Archives for category: Hoax

Paul Waldman writes in the Washington Post that the white working class who voted for Trump might be realizing that they were scammed, if not now, then eventually.

 

One by one, he is breaking the promises he made at his campaign rallies.

 

Imagine you’re one of those folks who went to Trump rallies and thrilled to his promises to take America back from the establishment, who felt your heart stir as he promised to torture prisoners, who got your “Trump That Bitch” T-shirt, who was overjoyed to finally have a candidate who tells it like it is. What are you thinking as you watch this?

 

If you have any sense, you’re coming to the realization that it was all a scam. You got played. While you were chanting “Lock her up!” he was laughing at you for being so gullible. While you were dreaming about how you’d have an advocate in the Oval Office, he was dreaming about how he could use it to make himself richer. He hasn’t even taken office yet and everything he told you is already being revealed as a lie.

Please watch the 10-second video at the end of this post. You will love it!

Emily Talmadge, a teacher-blogger in Maine, used to worry about the dangers inherent in a Clinton administration. Now she warns that the threat of competency based education–delivered online, all the time, profiting a few, bad for humans–will thrive in a Trump Administration.

“The real agenda – the ongoing march toward a cradle-to-grave system of human capital development that relies on the most sophisticated data collection and tracking technologies to serve its unthinkably profitable end – is fueled and directed by a multi-billion dollar education-industrial-complex that has been built over the course of decades.

“It’s an absolute beast, an army of epic scale, and it’s a system that has the same uncanny ability to blend in with its surroundings as a chameleon.

“Take, for example, the new “innovative assessment systems” that are being thrust on us every which way in the wake of ESSA. Under the banner of free market ideology, the far-right American Legislative Exchange Council (ALEC) is promoting the very same assessment policies that far-left groups like the national unions and the National Center for Fair and Open Testing are now pushing. And though some claim that one ideology is merely “co-opting” the ideas of the other, the reality is that they lead to the same data-mining, cradle-to-career tracking end.

“Consider, too, the massive push for blended, competency-based, and digital learning – all unproven methods of educating children, but highly favored by ed-tech providers and data-miners.

“Most of these corporate-backed policies were cooked up in Jeb Bush’s Foundation for Excellence in Education, and then made their way not only to the far-right ALEC, but also to left-leaning groups like the Center for Collaborative Education, the Coalition for Essential Schools, and the Great Schools Partnership. Depending on what sort of population each group is targeting, these wolves will dress themselves up in sheep’s clothing and make appeals to different values. For the right, they will package their policies in the language of the free market and choice; for the left, they will wrap them in a blanket of social-justice terminology.

“Pull back the curtain far enough, however, and you will see they are selling the same thing.”

Emily lives in Maine, whose Tea Party Governor Paul LePage was one of the first to jump on the Jeb Bush “Digital Learning Now!” bandwagon.

It was exposed in a wonderful, prize-winning “follow the money” investigative report.

During this election season, we have seen the power and danger of social media.

We have also seen that social media gives voice to the powerless who can’t afford to flood the airwaves with propaganda. Parents in Massachusetts, for example, deftly used social media to build a statewide organization to counter the multi-million dollar blitz by out-of-state billionaires who were pushing charter schools.

The flip side is the way that social media has been used to spread falsehoods. We have seen the rumor mill at work on Twitter and other sites.

The fact that this coincides with the decline in print media, where there are (sometimes) fact checkers, is cause for concern.

Are we in the post-truth era? How will we sort fact from fiction?

The Relay “Graduate School of Education” is a hoax, as the article below argues. It is not a graduate school at all. Its location is a post office box. It has no scholars, no researchers, no faculty other than charter teachers. It is a trade school for teaching tricks of test-taking and how to control black and brown children and teach them to obey orders without questioning.

Despite the opposition of legitimate teacher education professionals, the Malloy administration in Connecticut has approved the Relay “Graduate School of Education” to offer faux degrees. This undermines the teaching profession and demeans legitimate degrees and certification.

Before the decision was announced by the Malloy administration, Jonathan Pelto cited a recent article by Professor Lauren Anderson, chair of the Education Department at the prestigious Connecticut College.

Anderson warns the public and state officials not to approve the “Relay Graduate School of Education,” which is a program that trains teachers how to raise test scores and maintain no-excuses discipline. Its Bible is Doug Lemov’s “Teach Like a Champion.” Relay is selling itself as an answer to the shortage of well-prepared teachers of color, but its rigid and limited methods do not deliver on that promise, nor do they produce well-prepared teachers of any color.

She wrote that the Relay proposal

is being framed as a solution to minority teacher recruitment and an engine for ameliorating educational inequities. In fact, Relay is no panacea for our pipeline problems, and instead represents the tip of an approaching iceberg that threatens the education of the state’s most under-served students and sells short the very teachers to whom we owe the best preparation, support, working conditions, and compensation available.

WHAT IS RELAY GRADUATE SCHOOL OF EDUCATION?

First, it is not a graduate school in any recognizable sense. It is a charter-style network of independent teacher preparation programs created by the leaders of three prominent charter school chains (Uncommon Schools, KIPP, and Achievement First), primarily as a means to bypass traditional teacher education. Relay has recently set up shop in New Haven, where it has reportedly enrolled a cohort of candidates who will finish its one-year program this academic year, despite the fact that it has not received approval as a preparation provider.

Its “campus” address is a PO Box; its offices are co-located in a partner charter school; its faculty are unnamed and not required to hold degrees comparable to teacher educators elsewhere; and its nationwide curriculum has been critiqued for emphasizing methods that are reductive and control-oriented, rather than research-based and conducive to critical thinking.

In short, Relay would lower the bar for teacher preparation in Connecticut, increasing the likelihood that students in districts such as Hartford, Bridgeport, and New Haven would receive teachers who have not met the same standards of preparation as those in more affluent districts.

WHAT IS THE HARM IN APPROVING RELAY?

For candidates in targeted districts, the harm would come from providing a program that doesn’t honor their potential as professionals and would not be deemed acceptable preparation for those certified and employed elsewhere in the state.

For students in targeted districts, the harm would come from providing their teachers with preparation that is based on a reductive, behaviorist view of teaching and learning, and that emphasizes the kind of techniques shown to narrow the curriculum and adversely affect students’ socio-emotional development. For targeted districts and the communities they serve, the harm would come from partnering with a provider that has no credible research base to support its claims to effectiveness or to indicate that it will improve minority teachers’ retention in urban schools. For the public, the harm would come from establishing a pathway into teaching that is not accountable to the profession or state in ways that most other programs are.

To call Relay a “graduate school of education” is an insult to legitimate graduate schools of education. It is a hoax. It has no campus; it has no research; it has no scholars; it has no library. Its methods are behaviorist and limited. It should be sold as a trade school for future charter teachers, not a “graduate school of education.” It undermines the education profession by giving fake credentials to ill-trained “teachers” and sending them to high-needs schools where children deserve well-qualified, well-prepared teachers.

The corporate reformers love standardized testing. They treat the scores as sacred truths. The scores are the measure of success or failure. We hear again and again that school choice will close the achievement gap. We hear it from rightwing think tanks and governor’s who never showed any interest in the well-being of poor children and children of color. As a matter of fact, the achievement gap will never close because it is a reflection of the measure. Standardized tests are normed on a bell curve. The bell curve never closes.

Steven Singer explains the problem with standardized tests. They measure privilege. Their standard is whiteness and advantage. They give honor to those who have the most.

He writes:

“We talk about standardized testing as if we don’t really understand what it is.

“We say we want No child left behind!

“And then we pass a law named after that very sentiment that ensures some students MUST be left behind.

“We say we want Every student to succeed!

“And then we pass a law named after that very sentiment that ensures every student will NOT succeed.

“It would be absurd if not for the millions of children being forced to endure the harsh reality behind our pretty words.

“It’s not these ideals that are the problem. It’s standardized testing.

“Researchers, statisticians, and academics of every stripe have called for an end to high stakes testing in education policy. Parents, students and teachers have written letters, testified before congressional committees, protested in the streets, even refused to take or give the tests. All to deaf ears.

“The federal government still requires all students in 3-8th grade and once in high school to take standardized tests.

“But these assessments are graded on a curve. A certain amount of students are at the bottom, a certain amount are at the top, and most are clustered in the middle. This would be true if you were testing all geniuses or all people with traumatic brain injuries.

“It doesn’t matter how smart your test takers are. There will always be this bell curve distribution. That’s how the tests are designed. So to talk about raising test scores is nonsensical. You can raise scores at school A or School B, but the total set of all test takers will always be the same. And some students will always fail.

“But that isn’t even the worst part.

“Standardization, itself, has certain consequences. We seem to have forgotten what the term even means. It’s defined as the act of evaluating someone or something by reference to a standard.”

Angie Sullivan sent the following message. The charter schools of Nevada are performing far worse than the public schools. As Angie asks, how can more charters be the answer when they are the problem? Should the failing charters be handed over to another charter? Or should they be closed so the students return to the more successful public schools? Unfortunately, as the law is written, only low-scoring public schools can be closed, not failing charter schools. Another irony: The Andre Agassi Charter school is listed by the state as a “failing school,” yet Agassi and his business partner Bobby Turner are opening Andre Agassi charter schools in many other cities. Why? To make money, not to make better schools.

Angie writes:

We have 39 charters in the state of Nevada and 14 of them are on the lowest performing list. 36% of Nevada Charters are in the lowest of the low in the state.

We have 359 schools in Clark County School District. 2 of the schools listed are alternative schools that teach credit retrieval and adult education. 17 schools in the lowest of the low in the state. That is 5% of CCSD schools.

Can someone explain to me how charters are the solution and not the problem in my state?

Frankly the public schools are doing much much better than the charters – even according to this invalid and weird data.

Also . . . keep in mind these rural schools which are failing represent a huge percentage. If Elko has 22 schools and 5 are failing – that is 23% of all their schools.

Comparatively, Clark County School District is doing better than the rest of the state and especially better than the charters.

CCSD is serving the most disenfranchised and likely to fail communities – we are doing better than the rest WITH the least amount of per pupil money. Everyone else in the state – including charters gets more.

Just think what we could do if we funded near the middle?

Yet the Nevada Department of Education keeps threatening public school staff with turnaround and now the Achievement School District. Schools without textbooks or supplies have to have entire staffs interviewed right before holiday break?

I think we need to start having a REAL discussion about education our state.

We need to demand REAL and timely data if that is what is driving this vehicle – not this sketchy fly-by-night multiple list craziness.

Tomorrow the Charter Authority will be meeting with the Las Vegas City Council at noon.

Those in power need to have a REAL discussion about closing these failing charters and a REAL discussion about the other costs charters have in our communities.

Like receivership – with receivers from Washington DC getting paid $25,000 a month to come out and reorganize charters: Quest and Silver State Schools. Who makes $25,000 a month?

_________________

I recieved the following message from a concerned parent today:

The details how this charter school set itself up is a scam.

It is part of an eviction case.

Then the receiver gets paid $25,000 a month to rehabilitate it. Plus $35,000 for a report.

And the state is soliciting for MORE receivers!!!! (On the charter school authority page.)

Look up Josh Kern and Ten Square he has 2 schools he is doing this for in Nevada the other is Silver State in Carson City.

$25,000 a month plus expenses dont want to miss that part.

Click to access Summary-Eviction-Tenant-Answer.pdf

You should see how insulted he is by the John Oliver attacks on charter schools in the Aug 26 video

http://charterschools.nv.gov/News/Public_Notices/

If they are failing shut them down and pay all of those $$$$ to public schools.

No one is going to jail over any of this.

_________________________

Someone is spending big money to try to protect these charters! BIG MONEY Who makes $25,000 in a month? Is the tax payer paying for these receivers? What a waste!

Charters are making Nevada’s education problems worse.

Angie

 

Carson City, Nevada

Pioneer HS

Charter

100 Academy

http://ccsd.net/divisions/stud ent-support-services-division/ 100-academy-of-excellence

Charter

Agassi SEC

http://www.agassiprep.net/apps /pages/index.jsp?uREC_ID=24017 2&type=d&pREC_ID=854780

Clark County School District

Bailey MS

Clark County School District

Brinley MS

Clark County School District

Burk Horizon SW HS

http://ccsd.net/divisions/educ ation-services-division/adult- education-horizon-sunset-high- schools

Clark County School District

Cambeiro ES

Clark County School District

Clyde Cox ES

Clark County School District

Craig ES

Charter

Delta Charter

Clark County School District

Desert Pines HS

Clark County School District

Alternative

Desert Rose ALT

http://desertrosehs.org/apps/p ages/index.jsp?uREC_ID=216521& type=d&pREC_ID=423036

Clark County School District

Ftizgerald ES

Charter

Global Community

Charter

Innovations ES

Charter

Innovations SEC

Clark County School District

Jerome Mack MS

Clark County School District

Kelly MS

Clark County School District

Lowman ES

Clark County School District

Monaco MS

Charter

Odyssey HS

http://odysseyk12.org/high-sch ool-curriculum/

Charter

One Hundred Acad ES

http://ccsd.net/divisions/stud ent-support-services-division/ 100-academy-of-excellence

Clark County School District

Orr MS

Clark County School District

Peterson ES

Clark County School District

Priest ES

Clark County School District

Von Tobel MS

Clark County School District

West Prep Sec (MS)

Clark County School District

Tom William ES

Clark County School District

William Wendell ES

Elko

Carlin HS

Elko

Owyhee ES

Elko

West Wendover ES

Elko

West Wendover JHS

Elko

West Wendover HS

Mineral

Hawthrone HS

Mineral

Schurz ES

Nye

Pathways HS ALT

Nye

Round Mountain ES

Charter

Beacon Academy

Charter

Discovery Charter

Charter

NV Connections Academy

Charter

Silver State Charter School

Washoe

Desert Height ES

Washoe

Charter

I Can Do Anything HS

http://www.icdachs.com/

Washoe

Natchez ES

Washoe

Charter

Rainshadow HS

http://rainshadowcharterhs.wee bly.com/

 

One of the great all-time Broadway shows was Mel Brooks’ “The Producers,” starring Matthew Broderick and Nathan Lane (based on the movie with Zero Mostel). The two men were failed producers who came up with a brilliant idea: raise lots of money to produce a really terrible play, which would quickly close as a flop. They would raise money by promising investors a large share of the ownership, totaling more than 100%. They would keep the money as soon as the play closed and get rich.

The play they picked was a musical called “Springtime for Hitler,” a concept so ludicrous that Bialystock and Bloom were sure it would close after the first performance. But audiences thought it was a parody, and they loved it. To the producers’ shock, their terrible play was a huge hit.

In this spoof recreated by Broderick and Lane, they are now political consultants trying to find the worst political candidate for President and raise millions that they could pocket after he flopped.

I promise you: This is hilarious!

It’s only flaw is that it can’t compete with real life, which is beyond parody!

Parents, students, educators and other citizens are invited nvited to learn about the hoax of Amendment 1on the ballot. It is an effort by the far-right to change the Georgia state constitution to allow the state to take over schools with low test scores and give them to charter corporations. Tea Party Governor Nathan Deal says it is for the poor minority kids, whom he wants to “save.”

Please join civil rights activists to learn more about Amendment 1 and the myth of the New Orleans miracle.

perfect-storm-9-28

I am on the train returning from Wellesley to New York City, after Pasi Sahlberg’s brilliant performance last night. I say “performance” because he didn’t give a conventional lecture. He used a multi-media platform to entertain, interact, and inform the audience. He began his talk by posing a mathematical question, which appeared on the screen behind him. He urged the audience to add the numbers, out loud, simple whole numbers, as they appeared on the screen. Many of us showed how easily we were fooled by what we thought we saw. How easily we draw false conclusions. That was his introduction to a performance that included film clips, music, data, and exposition. If you have a chance to invite him to your state or organization, I urge you to do so. He is amazing. As soon as I have the video link, I will post it.

In talking to parents and teachers during my visit, I learned that all those millions from hedge fund managers, billionaires, and union-busters are now showing up as television commercials blanketing the state with lies. Earnest “parents” explain in the commercials that they are voting for Question 2–the approval of more privately run charter schools–because they “support” public schools, they want to “help” public schools. They do not explain that passage of Question 2 means that neighborhood public schools will be closed and replaced by corporate-controlled charter schools. They do not explain that more money for charter schools means less money for public schools. They do not explain that those who vote for Question 2 are voting to cut the budgets of their own public schools.

It is a low, misleading, dishonest campaign. Why are the “reformers” dishonest? Simple. If they told the truth, the public would overwhelmingly reject their goal of privatizing public schools and turning over control to out-of-state corporations. This is the billionaire-funded propaganda campaign that dare not speak its name.

Corporate reform refuses to be truthful. It wraps itself in self-righteous lies about promoting civil rights and closing the achievement gap. Destroying a democratic institution is not promoting civil rights. Creating colonialist “no excuses” charter schools that exclude or kick out low-scoring students does not promote civil rights or reduce the achievement gap. Making a fetish of standardized testing guarantees that the “achievement gap” will never close because the standardized tests are designed to produce achievement gaps that never close.

Where do the “reformers” find the white teachers willing to enforce the harsh discipline of no-excuses schools and impose unquestioning compliance on nonwhite children? Very likely, these teachers attended progressive private or public schools. Did they learn the value of conformity and obedience in TFA training or at the Relay “Graduate School of Education”?

As Alan Singer wrote on Huffington Post, Massachusetts is now ground zero in the battle for public education. It may be the most liberal state in the nation. It is far and away the most successful state school system, as measured by the National Assessment of Educational Progress. If the billionaires can persuade the people of Massachusetts to turn over a dozen schools a year from here to eternity, they can do it anywhere. After all, what’s a couple of million dollars to the Waltons, whose family wealth exceeds $130 billion? If the billionaires can hoax the people of Massachusetts for only $15 million, what state will be outside their reach? You can be sure that the charter industry won’t stop in Boston and the small cities of the state. They have their eyes on the suburbs, too.

What happens on November 8 will matter to the future of public education in America.

Will the corporate reformers pull the wool over the eyes of the public? Will their deceptions and lies cover up their goal of undermining one of our most important democratic institutions?

Or will the grassroots actions of parents and teachers strip away their evasions, lies, and propaganda and demonstrate that the public schools of the Bay State are not for sale? Not at any price.

UPDATE: Marc Kenen, the executive director of the Massachusetts Charter School Association and also the author of ballot Question 2, which would expand the number of charter schools in the state, has written to say that this post is untrue. I have no way of knowing who “Nat Morton” is since he or she will not reveal his/her identity. “Nat Morton” is a passionate advocate for charter schools who posted comments here frequently. If Marc Kenen is not “Nat Morton,” I apologize. Someone writes a blog and calls him/herself “Nat Morton,” and I implore that person to give their true name so readers can judge their credentials and their authenticity. I will also ask Marc Kenen to stop writing insulting comments to this blog, as such comments are not permitted.

Knowing this background: I leave the original post intact but warn readers that the identity of “Nat Morton” is unknown, and I can’t be certain who he/she is, other than that it is not me. Beyond that, I can’t know until “Nat Morton” removes his/her mask.

The original post began here:

Reader Christine Langhoff in Massachusetts sent the following comment about a blogger who has frequently written on this blog to defend charter schools, support Question 2 to permit more of them, and to flout his superior research abilities.

“A Boston parent, exchanging emails with (G)Nat Morton, received a digital file from Gnat in support of his arguments. But he forgot to use his nom de plume, and revealed himself as Marc Kenen, executive Director of the MA Charter School Association and also the author of ballot Question 2.

http://www.masscharterschools.org/about-us/staff

“Kenen has not denied that Nat Morton is his avatar. Further, Stephen B. Ronan is the only person I have ever seen refer to Nat Morton’s blog, and in any forum where the one appears,the other is apt to chime in. This leads me to conclude that Kenen is Gnat is Ronan.

“I find it difficult to enage seriously with someone who would defund our excellent public schools when he is not even willing to own his perspective publicly by using his own name as he advances the cause of the privatizers. And if there’s any question whether the ballot question is designed to defund our schools, it’s worth noting that Boston City Councilor Tito Jackson made this point in the Askwith Forum at Harvard on Sept. 27 regarding Question 2. He asked Kenen directly why he had not written a funding mechanism into the proposal. Start at 1:12:00 (It’s apparent in the video that Kenen bears more than a passing resemblance to his Nat Morton avatar.)

https://youtu.be/XCsZZ-J7mcU

https://gseweb.harvard.edu/news/16/09/more-charter-schools-massachusetts-vote-and-national-debate”

So there you have it: the leading advocate of Question 2 (more charters) pretends to be an independent researcher but is in fact a paid employee of the state charter association. Why not give your name and affiliation and let people make their own judgment? This is redolent of the charter movement itself, which pretends to be about helping poor kids but attracts funding from Wall Street, right wing politicians, and others whose real goal is privatization, not helping improve schools for all children.

Our national goal is equal educational opportunity, not a free-market of winners and losers. Privatization does not advance equal educational opportunity. It exacerbates inequality, just like any free market.