Archives for category: Florida

Michael Weston, Hillsborough County teacher, attended
Florida Governor Rick Scott’s three-day education summit. But
Governor Scott had better things to do. He
was busy
meeting with Jeb Bush, who is the state’s
education expert. They discussed the future of education in
Florida. Parents were not happy that the Governor skipped the
chance to meet with them. Weston is a BAT, and
this is what he
saw.

Here is a sample:

“In spell checking this document, I bounced “accountability” off the
Thesaurus. “Culpability” came up. Switching to the dictionary, the first
word to catch my eye was “blame”. “Blame” puts the no-governor Governor’s
Summit into better perspective. Why do politicians hate teachers so? What
did we ever do but educate them? Are they twisted to a dense ball of rage
inside because teachers attempted to instill a code of responsibility,
decency and morality in them; a code they cannot live up to? Are teachers to
blame for politicians as well?”

Investigative Kathleen McGrory reports in the Miami Herald that Common Core has critics on the left.

This is noteworthy, because Secretary of Education Arne Duncan insists that the main criticism of Common Core comes from extremists and fringe groups like the Tea Party. He also insists that the federal Department of Education has had nothing whatever to do with the Common Core standards; after all it is illegal for the federal Department of Education to interfere in curriculum or instruction. Methinks the gentleman doth protest too much. Everyone knows that 45 states would not have endorsed the Common Core standards without the lure of $4.35 billion in federal Race to the Top dollars, offered as an incentive for those who signed on to standards they may never have seen.

McGrory discovered critics of Common Core on the left, and lo and behold, they are teachers.

To be specific, they are the Badass Teachers Association.

McGrory writes:

The 25,000 BATs, as they call themselves, are pushing back against the national standards with Twitter strikes, town hall meetings and snarky Internet memes. They have no qualms with the theory behind the new benchmarks, but they fear the larger movement places too much emphasis on testing and will stifle creativity in the classroom.

“It’s not just the Tea Party that’s skeptical of the Common Core,” said Bonnie Cunard, a Fort Myers teacher who manages the Facebook page for the 1,200 Florida BATs. “We on the left, like the folks on the right, are saying we want local control.”

The BATs represent a new wave of liberal opposition to the Common Core standards, which includes some union leaders, progressive activists and Democratic lawmakers. They are joining forces with Tea Party groups and libertarians, who want states like Florida to slow down efforts to adopt the new benchmarks and corresponding tests.

They face an uphill battle. The Common Core standards have a strong base of support that includes both Democrats and Republicans. What’s more, the standards are already being taught across all grade levels in Florida.

It’s not only the BATs.

“The sand is shifting for us on Common Core,” said Andy Ford, president of the Florida Education Association.

Ford fears teachers weren’t adequately prepared for the transition to the new standards, even though they will be evaluated — and in some cases, compensated — based on how well their students perform.

For Susan Smith, who heads the Democratic Progressive Caucus of Florida, the greatest concern is the testing that will accompany the new benchmarks.

“We shouldn’t be revamping our education standards without first considering if we are overtesting our kids,” Smith said. “That’s putting the cart before the horse.”

The Wall Street hedge fund managers’ group Democrats for Education Reform loves the Common Core and the disruptive effects of the testing that comes with it.

So does the Obama administration, and so do many teachers and parents who hope it will help their schools.

But so does Florida’s Republican legislature, which leaves no stone unturned when it comes to looking for ways to privatize public schools and demoralize classroom teachers.

But the opposition is strong enough that state Sen. Dwight Bullard, D-Miami, is calling for a review before Florida moves further ahead with the standards and accompanying exams.

“I get what the intention was with Common Core,” said Bullard, a Miami Democrat and teacher. “But it got lost in the shuffle with all of the other education reform policies. Now, you might as well scrap the whole idea.”

Jeb Bush attacked superstar Matt Damon because he put his kids in private school in Los Angeles.

Bush sent his own children to private school.

He went after Matt because Matt spoke up for public schools in 2011. Matt went to public school in Cambridge.

But everyone should support public education, no matter where their children go to school. Everyone pays for them. They benefit all of society.

Corporate reformers love to criticize private school parents who support public schools. They feel justified in sending their kids to elite schools because they believe in choice.

But they try to silence those who act on the principle that public schools are a public responsibility, and you are free to pay for private or religious education with your own money.

In a hard-hitting essay, Anthony Cody describes how accountability has been turned into a weapon to create demoralization, failure, and privatization of public schools.

He reviews the recent fiascos involving Tony Bennett and New York’s Common Core testing.

He notes that both the AFT and the NEA are trying hard to meet the demands of the corporate reformers. Both are trying to help teachers prepare for the Common Core sledge hammer, but Cody says it is a fruitless enterprise. The game is rigged. The reformers’ goal is to generate failure so they can advance privatization.

Cody writes:

“Our response must be, as members of the teaching profession, and as members of the unions that represent educators, to reject as baseless these phony, politically-driven accountability systems. These systems to rate schools based on proficiency rates are really much more accurately reflecting levels of poverty, rather than the quality of teaching in effect. Many of those advocating them are, like Tony Bennett, attempting to promote their own favored competitors, in a race in which they have made themselves the rule-makers and referees.

“When someone sets up a competition that is rigged from the start, our response cannot be to ask for more time to prepare. The answer is to expose the machinery at work behind the scenes, and demand that our schools be accountable not to some state or federal bureaucrat, but to the students and parents of their communities. We will not overcome poverty by firing those who have chosen to work with the poor. Our schools and students need support, not more means by which they can be ranked and rejected. Real support from our unions means educating and organizing members to respond with vigor and pride about our students, our schools, and our work as professionals. Teachers cannot “succeed” under these systems because that is not their design. So rather than trying to prepare for tests many of our schools were never meant to pass, we need to prepare teachers to defend and reclaim their schools, and reject the accountability scam.

Jeff Bryant writes a comprehensive review of what he calls “Bennett-gate,” and shows that the A-F grading systems initiated by Jeb Bush is itself a phony way to judge the quality of schools.

He cites Matt Di Carlo, who reviewed Indiana’s grading system, and determined that the grades reflect the characteristics of the students in them:

“Di Carlo’s analysis showed, “Almost 85 percent of the schools with the lowest poverty rates receive an A or B, and virtually none gets a D or F.” Conversely, over half of the schools with the highest percentages of the poorest students received “an F or D, compared with about 22 percent across all schools.”

His conclusion, “as is the case with most states’ systems, policy decisions will proceed as much by student performance/characteristics as by actual school effectiveness.” (emphasis original)

“Under Indiana’s system, a huge chunk of schools, most of which serve advantaged student populations, literally face no risk of getting an F, while almost one in five schools, virtually every one of which with a relatively high poverty rate, has no shot at an A grade, no matter how effective they might be.”

By definition, the A-F system must label some schools with a D or F, so those schools are set up for privatization.

One of the beneficiaries was Charter Schools, USA, a for-profit corporation that hired Tony Bennett’s wife when they moved to Florida.

Frankly, the idea that a school should get a letter grade, like a restaurant, is ridiculous on its face.

Imagine if your child came across from school with a report card that contained nothing but a single letter. As a parent, you would be outraged at the stupidity and simple-mindedness of such a way of gauging “quality.”

A report card should be comprehensive, including both resources available as well as outcomes, and there should be multiple ways of assessing both resources and outcomes, such as teacher turnover, student poverty levels, etc.

No report card will capture every dimension of school performance, but a single letter captures almost no dimension of school performance.

That is why the A-F system is a fraud and a scam, meant to set up schools for privatization.

And let’s be clear: When schools fail, those who should be held accountable first are the leaders of the state and the district. They are the ones who decide when and where to allocate crucial resources. They should not crow about closing schools when it is they who failed to provide the necessary supports for the schools.

 

 

John White of Louisiana and Tony Bennett of Indiana and (briefly) of Florida have much in common, writes Mercedes Schneider. Both are (or were) part of Jeb Bush’s Chiefs for Change. Both use data to create narratives. Bennett is gone. White is not.

Michelle Malkin is known for her strong conservative opinions, strongly expressed.

In this article in the National Review, titled “Jeb’s Education Racket,” Malkin eviscerates Tony Bennett and Jeb Bush. She writes:

[Bennett’s] disgraceful grade-fixing scandal is the perfect symbol of all that’s wrong with the federal education schemes peddled by Bennett and his mentor, former GOP governor Jeb Bush: phony academic standards, crony contracts, and big-government and big-business collusion masquerading as “reform.”

She adds:

“Cronyism and corruption come in all political stripes and colors. As a conservative parent of children educated at public charter schools, I am especially appalled by these pocket-lining GOP elites who are giving grassroots education reformers a bad name and cashing in on their betrayal of limited-government principles.”

Whether you are liberal or conservative or libertarian or anything else, you should be offended by the grade-fixing, by the cronyism, and by the cozy financial arrangements that now dominate what is called “reform.”

At some point, a light goes on and you realize that this so-called  “reform” has nothing to do with children, nothing to do with education as such, and everything to do with politics, power, and money.

Jewish charter schools? There are only a few, but their number is growing. They prefer to be known as Hebrew language charter schools, which helps them skirt the issue of separation of church and state.

But whatever they call themselves, they are all founded and run by Jews and some are based in Jewish religious facilities and led by clergy.

They are funded, however, by public tax dollars.

They can be found in Florida, Néw York, and other states. Some feature Hebrew immersion (Hebrew is the official language of Israel, which is a Jewish state.)

Read here about the two different types of Hebrew charter schools.

And read here about the Hebrew charter school that was approved to open in San Antonio, Texas, this fall. It will open in a Jewish community center that previously maintained a Jewish day school.

What’s wrong with Hebrew charter schools?

It violates the long-established principle of separation of church and state to spend public funds on an institution that promotes religion. Hebrew is not a neutral language. It is the historic language of the Jewish people. Judaism is a religion.

It asks taxpayers to bear responsibility for schools that are essentially religious. In effect, taxpayers are subsidizing families that have the freedom to choose a nonpublic religious school. If they want it, they should pay for it. Public responsibility is for public, secular schools.

It is an attack on the very principle of public education, which belongs to the entire community and should be open to all.

Where there is a demand for instruction in Hebrew, it can be taught in regular schools, which offer Spanish, French, Latin, German, and other world languages.

But no one is fooled by the pretense that a Hebrew school has no connection to the Jewish religion.

I write this as a Jew whose grandchildren (two of them) went to a Jewish day school. Let them thrive and flourish. But don’t call them public schools. If the Jewish community is unwilling to support Jewish education, don’t ask for public money to do it. It is a private communal responsibility. No subterfuge can hide that.

This is a terrific commentary on the Bennett fiasco, written by Valerie Strauss. Who is the biggest loser? Could it be the man behind the curtain who decided that testing would make kids smarter? The one who turned choice into a battle cry? The guy who invited for-profit charters into Florida to make buckets of cash that could be used to hire lobbyists and clear the way for more profits?

Florida has been shuffling education commissioners in and out of the state with startling regularity. There have been 8? 10? in the past decade. This is success?

Meanwhile, Bennett has been bounced from two states in the past year.

And the trap for him was the dumb school grading system that Jeb Bush is so proud of. No state has gotten it right because it is too simplistic to label a complex institution with a single letter grade; there are too many variables, too many moving parts, too many different components that make up a school to say that it can be rated like a tomato or a pumpkin.

 

Since Tony Bennett got caught fixing the grade of his favorite charter school, he has loudly defended his actions and described the claims against him as vicious and unfounded.

In this post, mathematician Jordan Ellenberg of the University of Wisconsin explains how Bennett tried to protect his favorite school and how he distorted the truth afterwards.

Ellenberg writes:

“This was an act of astonishing statistical chutzpah. Suppose the syllabus for my math class said that the final grade would be determined by averaging the homework grade and the exam grade, and that the exam grade was itself the average of the grades on the three tests I gave. Now imagine a student gets a B on the homework, gets a D-minus on the first two tests, and misses the third. She then comes to me and says, “Professor, your syllabus says the exam component of the grade is the average of my grade on the three tests—but I only took two tests, so that line of the syllabus doesn’t apply to my special case, and the only fair thing is to drop the entire exam component and give me a B for the course.”

No excuses!