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NEA’s Lily on ESEA

By dianeravitch
January 13, 2015 //
26

This is the NEA commentary on Congressional rewriting (reauthorization) of the Elementary and Secondary Education Act (aka NCLB).

NCLB is the name that President George W. Bush gave to ESEA. The federal law is supposed to be revised every seven years. NCLB was passed by Congress in the fall of 2001 and signed into law by President Bush on January 8, 2002. It is years overdue for reauthorization.
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FOR IMMEDIATE RELEASE
January 12, 2015

NEA CALLS FOR MORE EQUAL OPPORTUNITY IN NO CHILD LEFT BEHIND REAUTHORIZATION
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WASHINGTON—The National Education Association, the nation’s largest union with 3 million educators, has been a staunch critic of the failed No Child Left Behind system since its implementation more than 12 years ago. The following statement can be attributed to NEA President Lily Eskelsen García:

“We are pleased the Administration is calling for the reauthorization of the Elementary and Secondary Education Act. We all know that 12 years under a broken No Child Left Behind system has failed students and schools by neglecting to close the achievement and opportunity gaps as promised. Our students, especially those most in need, should not have to wait any longer.

“We are looking forward to working with Republicans, Democrats, the civil rights community, educators and other partners in ensuring that all students have equal educational opportunity—the original focus of ESEA. Our focus is on providing equal opportunity to every child so that they may be prepared for college and career. A child’s chances for success should not depend on living in the right zip code.

“In order to do this, we must reduce the emphasis on standardized tests that have corrupted the quality of the education received by children, especially those in high poverty areas. Parents and educators know that the one-size-fits-all annual federal testing structure has not worked. We support grade span testing to free up time and resources for students, diminish ‘teaching to the test,’ expand extracurricular activities, and allow educators to focus on what is most important: instilling a love of learning in their students. We must give states and districts the flexibility to use assessments they feel are best for identifying achievement gaps, rather than forcing them to live with a one-size-fits-all approach that often ignores high needs children.

“And we should move toward a smarter accountability system that looks at more than just a test score, but focuses on the many factors that are indicative of school and student success, and highlight gaps in equity that must be addressed.”

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Categories Accountability, NCLB (No Child Left Behind), Unions

NCLB Architect Defends NCLB

By dianeravitch
January 13, 2015 //
70

The ever valuable Politico.com published an interview with Sandy Kress, the Texas lawyer who is widely recognized as the architect of No Child Left Behind. NCLB is viewed by many as a failed law that set unrealistic goals (100% proficiency by 2014), administered harsh punishments to schools that could not reach those goals, launched a testing frenzy, benefited consultants and testing corporations, and promoted charters and privatization as a “remedy,” based on no evidence.

In the interview, Kress strongly defends NCLB and takes issue with its critics.

Politico writes:

NCLB ARCHITECT FIRES BACK:

Politicians and pundits from left, right and center have been beating up on No Child Left Behind. And Texas lawyer Sandy Kress has had enough. Kress, a longtime adviser to George W. Bush, was an original architect of NCLB. He stands by the law – and says it’s being blamed for a heap of problems that it did not in any way cause. “It’s sad to see all the brickbats,” Kress told Morning Education. “And worrisome.” Kress argues that the federal testing and accountability provisions were designed to prod district bureaucracies into demanding more qualified teachers, better instruction and top-notch materials. Instead, he said, administrators took the easy way out and bought loads of practice tests and test prep products in a frenzied rush to boost student scores. Kress used to lobby for Pearson, which of course sells many of those tests and test prep products. He doesn’t work for the company now, though, and says he can freely share his view: Yes, there are too many tests (and too many bad tests) – but no, it’s not the fault of NCLB. “Why [states and districts] chose to have tests on top of tests on top of tests” instead of improving instruction “is beyond me,” he said. The testing mania not only spurred the anti-NCLB backlash, but it flat out didn’t work, Kress said: “If you spend all your time weighing your pig, when it comes time to sell the pig, you’re going to find out you haven’t spent enough time feeding the pig.”

– Kress, a longtime Democrat turned political independent, said he’s disappointed in conservatives who want to delete huge chunks of NCLB. Sooner or later, he said, true conservatives will second-guess the impulse to significantly shrink the federal role in education. “Do we want to continue to have the federal government borrow money … and send it to local and state bureaucracies … without any guarantee of efficiency and effectiveness in how it’s spent?” he asked.

– Kress said he also sees huge irony in the marriage between teachers unions and the tea party in opposing federal testing and accountability mandates. The left fought so hard to defeat conservatives in the midterms, he said, and is now “getting in bed” with them to further policy goals. He also predicted that gutting NCLB would end up hurting public education advocates in the long run. Voters, he said, will eventually rebel against sending tax dollars to teachers and schools that aren’t held to account for students’ performance. “If that kind of position is allowed to prevail in the end, it will be extremely negative for public education,” he said.

– Morning Education had one more question for Kress: Did the NCLB authors truly believe that all children would be proficient in reading and math by 2014, as the law required? “For the country in 2001 to have had that aspiration I think was noble and right,” he responded. No one ever expected all schools to actually hit 100 percent proficiency, he said, but the authors thought they would get close just in time for Congress to tinker with the law when it was up for reauthorization in 2007. Kress expected that the scheduled reauthorization would raise standards and then reset the clock for achieving universal proficiency. “It wasn’t that we thought we would be rescued by Congress in 2007,” Kress said, “though… we kind of did.”

Categories NCLB (No Child Left Behind)

Why Did Civil Rights Groups Demand Standardized Testing?

By dianeravitch
January 12, 2015 //
143

Civil rights groups issued a statement expressing their support for annual testing. The statement makes assumptions about the supposed benefits of testing that are surprising. After 13 years of federally mandated annual testing, how could anyone still believe that testing will improve instruction and close achievement gaps? Tests measure achievement gaps, they don’t close them. Standardized tests are normed on a bell curve. A bell curve has a top half and bottom half. It never closes. Standardized tests accurately measure family income. One need only look at the correlation between SAT scores and family income to see how closely the scores are tied to wealth and poverty. For reasons incomprehensible to me, these worthy organizations believe that children have a right to take standardized tests, even though such tests disproportionately benefit the privileged, not children who are poor or children with disabilities or children whose families have been discriminated against because of race or ethnicity. How can one look at the results of Common Core testing in Néw York—where 97% of English learners, 95% of children with disabilities, and more than 80% of black and Hispanic students failed to meet the standard of “proficiency”—and conclude that these children are well-served by standardized testing?

FOR IMMEDIATE RELEASE:
January 11, 2015
Contact: Jeff Miller, 202-466-4281, miller@civilrights.org

Nearly 20 Civil Rights Groups and Education Advocates Release Principles for ESEA Reauthorization:
“The Federal Role Must Be Honored and Maintained”

Washington – Today, nearly 20 civil rights groups and education advocates released shared civil rights principles for the reauthorization of the Elementary and Secondary Education Act (ESEA).

In the principles, the groups highlight the important and historic role the federal government has played during the 50 years since the ESEA was originally passed in promoting educational opportunity and protecting the rights and interests of students disadvantaged by discrimination, poverty, and other conditions that may limit their educational attainment. The groups say that this role must be maintained in any bill to reauthorize the ESEA, along with ensuring that each state adopts college and career-ready state standards, aligned statewide annual assessments, and a state accountability system to improve instruction and learning for students in low-performing schools.

The full text of the principles is below.

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Shared Civil Rights Principles for the Reauthorization of the Elementary and Secondary Education Act

January 2015

The United States has played a historic and critical role in promoting educational opportunity and protecting the rights and interests of students disadvantaged by discrimination, poverty, and other conditions that may limit their educational attainment. For more than five decades, Congress has consistently recognized and acted on the need to promote fair and equal access to public schools for: children of color; children living in poverty; children with disabilities; homeless, foster and migrant children; children in detention; children still learning English; Native children; and girls as well as boys. Much progress has been made, but educational inequality continues to quash dreams, erode our democracy, and hinder economic growth. This federal role must be honored and maintained in a reauthorized Elementary and Secondary Education Act (ESEA), which must ensure the following:

I. Each state adopts college and career-ready state standards and provides:

All students a fair and equal opportunity to meet these standards, including:

Access to early childhood education for economically disadvantaged children and those with disabilities (ages birth to 5 years).

Equal access to qualified and effective teachers and core college-prep courses.

Equal access to technology including hardware, software, and the Internet.
Safe and healthy school climate with inclusionary discipline best practices.
Supports and services needed by English learners and students with disabilities.

Protections for the most vulnerable children, e.g., those in juvenile or criminal justice systems, those in child welfare systems, pregnant/parenting students, and foster, homeless, and migrant youth.

Annual, statewide assessments for all students (in grades 3-8 and at least once in high school) that are aligned with, and measure each student’s progress toward meeting, the state’s college and career-ready standards, and

Are valid and reliable measures of student progress and meet other requirements now in Sec. 1111(b)(3) of Title I.[i]

Provide appropriate accommodations for English learners, who should be exempt only for their first year attending school in the United States.

Provide appropriate accommodations for students with disabilities.

Limit alternate assessments based on alternate achievement standards only to students with the most significant cognitive disabilities, up to 1 percent of all students; terminate assessments based on modified achievement standards; and prohibit the use of Individualized Education Programs (IEPs) to measure academic achievement under ESEA.

Allow, during a transition period, alternatives to computer-based assessment for students in schools that have not yet provided them with sufficient access to, and experience with, the required technology.

II. Federal dollars are targeted to historically underserved students and schools.

Title I is used to provide extra (supplemental) resources needed by high-poverty schools to close achievement gaps and improve student outcomes.

States, districts and schools serving the highest-need student populations receive more funding than others.
Targeted funding is provided to meet the needs of the most vulnerable children including youth in juvenile and criminal justice systems; Native American children; English learners; and foster, homeless, and migrant students.

III. State accountability systems expect and support all students to make enough progress every year so that they graduate from high school ready for college and career.

States set annual district and school targets for grade-level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low-income families), and rate schools and districts on how well they meet the targets.

Effective remedies to improve instruction, learning and school climate (including, e.g., decreases in bullying and harassment, use of exclusionary discipline practices, use of police in schools, and student referrals to law enforcement) for students enrolled are implemented in any school where the school as a whole, or any subgroup of students, has not met the annual achievement and graduation targets or where achievement gaps persist. The remedies must be effective both in improving subgroup achievement and high school graduation rates and in closing achievement gaps.

IV. States and districts ensure that all Title I schools encourage and promote meaningful engagement and input of all parents/guardians –regardless of their participation or influence in school board elections – including those who are not proficient in English, or who have disabilities or limited education/literacy – in their children’s education and in school activities and decision-making. Schools communicate and provide information and data in ways that are accessible to all parents (e.g., written, oral, translated).

V. States and LEAs improve data collection and reporting to parents and the public on student achievement and gap-closing, course-completion, graduation rates, school climate indicators (including decreases in use of exclusionary discipline practices, use of police in schools, and student referrals to law enforcement), opportunity measures (including pre-K and technology), and per-pupil expenditures. Data are disaggregated by categories in Sec. 1111(b)(3)(C)(xiii) of Title I,[ii] and cross-tabulated by gender.

VI. States implement and enforce the law. The Secretary of Education approves plans, ensures state implementation through oversight and enforcement, and takes action when states fail to meet their obligations to close achievement gaps and provide equal educational opportunity for all students.

Submitted by:

The Leadership Conference on Civil and Human Rights

American Association of University Women

American Civil Liberties Union

Children’s Defense Fund

Council of Parent Attorneys and Advocates

Disability Rights Education and Defense Fund

Easter Seals

The Education Trust

League of United Latin American Citizens

Mexican American Legal Defense and Educational Fund

NAACP

NAACP Legal Defense and Educational Fund

National Center for Learning Disabilities

National Council of La Raza

National Urban League

National Women’s Law Center

Partners for Each and Every Child

Southeast Asia Resource Action Center

United Negro College Fund

[i] This section includes requirements to ensure the quality, fairness and usefulness of the statewide assessments. For example, they must assess higher-order thinking skills and understanding; provide for the inclusion of all students (including students with disabilities and English language learners); be consistent with professional and technical standards; objectively measure academic achievement, knowledge and skills; and provide information to parents, teachers, principals, and administrators so that they can address the specific academic needs of students.

[ii] This section requires assessment results “to be disaggregated within each State, local educational agency, and school by gender, by each major racial and ethnic group, by English proficiency status, by migrant status, by students with disabilities as compared to nondisabled students, and by economically disadvantaged students as compared to students who are not economically disadvantaged.”

Contact information: Scott Simpson, The Leadership Conference, 1629 K St NW Ste 1000, Washington, DC 200061639

Categories Common Core, NCLB (No Child Left Behind), Race to the Top, Standardized Testing

Politico: GOP May Ditch Annual Testing Mandate

By dianeravitch
December 31, 2014 //
20

Politico reports that Republicans may scale back the federal mandate for annual testing from grades 3-8. This mandate is the cornerstone of No Child Left Behind’s accountability regime.

Parents and educators are up in arms about the misuse and overuse of testing. NCLB has not achieved any of its lofty and unrealistic goals. Its biggest beneficiaries have been testing companies, who are able to devote more money from their profits to lobby for more testing.

Categories NCLB (No Child Left Behind), Republicans, Standardized Testing

The Ultimate Reform Method, Guaranteed to Produce 100% Proficiency

By dianeravitch
December 31, 2014 //
22

For the past 14 years, policymakers have sought the answer to a complex question: How can we make sure that every single child–regardless of race, gender, disability, poverty, or language–will achieve proficiency on standardized tests?

We tried No Child Left Behind, and that didn’t work. We tried Race to the Top, and that did’t work. We tried the Marzano method and the Danielson rubric, and still we struggle. We tried bonus pay and threats of firing staffs and closing school, and that did not suffice.

But now we know there is a sure-fire method. It comes from Tennessee, and it’s called “the ear-bud method.” Tennessee is a fertile place for reform: not only was it the state where Value-added Modeling was birthed nearly 30 years ago, but it was one of the first states to win a Race to the Top award.

It works for 100% of children. No one fails. It is, in fact, a silver bullet–or a magic earbud.

Merry Christmas!

Categories Education Industry, Education Reform, NCLB (No Child Left Behind), Race to the Top

Join the Twitterstorm Right Now!

By dianeravitch
December 29, 2014 //
1

People across America are speaking truth to power, right now on Twitter, where they are tweeting in opposition to charter takeovers in Tennessee.

The BATs’ twitter storm using the hashtags #WeBelieve2015 and #beliefgap calling out Tennessee Achievement School District superintendent Chris Barbic and his privatization agenda has gotten the attention of The Tennessean Newspaper. They’ve posted an active link to the twitter discussion on their website.

http://www.tennessean.com/story/opinion/columnists/david-plazas/2014/12/29/charter-schools-predatory-tactics-belief-gap/21004037/

Categories Charter Schools, Corporate Reformers, Duncan, Arne, NCLB (No Child Left Behind), Race to the Top, Standardized Testing, Tennessee

Anthony Cody: Why Corporate Reform Fails

By dianeravitch
December 20, 2014 //
25

Anthony Cody <a href=”http://www.livingindialogue.com/pillars-reform-collapsing-reformers-contemplate-defeat that the so-called “reform movement” is collapsing. None of its strategies work.

1. TFA is having recruitment problems. Applications are down 25%. Criticism is coming from ex-corps members who realize they were ill-prepared.

2. Charter schools are no panacea, and many are struggling, even failing.

“But now charter proponents admit they have no secret sauce beyond excluding students who are difficult or expensive to educate. Their plan is to “serve the strivers,” and let the rest flounder in an ever-more-burdened public system. The states where regulations are weakest, like Ohio, have charters that perform worse than the public schools, and even the self-described fan of free-markets, Margaret Raymond, lead researcher at CREDO, recently concluded that using market choice to improve schools has failed. In the state of Washington, where Bill Gates and other reform titans spent millions to pass a law allowing charter schools there, the first charter school to open is struggling to stay afloat, having suffered massive staff turnover in its first year. How ironic that 13 years after the corporate reformers labeled their flagship of reform “No Child Left Behind,” that now their leaders are left defending leaving behind the very children they claimed their project would save.”

3. The new and improved tests the reformers promised are not working well and are creating massive parental resistance.

4. VAM is not working anywhere.

5. Constant disruption may not be such a good strategy after all.

Cody sagely writes:

“It is perhaps a basic truth that it is easier to tear something down than to build something new. This may explain some of the trouble reformers are facing. Our schools are flawed in many ways, and do not deliver the sorts of opportunities we want all children to have access to. Racial and economic segregation, inequitable funding, and the replication of privilege are endemic — though truly addressing these issues will require change that goes far beyond the walls of our classrooms.

“Corporate-sponsored reformers have blamed the very institution of public education for these problems, and have set forth a set of alternatives and strategies to overcome social inequities. Here we are a decade into this project, and the alternative structures are collapsing, one by one.”

Categories Charter Schools, Corporate Reformers, NCLB (No Child Left Behind), Privatization, Race to the Top, Teacher Evaluations

Paul Karrer: Accountability Begins with the Generals, not the Foot Soldiers

By dianeravitch
December 17, 2014 //
25

Paul Karrer, who teaches in California, says it is time for accountability. Taxpayers need it. The public demands it. And they are right!

Unfortunately, the search for accountability is upside-down. True accountability rests with those who design and lead the big systems, not with the front-line workers trying to make muddled ideas work.

“Accountability needs to be placed on the shoulders of those who created the education programs foisted on the education system. It is the programs which ultimately have the greatest impact. It is not just or even hardly ever the soldiers themselves fighting street-to-street, city-to-city, state-to-state, who win or lose wars. It is the plan. The education plans need to be evaluated and field-tested before they are implemented.

“For example — it was the plan to invade Iraq which was faulty and resulted in the war being lost. It was not the poor patriotic, highly motivated, well-equipped, well-trained folks who kicked in doors, ate desert dust for years, and lost life, limb, and mental health.

“And so it is with education. Teachers are the front-liners. They are in the trenches. They are fighting house-to-house, street-to-street, city-to-city.

“But the plan, well, the plan keeps on changing. First it was No Child Left Behind, like the invasion of Iraq, based on false information. In Iraq it was weapons of mass destruction, with NCLB it was fraudulent data manipulation in the bogus inception of its success in Texas. (High graduation rates actually were a product of massive numbers of low performing kids quitting school in ninth and 10th grade. Then the remaining higher-performing kids who stayed were pointed to as successful due to NCLB).

“Then President Barack Obama inflicted his Race To The Top on the foot soldiers in the teaching trenches. The plan: Evaluate teachers according to tests. Reward good ones based on testing. Hammer schools which couldn’t do this. Privatize, charterize, dissect the now-failing schools. Problem is, teachers don’t take the tests, kids with a zillion influences take the tests.

“Currently, teachers are fighting the war with a brand-new shiny plan. It is called Common Core. This plan requires massive computer use, new standards, and of course more testing of teachers, standardization and lots of untested optimistic bravado.”

In wartime, battles are lost by the planners, not the men and women in the trenches following the plan.

If you want to know what’s wrong with No Child left Behind, Race to the Top, and Common Core, do some serious evaluation, not just political preening. When big educational ideas fail, don’t blame the teachers, blame the politicians and honchos who imposed their plans on the schools without full investigation of their feasibility.

Categories Accountability, Common Core, NCLB (No Child Left Behind), Race to the Top

A Review of Joel Klein’s Book, Posted on Gary Rubinstein’s Blog

By dianeravitch
November 22, 2014 //
53

Gary Rubinstein posted a review of Joel Klein’s book by someone who worked in Klein’s Department of Education central offices for many years.

 

I have not read Joel Klein’s book. I have had calls from two reporters asking if what he said about me was true. I asked, what did he say? They said: He claimed that I had turned against “education reform” (e.g., charters, merit pay, school closings, and high-stakes testing) because he refused to give a job to my partner or promote her or fund her program. I answered that I never asked Joel Klein to give a job to my partner; I never asked him to promote her or to fund her program.

 

When Klein arrived in 2002, she was executive director in charge of principal training at the New York City Board of Education. Just about the time Klein started as Chancellor, her program won a competitive federal grant of $3 million as one of the best principal training programs in the nation. My partner had been a teacher for many years, the chairman of social studies at Edward R. Murrow High School, one of the best in the city, and the founder and principal of a small public high school in Manhattan, affiliated with Ted Sizer’s Coalition of Essential Schools and Deborah Meier’s network of small schools.. Chancellor Harold Levy asked her to create a program to help hundreds of new principals. Her program was built around the concepts of collaboration, mutual respect, and mentorship; she recruited some of the city’s best, most experienced principals to exchange regular visits with new principals, and she started a summer institute where the mentor principals taught the new principals whatever they wanted and needed to know. The members of her corps of principal-leaders were called the Distinguished Faculty, and principals were honored to be invited to join the Distinguished Faculty.

 

When Klein arrived, he had a deputy tell Mary he was disbanding her program, appropriating the $3 million federal grant her program had just won, and turning it over to his new Leadership Academy. He selected a businessman from Colorado with no experience in education to direct the Leadership Academy. My partner stayed on at the Leadership Academy for a year; she retired in 2003. It seemed that Klein wanted very few experienced educators in decision-making roles. He preferred young MBAs, businessmen, and management consultants to guide him. He did not respect teachers, principals, or others who had made a career in the school system.

 

Was his treatment of Mary responsible for my change of mind about “education reform”? He flatters himself. I remained on the boards of two conservative think tanks until 2009 (the Thomas B. Fordham Institute and the Koret Task Force at the Hoover Institution). But at the same time, what I observed in New York City affected my views: the heavy emphasis on testing as the measure of all things; the favoritism showed to charter operators; the explosion of no-bid contracts; the contempt expressed towards parents who wanted to save their schools or wanted class size reduction; the gaming of the system by opening small high schools that were allowed to exclude students with disabilities and English language learners, then boasting about their success; the closing of large high schools that Klein turned into dumping grounds for the students excluded from the small schools; the school report cards based mainly on test scores; the endless reorganizations of the entire system; the exodus of highly-respected principals.

 

Yes, Joel Klein did influence my views, but not because of what he did or did not do to my partner. That is his pettiness and vaingloriousness speaking. He made me realize over a period of years that the business model was wrong for education; that experienced educators had more wisdom than his cadre of management consultants, Sir Michael Barber, McKinsey, and 20-something graduates of business schools; that data-driven decision-making can drive the heart and spirit out of education; and that testing is not a tool for equity but a guarantor of inequity when used to rate schools and students and teachers.

 

I had very little contact with Klein while he was chancellor for eight years. I think we met twice. Our meetings were cordial. I never wrote anything personal or petty about him. He did not reciprocate. I don’t recall the precise year, but about 2005, an emissary from the DOE came to my home to warn me that if I did not stop writing critical articles, I would be “outed.” In 2007, I noticed on several occasions a young man from the DOE press office sitting in the audience and taping my lectures. I didn’t realize it at the time, but he was gathering material for a dossier called “Diane Ravitch, Then and Now,” which showed that my views had changed on issues like merit pay. According to a story by Elizabeth Green in the Néw York Sun, the DOE was unable to find a newspaper interested in writing about this revelation. Eventually, a piece appeared in the Néw York Post under the byline of the head of the Néw York City Business Partnership (our version of the Chamber of Commerce), accusing me of being an untrustworthy hypocrite. I promptly responded that I had indeed changed my views after seeing how poorly they worked in reality. By the fall of 2007, I no longer believed that NCLB would achieve its goals; that fall, I wrote an opinion piece in the New York Times called “Get Congress Out of the Classroom.”A month later, I attended a scholarly conference about NCLB in D.C. at the conservative American Enterprise Institute. It was my assignment to summarize a dozen reports from across the nation, all of which said that neither choice nor testing was making a difference. It was already evident to me that NCLB was a failure, and their reports confirmed my awakening. From conversations within those conservative think tanks, I knew that charters were no panacea, and many were failing schools. My change of mind was gradual, not sudden; it was evidence-based, not a fit of pique. Klein’s dictatorial and insensitive style had something to do with it, but not for the reasons he cites.

Categories Charter Schools, Education Reform, NCLB (No Child Left Behind), New York City, Testing

Lloyd Lofthouse: A Brief History of Public Education and Corporate Assault on Them

By dianeravitch
November 19, 2014 //
48

Lloyd Lofthouse, a regular commentator on this blog, has written a succinct history of public education, bullet points that show the good and the bad, as well as the recent efforts by billionaires to destroy public education.

Categories Corporate Reformers, NCLB (No Child Left Behind), Privatization, Race to the Top, U.S. education, Walton Foundation
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