bullying and isolation to a lack of knowledge and preparedness when it came to educating students with special needs.

”This reality — instability, uncertainty and inefficient resources — is why on Tuesday night, Wright and Timothy made their way to Wayne State University’s Law School to participate in an Education Town Hall hosted by the #WeChoose Campaign. A movement made up of 25 organizations from across that country — including the NAACP, Advancement Project, Dignity in Schools and Journey for Justice Alliance — the group is working to support racial justice and end educational inequality via, among many things, town hall gatherings that bring attention to what the group sees as “the illusion of school choice.”

“Parents, students, and educators do not choose the sabotage of their neighborhood schools, school closings, zero tolerance policies that target black and brown students, punitive standardized testing school deserts,” the group’s mission statement explains. “We choose equity, not the scam called school choice.”