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Jeb Bush: Don’t Abandon High-Stakes Testing (Except for Voucher Schools)

By dianeravitch
December 2, 2023 //
8

Jeb Bush, a founding father of the corporate reform movement, was governor of Florida from 1999 to 2007. He implemented a regime of high-stakes standardized testing, third grade retention, school report cards, and choice. He vigorously championed charter schools and tried to change the state constitution to allow vouchers for religious schools. Now he is concerned that the legislature might undermine high-stakes testing, so he penned this opinion piece for the Orlando Sentinel bragging about the success of his test-and-punish regime.

Yes, Florida’s fourth-grade NAEP scores are high. But he does not acknowledge that the scores are high because Florida “retains” third-graders who don’t pass the reading test. Holding these kids back artificially inflated the fourth-grade scores. By eighth grade, Florida’s scores are at the national average. Nothing to boast about there. The moral of the story: retention raises test scores by removing from the testing pool the kids who were retained (flunked).

The other curious omission in this article is voucher schools. Jeb is a huge fan of vouchers but voucher schools don’t take any state tests. How does he explain this? He doesn’t.

He wrote:

For more than two decades, Florida has remained committed to educational excellence by ensuring that transparency, accountability and opportunity define our K-12 system. We’ve consistently pushed the envelope, transforming Florida into a national leader. This has not happened by accident.

When I took office, nearly half of Florida’s fourth graders had significant reading deficiencies. Similarly, half of Florida’s fourth graders were significantly below grade level in math. Only half of high school students graduated on time.

In partnership with state lawmakers, we championed the A+ Plan in 1999 based on core principles of high expectations, standardized measurement, a clear and achievable system of accountability, rewards and consequences for performance, effective teaching in the classroom and more choices for families to customize an education for each student.

Today, Florida’s fourth graders rank third in the nation for reading achievement and fourth in the nation for math achievement. Our high school graduation rate is approaching 90%.

This is why it’s concerning that some lawmakers now seem eager to throw out or water down key components of the policies that led our students from the back of the pack to top in the nation.

I understand the goal of the Florida Senate’s recently unveiled deregulation package (Senate bills 7000, 7002and 7004). Cutting red tape and removing outdated regulations is a worthwhile effort.

But this cannot come at the cost of our state and students taking a step backward.

Lawmakers have proposed watering down our third grade literacy policy, removing the backstop of retention and paving the way to reinstate social promotion. Requiring that students objectively demonstrate they are reading successfully before being promoted to fourth grade has been a core part of Florida’s comprehensive early literacy policy — one that research has consistently supported.

This is why it’s concerning that some lawmakers now seem eager to throw out or water down key components of the policies that led our students from the back of the pack to top in the nation.

I understand the goal of the Florida Senate’s recently unveiled deregulation package (Senate bills 7000, 7002and 7004). Cutting red tape and removing outdated regulations is a worthwhile effort.

But this cannot come at the cost of our state and students taking a step backward.

Lawmakers have proposed watering down our third grade literacy policy, removing the backstop of retention and paving the way to reinstate social promotion. Requiring that students objectively demonstrate they are reading successfully before being promoted to fourth grade has been a core part of Florida’s comprehensive early literacy policy — one that research has consistently supported.

Most parents believe their children are reading on grade level even when they are not. Florida’s retention policy raises expectations. We know there are grave later-life outcomes for struggling readers. Lowering expectations by watering down the retention requirement will not help students in third grade or beyond.

Moreover, abandoning the requirement that Florida students pass the tenth grade English Language Arts and Algebra I end-of-course assessments further reduces expectations and hampers Florida’s workforce development efforts. Removing this requirement may aid Florida’s graduation rates, but it will reduce the diploma to nothing more than a participation certificate.

If we expect less, we will get less. This cannot be the future we want for Florida.

Finally, part of the package would turn back recent gains for charter schools to be treated equitably alongside their traditional public school peers. The bill’s proposed changes would make it harder for charter schools to access vacant public school buildings and reduce the share of Title I funds made available to students attending charter schools. This is a step backward.

Maintaining Florida’s system of high expectations, clear accountability and robust choice is as important to our future as anything. We’ve spent two decades establishing, maintaining and building upon these ideals.

Now is not the time for lawmakers to get weak-kneed on policies that have played key roles in contributing to two decades of educational progress.

Jeb Bush was governor of Florida from 1999 to 2007. He is the founder and chair of ExcelinEd, ExcelinEd in Action and the Foundation for Florida’s Future.

Categories Accountability, Bush, Jeb, Charter Schools, Corporate Reform, Education Industry, Extremism, Failure, Literacy, NAEP, Standardized Testing, Vouchers

Florida: Why a Librarian Quit

By dianeravitch
November 21, 2023 //
24

The Washington Post published this story of a librarian in Florida who “couldn’t take it anymore.” The book bans and censorship imposed by Governor Ron DeSantis and his compliant Legislature violated her professional ethics. Her job became impossible.

Governor DeSantis insists that no book is banned in his state. Maybe he should interview a school librarian.

Florida is the state where freedom to read goes to die.

KISSIMMEE, Fla. — It was her last Monday morning in the library, and when Tania Galiñanes walked into her office and saw another box, she told herself that this would be the last one.

Inside were books. She didn’t know how many, or what they were, only that she would need to review each one by hand for age-appropriate material and sexual content as defined by Florida law, just as she’d been doing for months now with the 11,600 books on the shelves outside her door at Tohopekaliga High School.

Last box, and then after this week, she would no longer be a librarian at all.

She heard the first-period bell ring, 7:15 a.m. She’d wanted to get to the box right away, but now she saw one of the school administrators at her door, asking whether she’d heard about the latest education mandate in Florida.

“What’s the name of this thing?” he said. “Freedom Week?”

She exhaled loudly. “Freedom Week.”

“Oh, good,” he said. “You know about this.”

Yes, Tania knew about it. It was one more thing the state had asked of them, a mandatory recitation of parts of the Declaration of Independence “to reaffirm the American ideals of individual liberty,” along with something else she had heard from the district. “They asked us to please not celebrate Banned Books Week,” Tania said.

She was tired. Her husband was always reminding her: Tania, you have no sense of self-preservation. She had thought about pushing back against the district, had imagined putting up posters all over the walls from the American Library Association celebrating “freedom to read,” a final act before her last day on Friday. But even if she did put up the posters, who would be there to see them once she left? The library would be closed after this week, until they found someone to take her place.

Tania had planned to spend the rest of her career in the Osceola County School District. She was 51. She could have stayed for years at Tohopekaliga, a school she loved that had only just opened in 2018. The library was clean and new. The shelves were organized. The chairs had wheels that moved soundlessly across the carpet. The floor plan was open, designed by architects who had promised “the 21st century media center.”

That was before the school board meeting on April 5, 2022, when Tania watched parents read aloud from books they described as a danger to kids. It was before she received a phone call from the district, the day after that, instructing her to remove four books from her shelves. It was before a member of the conservative group Moms for Liberty told her on Facebook, a few days later, that she shouldn’t be allowed anywhere near students.

It had been 18 months since then. Nine months since she had taken Florida’s new training for librarians, a mandatory hour-long video, and heard the state say that books in the library must not contain sexual content that could be “harmful to minors” and that violating this statute would result in a third-degree felony. “A crime,” the training had said. “Districts should err on the side of caution.” It had been seven months since she began collecting Florida’s laws and statutes in a purple folder on her desk, highlighting the sections that made her mad, and also the ones that could get her fired. Six months since she broke out in hives, since eczema crept up the side of her face, since she started having trouble sleeping and got a prescription for an anti-anxiety medication. Five months since she stood in her house crying and her husband said it wasn’t worth it anymore. He could work two jobs if he had to. “You need to quit,” he’d told her. Six weeks since the start of another school year. Five weeks since she had given her notice.

And sometime in the middle of all that, as she showed up every weekday at 7 a.m. and tried to focus on the job she had signed up for, which was, she thought, to help students discover a book to love, Tania could feel something shifting inside her 21st-century media center. The relationships between students and books, and parents and libraries, and teachers and the books they taught, and librarians and the job they did — all of it was changing in a place she thought had been designed to stay the same.

A library was a room with shelves and books. A library was a place to read.

On her desk was a purple folder containing the laws and regulations imposed on librarians by the Legislature.

Inside, there were printouts of 79 pages of Florida law and statute that told her how to think about what students should and should not read. One law made it easier for people to challenge books they believed contained sexual conduct or age-inappropriate material. Another defined that term, “sexual conduct,” in layer upon layer of clinical specificity.

When she had decided to become a librarian almost 10 years ago, it was for a simple reason: She loved to read. Now she watched as the work she did at a high school in Central Florida became part of a national debate. There were fights going on over democracy and fascism. There were parents and school board members arguing on social media and in meetings. Florida Gov. Ron DeSantis (R) wasn’t just passing laws but using them to run for president. To Tania, the pure act of reading was becoming more and more political, and as a result, she had to spend much of her time reviewing the books on her shelves — not to suggest one to a student but to ask herself whether the content was too mature for the teenagers at her school. Then she had moved on to the books in each teacher’s classroom, because as of this year, the state considered those books to be part of the library, too.

All of this took time. The librarian’s job was expanding even as she felt it was shrinking to a series of rote tasks: She would copy a book’s ISBN number into a peer-review database. She would decide whether to mark it with the thumb-size red sticker, provided to her by the district, that read “M” for “mature.” If a book wasn’t listed in a database, she would review it by hand, and then she would start again with the next book. In those hours, the job became a series of keystrokes, and she began to feel more like a censor than a librarian.

It wasn’t just Tania doing this. It was more than 1,400 librarians in all of Florida’s 67 counties, each district interpreting the law in its own way. In the panhandle, Escambia County had instructed its schools to close parts of their libraries entirely until every book on every shelf had been reviewed for sexual content. In Charlotte County, near Fort Myers, schools were told to remove any books with LGBTQ characters from elementary and middle school libraries.

This reign of terror has spread from Florida to other red states. Students can see whatever they want on their cell phones. But what they read must be scrutinized and censored, and librarians must abandon their professional ethics.

Categories DeSantis, Florida, Freedom to Read, Librarians, Libraries, Lies, Literacy, Literature

Peter Greene: The Book Banners Will Never Be Satisfied

By dianeravitch
November 8, 2023 //
7

Peter Greene warns that the people who want to ban books will never be satisfied.

He writes:

At the heart of the raging controversy about reading restrictions, there are books about which reasonable adults can disagree, even books that the most ardent free speecher might not want their younger children to read. This is why one tactic of the reading restriction crowd is to shove the most extreme excerpts and pictures in front of audiences. If you aspire to being a reasonable person in these debates, you probably accept the premise that there are some books that do not belong in the middle school library.

But no matter how reasonable you want to be, you have to remember one thing.

The book banners, reading restrictors, censors, ultra-conservative crowd, whatever you want to call them–the people out in front of this drive– are never going to be satisfied.

Greene reviews the list of books that the censors want to purge in Collier County, Florida. It’s an astonishing list, because it contains books that have been taught for decades without incident. One must wonder how many students are actually reading the books that are considered offensive.

So what books did Collier County find as dangerous as guns and drugs? The list is long, but PEN America is sharing it; here are some highlights.

Some of the usuals are here– Steven King, Ellen Hopkins, Toni Morrison. But Ernest Hemmingway? Three are on the list, including The Sun Also Rises which I taught for years and while, yes, sex is obliquely (really obliquely) an idea in the book, digging out sexual content would be a hopeless quest.

Dune Chronicles? Steve Martin’s novel Shopgirl? One Flew Over The Cuckoo’s Nest? 2001: A Space Odyssey– I mean, seriously, Clarke is one of the most asexual authors in all of SF.

Many Waters??!! The Madeline L’Engle second sequel to Wrinkle in Time is, like the rest of the series, soaked hard in religious ideas, but Many Waters has for sexual content some heavy flirting. Flowers for Algernon, also regularly taught and unsexy. The Once and Future King, T. H. Whites four-book Arthurian doorstop that is the basis for both Disney’s Sword in the Stone and the musical Camelot and, again, not very sexy.

Man in the Iron Mask, the final of Dumas’s three Three Musketeers novels published in the mid-nineteenth century, when no literary characters ever had sex at all. This is one of several items on the list that lead me to suspect that, in the time honored tradition of non-readers, the compilers of the list skipped the book and watched a movie version instead.

And, believe it or not, both Atlas Shrugged and The Fountainhead, the two Ayn Rand cornerstones. Granted, I agree that nobody ever needs to read Atlas Shrugged ever, but if you feel so compelled, go ahead. Both books, other than presenting Rand’s bizarro notions about romance and some very ungraphic depictions of what appears to be angry sex, these are not ban-worthy books. I mean, I deeply dislike them for their blundering prose and teenaged sociopathic egoism promotion, but I wouldn’t ban them.

Do they want students to read anything?

As Greene notes, PEN America made the list of banned books available. It also pointed out that Collier County “responded to growing restrictions from the state by requiring parents to grant permission for their students to access school libraries. District administration also requires parental permission slips to use nicknames for students.”

Categories Censorship, Democracy, Extremism, Fascism, Freedom to Read, Literacy

Paul Thomas: Our Perpetual “Crisis in Education” Is Fueled by Unreliable, Invalid Test Scores

By dianeravitch
November 3, 2023 //
10

Paul Thomas of Furman University is a clear-sighted analyst of education policy. He is fearless when it comes to calling out frauds. This post is a good example.

He writes:

“The administrations in charge,” write Gilles Deleuze in Postscript on the Societies of Control, “never cease announcing supposedly necessary reforms: to reform schools, to reform industries, hospitals, the armed forces, prisons” (p. 4).

Deleuze’s generalization about “supposedly necessary reforms” serves as an important entry point into the perpetual education crisis in the US. Since A Nation at Risk, public education has experienced several cycles of crisis that fuel ever-new and ever-different sets of standards and high-stakes testing.

Even more disturbing is that for at least a century, “the administrations in charge” have shouted that US children cannot read—with the current reading crisis also including the gobsmacking additional crisis that teachers of reading do not know how to teach reading.

The gasoline that is routinely tossed on the perpetual fire of education crisis is test scores—state accountability tests, NAEP, SAT, ACT, etc.

While all that test data itself may or may not be valuable information for both how well students are learning and how to better serve those students through reform, ultimately all that testing has almost nothing to do with either of those goals; in fact, test data in the US are primarily fuel for that perpetual state of crisis.

Here is the most recent example—2023 ACT scores:

I have noted that reactions and overreactions to NAEP in recent years follow a similar set of problems found in reactions/overreactions to the SAT for many decades; the lessons from those reactions include:

  • Lesson: Populations being tested impact data drawn from tests.
  • Lesson: Ranking by test data must account for population differences among students tested.
  • Lesson: Conclusions drawn from test data must acknowledge purpose of test being used (see Gerald Bracey).

The social media and traditional media responses to 2023 ACT data expose a few more concerns about media, public, and political misunderstanding of test data as well as how “the administrations in charge” depend on manipulating test data to insure the perpetual education crisis.

Many people have confronted the distorting ways in which the ACT data are being displayed; certainly the mainstream graph from Axios above suggests “crisis”; however, by simply modifying the X/Y axes, that same data appear at least less dramatic and possibly not even significant if the issues I list above are carefully considered….

This crisis-of-the-day about the ACT parallels the central problem with NAEP, a test that seems designed to mislead and not inform since NAEP’s “Proficient” feeds a false narrative that a majority of students are not on grade level as readers.

The ACT crisis graph being pushed by mainstream media is less a marker of declining educational quality in the US and more further proof that “the administrations in charge” want and need testing data to justify “supposedly necessary reforms,” testing as gas for the perpetual education crisis fire.

Please open the link to read this excellent analysis in full.

Categories Accountability, Corporate Reform, Disruption, Education Industry, Education Reform, Failure, Hoax, Lies, Literacy, NAEP, Standardized Testing

Phonics Is Important. But There Is No “Science of Reading”

By dianeravitch
November 1, 2023 //
48

One of my grandsons sent me an article about the national rush to mandate “the science of reading,” and it caused me to explain briefly (without boring him) the background of the latest panacea.

I didn’t tell him the history of the “reading wars,” which I researched and wrote about in Left Back (2000). I didn’t tell him that reading instruction has swung back and forth between the phonetic method and the “whole word” method since the introduction of public schooling in the first quarter of the 19th century. Horace Mann opposed phonics. But the popular McGuffey readers of that century were phonetic. In 1930, the Dick-and-Jane readers were introduced, and they swept the country. Unlike the McGuffey readers, they featured pictures of children (white and suburban), they used simple words that could be easily recognized, and they were bright and colorful. By the 1950s, Dick and Jane style readers were used in about 80% of American schools. They relied on the whole word method, also know as look-say.

In 1955, this national consensus was disrupted by the publication of Rudolf Flesch’s wildly popular book, Why Johnny Can’t Read, which castigated the look-say method and urged a revival of phonics. The fervor for phonics then is similar to the fervor now.

But the debate about which method was best quickly became politicized. “Bring back phonics” was the battle cry of very conservative groups, who lambasted the whole-word method as the conspiratorial work of liberal elites. Phonics thus was unfairly tarnished as a rightwing cause.

The definitive book about the teaching of reading was written in 1967 by Harvard literacy expert Jeanne Chall: Learning to Read: The Great Debate. Chall wrote about the importance of phonics as part of beginning reading instruction, followed up by wonderful children’s literature. She warned against going to extremes, a warning that has been ignored with every pendulum swing.

The 1980s began the dominance of whole language, which brought back whole-word sight reading and de-emphasized phonics. Textbook companies boasted that their programs were whole language. Literacy conferences were focused on whole language. Phonics was out. Many reading teachers held on their phonics books, even though phonics was out of style.

There is always a crisis in reading, so in the late 1990s, the pendulum began to move again. As it happened, a very influential supporter of phonics held a key position at the National Institutes of Health. Dr. Reid Lyon was director of the NIH’s National Institute of Child Health and Development. His field of expertise was learning disabilities.

From Wikipedia:

From 1992 to 2005, Lyon served as a research neuropsychologist and the chief of the Child Development and Behavior Branch of the NICHD at the National Institutes of Health; in this role he developed and oversaw research programs in cognitive neuroscience, learning and reading development and disorders, behavioral pediatrics, cognitive and affective development, School Readiness, and the Spanish to English Reading Research program. He designed, developed and directed the 44-site NICHD Reading Research Network.

Lyon selected the members of the National Reading Panel. Like him, most were experimental researchers in higher education. Only one—Joanne Yatvin— was experienced as an elementary school teacher and principal. She wrote a “minority view” dissenting from the report, and she worried that the report would be misused.

President George W. Bush signed No Child Left Behind into law on January 8, 2002. This law was the single largest intrusion of the federal government into education in American history. Before NCLB, education was a state responsibility. Since passage of NCLB, the federal government established mandates that schools had to obey.

One of the components of this law was the Reading First program. RF was based on the report of the National Reading Panel, which emphasized the importance of phonemic awareness, phonics, decoding, and fluency.

The Reading First program allocated $6 billion over six years to encourage districts to adopt the “science of reading,” as established by the National Reading panel.

There were two reasons that the program ended.

First, there were financial scandals. Google “Reading First Program Scandals”). The New York Times reported here about conflicts of interest and steering of contracts to favored textbook publishers. “In a searing report that concludes the first in a series of investigations into complaints of political favoritism in the reading initiative, known as Reading First, the report said officials improperly selected the members of review panels that awarded large grants to states, often failing to detect conflicts of interest. The money was used to buy reading textbooks and curriculum for public schools nationwide.”

Second, the final evaluation of the program found that it taught what it aimed to teach but there was no improvement in students’ comprehension.

Here is the summary of the final evaluation:

The findings presented in this report are generally consistent with findings presented in the study’s Interim Report, which found statistically significant impacts on instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension) in grades one and two, and which found no statistically significant impact on reading comprehension as measured by the SAT 10. In addition to data on the instructional and student achievement outcomes reported in the Interim Report, the final report also presents findings based upon information obtained during the study’s third year of data collection: data from a measure of first grade students’ decoding skill, and data from self-reported surveys of educational personnel in study schools.

Analyses of the impact of Reading First on aspects of program implementation, as reported by teachers and reading coaches, revealed that the program had statistically significant impacts on several domains. The information obtained from the Test of Silent Word Reading Fluency indicates that Reading First had a positive and statistically significant impact on first grade students’ decoding skill.

The final report also explored a number of hypotheses to explain the pattern of observed impacts. Analyses that explored the association between the length of implementation of Reading First in the study schools and reading comprehension scores, as well as between the number of years students had been exposed to Reading First instruction and reading comprehension scores were inconclusive. No statistically significant variation across sites in the pattern of impacts was found. Correlational analyses suggest that there is a positive association between time spent on the five essential components of reading instruction promoted by the program and reading comprehension measured by the SAT 10, but these findings appear to be sensitive to model specification and the sample used to estimate the relationship.

The study finds, on average, that after several years of funding the Reading First program, it has a consistent positive effect on reading instruction yet no statistically significant impact on student reading comprehension. Findings based on exploratory analyses do not provide consistent or systematic insight into the pattern of observed impacts.

After the disgrace of the Reading First program, support for phonics dissipated. But in the past few years, journalists (led by Emily Hanford) have trumpeted the idea that the report of the National Reading Panel established the “science of reading.” New York Times columnist Nicholas Kristof wrote about the “Mississippi Miracle,“ claiming that the “science of reading” had lifted fourth grade reading scores, and no new spending was needed in a very poorly resourced state. Kristof did not explain why the SOR did not cause a rise in eighth grade scores in Mississippi, nor did he understand that retaining low-scoring third graders raises the percentage of fourth graders who get high test scores. State after state is now mandating the “science of reading.”

And so the cycle begins again.

Categories Education Reform, History, Literacy, NCLB (No Child Left Behind)

Did Justice Sotomayer Accept a “Bribe” to Speak in Mississippi?

By dianeravitch
August 26, 2023 //
22

This article was written by Margaret McMullan, an author and former professor of creative writing. She lives in Pass Christian, Mississippi. It appeared in the Washington Post. She recalls when she invited Supreme Court Justice Sonia Sotomayer to speak at the Mississippi Book Festival, no expenses paid. It was a long shot.

She wrote:

One rainy day in April 2019, my phone buzzed and the caller ID lit up with “Supreme Court.” I stared at the two words for a moment. Was I in trouble?

Then I remembered.

A few months earlier, I’d sent Supreme Court Justice Sonia Sotomayor a letter inviting her to speak at the Mississippi Book Festival, which runs every August. Our offer was the same as it had been for other authors: a $250 stipend, a ride to and from the airport and a large, appreciative audience. In addition, we would purchase 1,500 copies of Sotomayor’s books to give to students. Could the justice please travel to Jackson, Miss., to talk to kids for two days? In the hottest time of the year?

Sotomayor’s “Turning Pages,” aimed at children ages 4 to 8, had come out in 2018. In her 2013 memoir suitable for young adults, “My Beloved World,” Sotomayor wrote about reading and the importance of education in her life, as well as her challenges with diabetes. I was sure that both books would resonate with Mississippi students. During our call, Le said the offer was interesting; the justice had never been to Mississippi. I outlined the potential impact Sotomayor would have on students, noting our state’s high poverty rate and its problem with childhood diabetes.

Le said she would get back to me.

And she did, with a few more questions — details about flight connections, book-signing and so on. I said we would be happy to upgrade her flight. Nope, the publisher was handling her flight. I said we’d be happy to upgrade her hotel room. Nope, the justice was fine with a Marriott, plus her security detail was familiar with the layout.
So far, so good.

Subsequent emails and phone conversations were similar. No, Le said, the justice did not need us to provide lunch or dinner. No, she could not accept the $250 stipend.

Did Le urge me to buy more books? No. She did ask whether we wanted any of the copies of “My Beloved World” to be in Spanish. In fact, we did, and I hadn’t thought to order them.

When Sotomayor came to Jackson, we had her speaking in the sanctuary at Galloway Memorial United Methodist Church, the church where Eudora Welty once worshiped. Backstage, Sotomayor smiled when she saw my clipboard of questions. She helped me with my tote bag full of books. She then clapped her hands together and said something like, “Okay. Here’s what we’re going to do.”

In addition to our planned onstage interview, she said, she wanted the freedom to go off-script. “They’re children,” I recall her saying. “I want to be sure I get to their questions.”

“Perfect,” I said.

So the justice took a seat in one of the side pews and watched as Dav Pilkey, the author and illustrator of “Captain Underpants,” entertained a delighted audience of about a thousand students, drawing cartoons as he spoke. Then, it was our turn on the stage. I asked my clipboard questions and Sotomayor answered. Afterward, she got up and spoke from the heart, walking up and down the aisles.

In answer to the students’ questions, she told them about growing up in Puerto Rico, eating mangoes off the tree, going away to college for the first time and working in a male-dominated court system.
She talked to these kids. She asked them their names, what they liked in school, what they wanted to do with their lives. She hugged them and posed for pictures with them. After she finished, she signed their books and took more pictures.

“My success came about because I read,” she told them.

The following morning, we did it all over again for another packed sanctuary, with Sotomayor telling even more personal stories about her life and talking about a civics program she and Justice Neil M. Gorsuch work on. She also gave us homework: Go out and make friends with someone who doesn’t look like you.

My only regret is that we ran out of books. I wish we had ordered more.

There very well might be a culture of poor ethical conduct in the Supreme Court, but there is no moral equivalency between justices accepting rides on private jets to vacation with friends who had cases before the court and Sotomayor talking about her books and her life to a crowd of mesmerized young readers.

The standard royalty rate for authors is less than 10 percent of the sales price. I don’t know anything about Sotomayor’s deal with her publishers, but 10 percent would make her cut of the 1,500 books our foundation purchased approximately $2,250 — for which she had to fly to Mississippi and give two presentations. During the hottest month of the year.

Was that a bribe? You be the judge.

Categories Accountability, Ethics, Literacy, Mississippi

Texas: New Law Will Bankrupt Small Bookstores

By dianeravitch
August 5, 2023 //
16

The Texas legislature passed a law in its last session requiring booksellers to rate any books they sell to public schools for its sexual content. And to rate any book they have ever sold in the past to public schools or to teachers.

The law threatens the survival of some 300 independent bookstores across the state. “And by April of next year, every bookseller in the state is tasked with submitting to the Texas Education Agency a list of every book they’ve ever sold to a teacher, librarian or school that qualifies for a sexual rating and is in active use. The stores also are required to issue recalls for any sexually explicit books.”

Small bookstores, like Blue Willow in Houston, may be bankrupted if they are compelled to comply. Blue Willow has two full-time employees and 12 part-time employees. It sells books to 21 school districts. Sales to schools comprises about a fifth of the store’s business.

The law is set to take effect on September 1.

Blue Willow has joined a lawsuit to block the bill. The lawsuit was filed by Austin’s BookPeople, the American Booksellers Association, the Association of American Publishers, the Authors Guild and the Comic Book Legal Defense Fund. “The lawsuit argues booksellers will suffer financial damage if they lose school-related business. Koehler estimates that a fifth of Blue Willow’s business is with schools.”

The legislature doesn’t care about the financial impact on small bookstores like Blue Willow.

Let’s see if the courts do.

Categories Censorship, Freedom to Read, Houston, Librarians, Libraries, Literacy, Teachers, Texas

Nancy Flanagan: Why Do Moms for Liberty Support the “Science of Reading”?

By dianeravitch
July 10, 2023 //
163

Nancy Flanagan, retired teacher in Michigan, wonders why the extremist Moms for Liberty have jumped into the reading wars on the side of the “Science of Reading.” The politicization of reading is not new. Phonics has long been a rightwing cause, unfairly, in my view. Every reading teacher should know how to teach phonics.

What’s new is the idea that only phonics can be considered “the science of reading.” This conceit was hatched by the National Reading Panel in 2000. The new Bush administration was super pro-phonics and inserted a $6 billion phonics program called Reading First into No Chikd Left Behind. After six years, Reading First was abandoned because it was riddled with conflicts of interest and self-dealing, and an extensive evaluation concluded that it didn’t make a difference.

Flanagan is especially interested in reading instruction in middle school.

She begins:

I am fascinated by the increasing politicization—no other word for it—of reading instruction. How to best teach reading has always been contentious in the United States, from the 1950s look-say method featuring Dick and Jane, accused of letting Ivan slip ahead of us in the space race, right up until last week, when Moms for Liberty jumped into the Faux Science of Reading (FSoR) fray.

It’s unclear why Moms for Liberty has aligned itself with the phonics-forward FSoR movement. I get that white parents, accustomed to being first in line for educational goodies, feel threatened when they’re told that other children may be having their needs met first. I know racism is a thread that has run through the entire history of public education in America. I also know that many ordinary citizens feel bewildered and angered by rapidly changing social beliefs and customs around acceptance of the LGBTQ+ community.

A friend of my says you can measure social progress by observing who can be beat up on Saturday night without consequences—Wives and girlfriends? Ethnic minorities? Gentle souls like Matthew Shepherd and Elijah McLain? I hate living in a country where threats align with archaic ideas about who’s in charge of our customs and institutions, including public schools. I hate it, but I understand why it happens.

What I do NOT understand is why a far-right, power-grabbing, deep-pocket-funded group of purported “concerned moms” are choosing to endorse One Right Way to learn the skill of reading.

Surely some of their children learned to read using cuing systems or word walls or balanced literacy. Surely some of their children picked up reading quickly and easily reading stories on grandma’s lap. Surely some of their children had caring and creative teachers who employed multiple strategies to nurture genuine literacy.

Which makes me think that a lot of the enmity around learning to read stems from free-floating hostility toward public education and schoolteachers in general, greatly exacerbated by recent events: a pandemic, a child-care crisis, growing and dangerous inequities, and terrible political leadership that plays to the worst in human nature.

Please open the link and read her account of how impassioned this debate has become and her experience teaching music to students in middle school.

Categories Curriculum, Education Reform, Extremism, Literacy

Nancy Bailey Eviscerates the “Mississippi Miracle”

By dianeravitch
July 2, 2023 //
30

Veteran teacher and blogger Nancy Bailey was stunned by Nicholas Kristof’s column in the New York Times describing Mississippi’s schools as a national model of success. Her reaction: Can children learn to read when they are segregateed and hungry?

Bailey points out that Kristof is praising the work of Jeb Bush, who has pioneered third grade retention and even funded the study that allegedly proves the value of holding back third graders who flunk the reading test. This helps to improve fourth grade scores but multiple other studies assert that it harms those who are held back.

Categories Bush, Jeb, Education Industry, Literacy, NCLB (No Child Left Behind)

Rcharvet: How I Taught My Students to Love Reading

By dianeravitch
July 2, 2023 //
26

Rcharvet, a retired teacher and regular commenter here, explains how the pedagogy of the Commin Core taught his students to dislike reading. They were supposed to read excerpts of books, not a complete book. They were expected to analyze the meaning of words and sentences instead of following the narrative of the story. Mr. Charvet became a subversive. He explains here.

We had to use a program called Study Sync. The kids called it, “Study Stink.” It was a canned computer program that used excerpts from stories. It drove me nuts. A lot of highly-intellectual processing for kids who were “emerging readers.” I had to “study my brains out” to figure out what the “end game” was and then how to explain/teach it to my students. Once “I” got it (not lying took a lot of study time on my part) I could teach it. It was still boring.

We had “Lord of the Flies” but only an excerpt. None of the kids got it. I found several YouTube videos that reviewed and explained the story. Once I did that, one of my students said, “I went home and read the whole book three times! It was one of my favorites.”

When I taught reading, I would read out loud so kids would HEAR the characters voices (yes I did the voices as well). For struggling readers they typically move through a sentence like they are walking on glass. But, we worked together.

One book that we started was “The Pig Man.” It started out slow (geez I was slow) but started liking the book to the point kids were saying, “Can we read The Pig Man and find out what happened?” They felt the words. They connected to the characters. We could ask questions like, “If you were Tommy what would you do in this case? What should the Pig Man do about the broken statue?” Then because I was making a connection to the book and trying to follow the curriculum I was deemed “moving too slow” and the department head said, “Just collect all the books and move on.”

What did I know?

And then the kids had to take Accelerated Reader tests. This told them what type of book they qualified to read by their AR or Lexile number. When they went to the library the librarian would tell them, “Oh, the rocket ship book is not in your Lexile number range, you cannot read about rocket ships.” I grumbled something like, “This is f-ing messed up under my breath.”

Then, I noticed their test scores all went down. I asked them, “I am curious. You were all doing so well and then I noticed that your AR scores dropped (it’s okay) but I am just curious.” They told me the test added a clock-timer that their eyes kept looking at. “We got anxious because we could tell we only had so much time to answer the question.” Some Kids decided to punch any answer just to be done. Wow, that was fun.

And when we went to distant learning, one little girl asked, “Mr. Charvet, can I read this book because it is not my Lexile number.” I told her, “You read any book you want. Just do what I told you: if you don’t understand a word, look it up or put it on your sticky note so you can keep reading. I will help you later. But if you keep stopping, you will lose the flow and that’s no fun.”

The reading was painful to the point, I wanted to skip it. But, I did find some great FREE programs online that the kids loved as long as they didn’t tell anybody — making reading fun, our little secret.

I printed out all the papers because most kids like to have something they can “feel” when they read. The computer reading hurt my eyes; it created headaches for many of my kids.

When I taught art I had a magazine cabinet for collages. I looked up one day and there were a group of middle school boys giggling and having a good time. “Hey you kids! What are you doing back there?” I reminded them there was no reading, just collecting pictures. Then I said, “Nah, what did you find?” “Mr. Charvet, check out this giant spider egg that was buried in the ground. And look at this old boat they found. And look at this…and this… and this. They had so much fun. I said, “You know I come back here to look for pictures, too. Then an hour goes by after I read all these great articles and learned so much. You know, this is the stuff (by knowing) you can win thousands of dollars on a game show!” For crying out loud, they gave away $250K for knowing that Frodo (LOTR) was not a Pokemon. We all laughed, but that kind of reading didn’t count because they could only read books. You know REAL books.

I loved reading everything from matchbook covers and especially on the back of cereal boxes — to the comics that would take me on adventures.

Nowadays, “Yes we know Spiderman saved the day. But what was the tone of his thinking? What do you think he meant by using this word? In sentence three, he used plethora. How can that be applied in other ways?” Man, we were just happy Spiderman got rid of the bad guys. Peace out.

Categories Common Core, Creativity, Curriculum, Education Industry, Failure, Joy, Language, Literacy, Literature, Real Education
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