Archives for category: Global Education Reform Movement (GERM)

 

No one has been more effective at describing and fighting the spread of GERM than Pasi Sahlberg, the Finnish educator now working to reform education standardization in Australia.

I recently visited Pasi and his family in Croatia. He and his Croatian-born wife have two beautiful children, ages 7 and 3. The boys are tri-lingual (English, Finnish, and Croatian). The older boy is learning Chinese.They have no television. The children play.

Read Pasi’s classic book Finnish Lessons, which demonstrates that there is a better way to educate children and prepare teachers, and his recent book with William Doyle, Let the Children Play. 

Unbeknownst to Pasi, some musical talents put his ideas into song. 

It is only a few minutes. Watch and enjoy.

You can also watch Pasi’s wonderful presentation at the NPE national conference in Indianapolis in 2018, where he used this song in his talk. 

 

Denisha Jones was recently invited to give a lecture at Sarah Lawrence College, and she turned it into this article.

She describes the corporate threat to education and children, which was named GERM (the Global Education Reform Movement) by Pasi Sahlberg.

Jones calls on teachers to become advocates and activists on behalf of children, protecting them from GERM.

You will enjoy reading the article, from which this brief excerpt is drawn:

We can see how GERM has infected U.S. education policy and reforms. The Common Core drives standardization and aligns with a narrow focus on math and literacy. The use of scripted learning programs, behavior training programs, and online learning is evidence of the search for low-risk ways to reach learning goals. While charter schools claim to be nonprofit, most are managed by companies with CEOs and CFOs who apply corporate models to education.

Teach for America and other fast-track teacher preparation programs also use a corporate model,  developing education leaders who get their feet wet teaching before moving on to become policymakers or head up charter schools.

Pearson’s PARCC and the Smarter Balanced Assessment Consortium are drowning  public education  in test-based accountability.  Systems that punish and reward schools and teachers based on student achievement on standardized tests are the norm today.

While the new Every Student Succeeds Act (ESSA) includes language that protects the right of parents to opt out—a movement that has been growing in recent years—it also maintains the requirement that 95 percent of students participate. Test-based accountability is here to stay and rapidly evolving into competency-based and personalized learning, in which assessments occur all day every day as students are glued to computer screens.

We have failed to stop the expansion of choice, which threatens the existence of public schools through the proliferation of charters and vouchers. In the U.S., most school-age children are educated in traditional public schools, but we can expect to see this trend reversed under the administration of Betsy DeVos.  We have failed to stop the assault on public education through school closures in communities of color.

And then there’s the inexorable  push down of developmentally inappropriate standards onto young children. The Common Core, adopted by most states, imposes expectations on young children that are out of step with their development, not to mention the research. Empirical data confirm that kindergarten is the new first grade, and preschool the new kindergarten.

On top of this, we have failed to stop racist school discipline practices that suspended 42% of black boys from preschool in the 2011-2012 academic year. This failure stems from our inability to address the systemic and institutional racism that is prominent in public education but often masked by teachers with good intentions who lack an understanding of culture, bias, and systems of oppression.

 

 

The great Finnish scholar Pasi Sahlberg coined the term GERM to represent the Global Education Reform Movement. GERM is the advance of markets, standardization, choice, and rankings, which began in England and the U.S. and spread to other nations. GERM is corporate education reform, and no one has been more effective at countering the virus on the international stage than Pasi.

His presentation and my own appear in the same session. His begins at 27 minutes into the tape. He posted his slides and visuals on Twitter @pasisahlberg.

Pasi, the author of Finnish Lessons and Finnish Lessons 2.0, gave a brilliant talk about the history, the advance, and the stunning setbacks for GERM.

It is a remarkable talk, which follows my presentation in the first session of the NPE Conference in Indianapolis on October 20.

Pasi is currently working in a major education research Institute in Australia. He reports that New Zealand has ditched its national standards and will soon drop national testing. Watch for Australia to follow suit.

Alan Singer writes here about the alliances of the World Bank with the leaders of global greed.

The World Bank transmits What Pasi Sahlberg Calls GERM (the Global Education Reform Movement).

He writes:

Just because you call yourself the “World Bank” does not mean you care about the world. The bank was created after World War II by the United States and Great Britain to ensure their economic influence over countries devastated by the war and domination over former colonies.

While the World Bank claims one of its goals is to reduce global poverty, the way it goes about doing it manages to keep poor countries in perpetual debt to pay for questionable capital improvement projects and for refinancing debt they already owe to wealthy nations.

Critics of the World Bank, and there are many, include Nobel Prize-winning economist Joseph Stiglitz, Peter Hardstaff of the World Development Movement, and writer Naomi Klein. Stiglitz argues that World Bank loans to developing countries emphasize quick upticks rather than long-term benefits to a country. Hardstaff claims that conditions placed on World Bank loans benefit dominant capitalist nations by ensuring that poor countries repay debts as a condition for the new loans. Klein documents specific World Bank projects that manipulate Third World countries and calls the bank’s credibility “fatally compromised.” The World Bank forced Ghana to charge public school students and their families school fees, pushed to eliminate food subsidies in war-torn Iraq, and required Tanzania to privatize its water system.

More recently, David Edwards, General Secretary of Education International, questioned the World Bank’s new Human Capital Index (HCI). The bank will use the index to decide on loan applications from poor countries and it says it wants them to invest more heavily in health and education programs. HCI supposedly will measure the “human capital” that a newborn will acquire by the time it completes secondary school through an algorithm that combines the probability of survival to age five, the availability of healthcare, and levels of education determined by standardized test scores. In other words, to receive debt relief, the World Bank will force Third World countries to adopt the kind of packaged curriculum and curriculum-aligned high-stakes testing being promoted by edu-companies like Pearson.

Edwards has three key complaints about the World Bank’s HCI. First, he objects to education being treated as a capital investment rather than as a human right. For Edwards and Education International, “Merely churning out workers for the capitalist economy is not the purpose and value of education.” It should be about achieving a “more just, peaceful and sustainable world.”

Second, Edwards questions the need for another metric for measuring poverty. The HCI is a device for promoting the World Bank and demonstrating its concern for the poor, rather than something that will actually help poor nations.

Edwards’ third point is something that directly concerns parents and teachers in the United States where students are battered by high-stakes standardized assessments that turn schools into test prep academies. The HCI ranks countries “based solely on admittedly imperfect test-scores.” Edwards charges that the World Bank’s ability to use loans to dictate government policy will mean that instead of strengthening education systems, HCI ratings will encourage “teaching to the test and a narrowed curriculum.”

Waiting in the wings to benefit from the World Bank HCI loans are corporate vultures like British-based Pearson Education. Pearson is targeting what it euphemistically calls “emerging markets” as its textbook and testing business in North America reports multi-year declining profits. Egypt is currently seeking a large funding package, estimated at $2 billion, from the World Bank to finance their latest educational reform strategy. No surprise, Pearson is in line to provide the hardware, infrastructure, and training for the “reforms” new digital testing system and a “bank” of exam questions.

Nancy Bailey reports on Betsy DeVos’ trip to Europe and what she learned: Nothing. She returned convinced that American education sucks, which is what she thought before she left for Europe.

She returned convinced that education is workplace preparation, that public schools must be destroyed along with the teaching profession.

Can this GERM be quarantined?

 

Jack Hassard, professor of science education, assesses creeping authoritarianism and the growing resistance to it among educators.

“The authoritarianism of standardization has spread harm and inflicted damage to America’s public schools during the last two decades. The profits from standardized tests and teaching materials associated with the Common Core have overwhelmed the nature of learning in public school classrooms that one wonders if this goliath, which has trampled on the very heart of education in a democratic society, can be brought down.

“The conservative world-view is at the root of standardization, not only in the United States, but in most countries around the world. This world-view has set in motion the reform of education based on a common set of standards, high-stakes tests, and accountability metrics that demoralize not only students and their families, but the educators who families regard as significant and positive others in the lives of their children.

“I think of standards-based education reform as a kind of “spray” analogous to how we used DDT as an agricultural insecticide. We sprayed it everywhere to stamp out disease carrying bugs. For example, from 1940 – 1972, more than 1.3 billion pounds of DDT were released into U.S. communities indiscriminately. This indiscriminate and relentless spray would eventually be shown to be harmful and a serious threat to the basics of ecosystems.”

Hassard describes the fight to block authoritarianism in education, which is closely aligned with the resistance to authoritarianism in the public arena.

He writes about a vanguard of resistors, some of whom are gentle and others not so gentle (he uses the word “gentile” but I think that is an error or auto-correct gone amok, as I am neither gentile nor gentle).

”So, what is this vanguard voicing opposition to? All are questioning the lack of wisdom, profound ignorance, and inexcusable ineptness of an educational reform movement that is rooted in a very narrow purpose of schooling: teaching to the test. According to Sahlberg, the movement can be summarized in four words: Global Education Reform Movement GERM).”

Are you part of GERM or part of the resistance. Chances are, if you are reading this post, you are part of the Resistance.

 

 

 

Pasi Sahlberg, the great Finnish educator, has accepted a major research post at the well-funded Gonski Institute of Education in Australia. He will have a wonderful platform to continue his research into major education issues and his advocacy for wholesome, child-friendly schooling.

Pasi’s Award-wining book, Finnish Lessons, has been translated into many languages. If you have not read it, you should. He coined the term GERM to describe the Global Educational Reform Movement, a movement that places standards and test scores above the needs and interests of students.

In this article, Pasi describes the terrible effects of high-stakes testing. 

This is an opening shot to introduce him to Australians.

He explains that unnecessary emphasis on competition for test scores has caused the loss of more important activities, including the arts and play. A childhood without play is no childhood at all.

When children learn because they are eager to learn, their comprehension is far greater than when they learn because of compulsion.

Australia is lucky to have this great man to lead educational thought on behalf of the health, creativity, and well-being of children.

 

The testing monster is coming for our children.

Helge Wasmuth of Mercy College in New York writes here about the full-steam-ahead plan for international testing of five-year-Old children. As he reports, the planning has excluded experts on Early Childhood Education and has been shrouded in secrecy.

This is the latest and most disgusting manifestation of what Pasi Sahlberg dubbed GERM (the Global Education Reform Movement).

Wasmuth predicts that Baby PISA will lead to:

“increased standardization, high-stakes accountability, predetermined learning outcomes, control over teachers, business-based management models, and privatization.

“The goal of the study is to gather information on children’s cognitive and social-emotional skills as well as characteristics of their home and early education environments. Direct assessment, including actual samples of student work, will measure the domains of emerging literacy and numeracy, executive function, and empathy and trust. Children will be expected to do their work on a tablet, devoting approximately 15 minutes to each domain over a period of two days. Indirect assessment—parents’ and staff reports and administrator observations—will focus on cognitive and social-emotional skills. By participating in the study, OECD asserts, member nations will have access to the primary factors that drive or thwart early learning, developing a common framework and benchmarks.

“The study is now underway. A pilot that was originally planned, which would have provided a valuable opportunity for meaningful feedback and fine-tuning, has been scrapped. The organization has moved forward with data collection, to be conducted from the end of 2017 through 2019. This will be followed by so-called “quality control” and analysis, and the release of a report in 2020.

“While the original plan called for participation by three to six countries in the northern and southern hemispheres, a number of early childhood communities have already successfully registered protest, urging their governments to abstain. (Canada, France, Germany, Japan, Norway, New Zealand, Sweden, and Denmark are among them.) The only outliers are England—Scotland, Wales and Northern Ireland are not taking part—and the United States…

“Critique of the IELS has been fierce, and numerous concerns have been raised. Most egregious is the marginalization of the wider early childhood community. “The entire IELS project has been shrouded in secrecy from day one,” Mathias Urban, director of the Early Childhood Research Centre at the University of Roehampton in London, told me. Respected researchers and scholars in the field were not consulted, their input unwelcome. As has long been the case with early education policy, decades of research have been ignored.

“The OECD values objectivity, universality, predictability and that which can be measured. The organization seems to be oblivious to alternative ideas about educating and caring for young children. Nor have local contexts and traditions for this process been part of the conversation…

“So, why is all of this shrouded in secrecy? Why are we kept in the dark? Why are the experts and the field’s knowledge marginalized? One needs to ask: Who really benefits from such a study? The children? Will it really inform policymaking and improve educational practices in a meaningful way? Or is it another piece to open up public education sectors to corporate interests?

The disregard of the early childhood community is concerning enough. Don’t even get me started on the collection of child-based data on a global scale without the consent of children, parents, or practitioners. Or with assessing five-year-olds on a tablet. How flawed and meaningless are the results. How do you assess trust and empathy, or the complexities of learning and development?

“The impact on our field will be disastrous—maybe not immediately, but soon enough. OECD is a powerful and influential institution. Everyone should be clear about their goals of creating a common framework with benchmarks and assessing learning outcomes. Early childhood education will be reduced to what can be measured: literacy and numeracy.

“Ultimately, the field will fall even deeper into the clutches of GERM. Many countries will feel compelled to do well on the IELS, and the easiest way to do that is to align the curricula to what is measured. Pedagogical compliance will follow, along with teaching to the test—especially in countries, such as the U.S., with many private providers of early education, who will use their outcomes to win new customers. As in the case of the Common Core, a new market will be created, “Aligned to IELS” the new trademark.

“The quest for predictable outcomes leaves no place for the hallmarks of early childhood—for uncertainty, experimentation, surprise, amazement, context, subjective experiences. OECD values and measures what can be measured, but not necessarily what is important.”

Baby PISA opens a Pandora’s box. Out of it flies standardization, conformity, inappropriate pedagogy. Trapped in the box will Be Children, yearning to play.

Phil Cullen of Australia is a zealous critic of his nation’s national testing and accountability regime.

He wrote about this important news from New Zealand, whose new government has decided to abandon the Global Education Reform Movement (GERM).

He wrote:

“New Zealand leads the world.

“New Zealand leads the way down under and maybe across the world in caring about kids.

“Its determination to return to sanity, humanity, progress, initiative and competence for its schooling system, which itself determines national progress in the long run, is now being unpacked and, I am told that the new coalition government contains a few former teachers and school-active parents around as heavyweights who can talk school and lead the conversion for a better world down under.

“There’s dynamic Tracey Martin, former School Board chair; Kelvin Davis, highly respected former principal and Deputy Leader of the Labour Party; and Winston Peters of NZ First and, Deputy PM who trained as a teacher. In Australia we only have legal eagles.

“Parent groups in NZ are claiming that now, teaching will be returned to the teaching profession and democracy will be returned to schooling in New Zealand soon. The isles are shaking with joy for kids.

“It’s a country that has always been to the forefront of school improvement but then, the take-over by the irrational managerialists and corporate heavy-weights circa 1990, and the addition of GERM in 2008, has had a detrimental impact that has lasted for a decade. They’ve had enough, now. We still tolerate it to our shame and academic deterioration.

“How come New Zealand leads the world now in the decontamination of the establishment’s unworthy, useless, immoral, unethical, unprofessional testucation procedures in schools? Well, there’s been a number of factors.

“Fortunately, during this period, it has had its crusaders for kids who just don’t give in too easily. It’s been a long and arduous battle, of the kind that must continue next door, in Australia.

“There’s Kelvin Smythe, former Chief Inspector and Allan Allach, energetic, thoughtful former primary school principal, reader and writer and Bruce Hammonds, former principal, consultant and writer – a valiant trio that has been unafraid to have their say. They set the pace.

“There’s Chris Hipkins, in particular, who has been the shadow Minister for Education whose inspirational speeches and talks have been based on a sound knowledge of schooling and who has been unequivocal in his aim to rid the country of testucation and de facto schooling.

“There’s the Primary Principals’ Association which kept its administrative distance from the government testucrats and compliant GERMans, never properly complying .

“While “The Government will never listen and nothing will change and we are just one little country.” Some timorous principals said, there were others of the association, especially the leader of the organisation, Whetu Cormick, described as “The greatest teacher organisation leader of our time,:” by Kelvin Smythe. We didn’t hold back, “At the other extreme are those like me,” he said “who will continue to fight to the end. We know that National Standards and all the ‘reforms’ that go with them are bad for our young people. Our young people have faith in us to protect their futures by continuing to fight for the best education that our young people deserve.” Looking directly into the face of Nikki Kay, the then Minister, he said, “Let’s wait no longer to get our young people on the road to success. Let’s put up a big STOP NATIONAL STANDARDS.” The organsation has always been fearless…

Click to access opinion_piece_nzpf_presidents_column_on_ns_may_31_2011_.pdf

“There’s Diane Kahn and the Save Our Schools organisation whose prime target has always been the elimination of ‘national standards’ and was heavy and constant with dynamic opposition. [ https://saveourschoolsnz.com/ ]

“There’s an influential Kiwi sciolist [aka schooliolist – one who pretends to be well informed about schooling] and academic testucator who played a significant role in the introduction of testucation into NZ…..who left the country at the right time.

___________________________________________
“There are some messages for Australia. In world schooling terms, it is the boondocks of failed political schooling, the backward West Island of learning progress, the most over-tested country in the world.

“A political party needs to think. Does it believe in providing the best schooling possible, or doesn’t it give a damn as Aussie political parties do?

“Listening to schooliolist academic know-alls, qualified testucators, loud-mouth politicians, corporate unions [like IPA, BCA and Farmers] inhabited by conservative capitalists, neo-libs and delcons, which still rule the roost on the west side of the ditch, continues to lead Australian schooling in the wrong direction. New Zealand has now told these cocky roosters what to do with their distasteful attitude to children.

“Australian schools are in dire need of some Finnish-ing tactics.” said Wendy Knight in The Age….and we can now add: ‘and some Kiwi tactics’. What really happens in a good school system? Why don’t we look around and learn?
An example of off-the-hip, loud-mouth political interference is contained in suggestions made in Treasurer Morrison’s Shifting the Dial, another imported kind of measurement.

“It presumes that the hiring of skilled subject specialists like mathematicians will improve standards in schools. It overlooks the reality that real teachers teach real pupils….real people! The secret is in the interaction. They teach them about mathematics, to like mathematics. They don’t get up in front of a class and pontificate about what they themselves know. Effective teachers of anything operate from the learner’s level. Socrates was a better teacher of Maths than Einstein and a better teacher of literature than Shakespeare. His pupils learned how to learn.

“A strong and outspoken principals’ association can be truly influential as they are in NZ. Protection of children and their future as well as the provision of a rich holistic curriculum, undaunted by fearful interruptions to positive learning, should dominate the spirit of every principal’s personal professional code. Laxity, timidity, compliance and silence have no place in their organisations when the chips are down for kids….as they are now in Australia.

“It’s looking more evident every day that the lower half of the existing Lib-Lab delcon group viz. Labor under Shorten, will be the government after the next federal election in Australia. The lib-lab neo-con conventions will probably continue as they did in the passing of klein deforms from Labor to Liberal. Neither political group, Labor nor Liberal, ever expresses any thoughts about the continuance of the Klein system of schooling, now almost a decade old ; and which should go because it is proving useless.

“Neither party knows much about schooling and hides its ignorance by talking only Gonksi and funding and teacher quality. For them, the plight of children lies in the dollar sign, not in compassion and humanity and learning and in experience and excellence. Each remains ultra-complacent by making do, making silly schooling decisions, maintaining the mediocre, and supporting private schools before helping public schools.{Remember DOGS – Defence of Government Schools?} A country that treats its children the way that Australia does, is in for big trouble….really big trouble.

“It just won’t be able to handled itself in world affairs.

“It relies on the cockeyed Gillard Theory of Testucation, using Kleinism to control operatives and operations, to no end except to gather data; then ignores the basic laws of administrative order and effectiveness [Campbell, Goodhart, Lucas and Common Sense] and treats the electorate as if everyone is a dill or doesn’t care what happens to kids. The present government will go while it maintains these attitudes to schooling and doesn’t have the capacity to think. The Labor Party will replace it and not do any better. Both need to think seriously about schooling…very, very seriously.

ooo000ooo

“I’m deliberately apolitical and have voted informal at the last few federal elections because I’ve been offered only lower-order policies in general and crazy views about schooling. …nothing that really suggests that there is a healthy future for this wonderful country. Schooling is the most important issue of this century for Aussie citizens. If it is not rejuvenated, Australia has some big problems coming up. I’ll vote for any party -Pauline’s, Bob’s, Nick’s, Jacqui’s, anybody who says that it will get rid of NAPLAN.

“I’ll know by its standard of advocacy that such a party likes kids, that it is thinking and will do something about our future. Our present klein system relies on child abuse.

“I’ll study the detail of course, but no party can be so blithely ignorant of schooling as our major parties are at present. Their mentors can only bark Gonski, data, scores, testing, funding, teacher quality with schooliolist pedantry and no regard for the real spirit of learning at school.

“Seriously – rejuvenation of schooling from the mess of mass testucation will be very difficult. Unscrambling an egg always is. Since New Zealand will have to do the job before Australia wakes up, it might be wise to locate some observers there to learn how to go about it.

“We need to do what New Zealand has done :

“DECLARE OURSELVES

“It’s rejuvenation time down under!

“THANKS NEW ZEALAND”

Denisha Jones, a professor of early childhood education at Trinity Washington University, gave this talk at Sarah Lawrence College this past summer. Please read her talk in her entirety.

An excerpt:

I inspire my teachers—regardless of the label they give themselves—to be advocates or activists for their profession. I don’t want them to spend the next several years in survival mode until they burn out and leave the field altogether. Advocacy and activism serve as nourishment for the soul. They can sustain you even when things look bleak and the future is uncertain.

As I move forward, determined to protect public education as a right, what drives me is the acceptance of our failure. I am ready to declare our efforts, and the efforts of those who came before me, as failures. This may seem harsh, but as we know, failure is essential for success. “Failure is instructive,” John Dewey once said, “The person who really thinks learns quite as much from his failures as from his successes.”

We know that protecting children from the experience of failure is not good for their development. Failure can be a tool for learning how to get it right. Without failure, how do we know that we have even really succeeded? This doesn’t mean that education activists haven’t won some important battles. But they’ve tended to benefit one school or one community, and haven’t reached the national or state levels. Our attempts to stop the spread of the Global Education Reform Movement (GERM) have failed.

Before we examine our failures more closely, I want to quickly review what I mean by GERM so that we are all on the same page. Pasi Sahlberg notes that the movement emerged in the 1980s and consists of five global features: standardization; focus on core subjects; the search for low-risk ways to reach learning goals; use of corporate management models; and test-based accountability policies. Although none of these elements have been adopted in Finland, where he does most of his research, they have invaded public education in the U.S. and in other countries.

Here, education activists typically refer to GERM as the privatization of public education, driven by neoliberalism, which favors free-market capitalism. Under this scenario, there are no public schools: public services are turned over to the private sector. Healthcare, prisons, even water, are now being put in the hands of corporations, whose sole desire is to make a profit. When profit is the goal, the needs of human beings are discarded, unless they can generate a measurable return on investment.

We can see how GERM has infected U.S. education policy and reforms. The Common Core drives standardization and aligns with a narrow focus on math and literacy. The use of scripted learning programs, behavior training programs, and online learning is evidence of the search for low-risk ways to reach learning goals. While charter schools claim to be nonprofit, most are managed by companies with CEOs and CFOs who apply corporate models to education.

Teach for America and other fast-track teacher preparation programs also use a corporate model, developing education leaders who get their feet wet teaching before moving on to become policymakers or head up charter schools.

Pearson’s PARCC and the Smarter Balanced Assessment Consortium are drowning public education in test-based accountability. Systems that punish and reward schools and teachers based on student achievement on standardized tests are the norm today.

While the new Every Student Succeeds Act (ESSA) includes language that protects the right of parents to opt out—a movement that has been growing in recent years—it also maintains the requirement that 95 percent of students participate. Test-based accountability is here to stay and rapidly evolving into competency-based and personalized learning, in which assessments occur all day every day as students are glued to computer screens.

We have failed to stop the expansion of choice, which threatens the existence of public schools through the proliferation of charters and vouchers. In the U.S., most school-age children are educated in traditional public schools, but we can expect to see this trend reversed under the administration of Betsy DeVos. We have failed to stop the assault on public education through school closures in communities of color.

And then there’s the inexorable push down of developmentally inappropriate standards onto young children. The Common Core, adopted by most states, imposes expectations on young children that are out of step with their development, not to mention the research. Empirical data confirm that kindergarten is the new first grade, and preschool the new kindergarten.

On top of this, we have failed to stop racist school discipline practices that suspended 42% of black boys from preschool in the 2011-2012 academic year. This failure stems from our inability to address the systemic and institutional racism that is prominent in public education but often masked by teachers with good intentions who lack an understanding of culture, bias, and systems of oppression.

We must acknowledge these failures so we can understand the limits of our collective efforts and decide how we can refocus our energies toward a future that will lead to more successful outcomes. We need to change the narrative. Attacking the push for accountability and tougher standards has proven to be a losing strategy. Our insistence that these measures harm student development and learning has branded us unwilling to be held accountable for ensuring that all students can achieve.The more we resist test-based accountability and inappropriate reforms, the more we are seen by the corporations, policymakers, and privateers as resistant to innovation.

We must make the protection of childhood a nonpartisan issue. We need to revise our message. The assault on public education is not just a conservative attack by Republicans against progressive education. Democrats are also aligned with many aspects of GERM, including choice, privatization, and test-based accountability.