Archives for category: NCLB (No Child Left Behind)

It’s not easy being U.S. Secretary of Education these days.

Back in the old days, before No Child Left Behind, the Secretary was basically a cheerleader with a bully pulpit. He or she ran a Department that oversaw many programs but had relatively little money and no authority to change what Congress authorized.

All that changed with NCLB. Suddenly, Congress declared that it was the judge of “adequate yearly progress.” It legislated the expectations for all schools. Now the federal government was in charge of crucial decisions about issues that used to belong to states and localities.

But as 2014 grew nearer and no state in the nation was on target to get to 100% proficiency–how could the schools have failed to meet their mandated deadline–Secretary Duncan issued waivers to states that agreed to do what he said.

Secretary Duncan, of course, knows how to reform schools. He did it in Chicago, remember, which is now a national exemplar of reform. It has been saved repeatedly, not only by Arne Duncan, but by Paul Vallas. Now it is going to be saved again by Barbara Byrd-Bennett and Rahm Emanuel.

Once Secretary Duncan issued waivers from NCLB, he was in a scary role. He is now dictating the terms of school reform for the entire nation! Don’t think this is easy. Not only is it a tough full-time job, but he is the first Secretary ever to struggle with this mighty burden.

Undaunted, he is now supervising a Race to the Top for districts, so he can run them too. They too will take the bait (re, the money) and fall into line.

Arne Duncan has the job of redesigning America’s education system. It’s one he has willingly assumed. Now he has four more years to make sure that every child in America is frequently tested, preferably beginning at age 3; that a vast federal data warehouse is built with relevant information about the test scores of every child and teacher; that privately managed charters take control of most urban school districts (using New Orleans as their model); and that every teacher knows how to raise test scores every year.

What a vision. What a burden. Arne Duncan can do it.

Recently, school officials in El Paso were investigated and found guilty of pushing certain students out of school to prevent them from taking the state tests. The purpose was to boost the district’s scores and make it appear to be doing better than it was. Some children were literally excluded from school and never finished. The superintendent was convicted and sentenced to jail. This was disgraceful, and it was an indictment of the officials’ personal ethics, but also an indictment of the absurd high-stakes testing regime foisted on the nation by No Child Left Behind and Race to the Top. School officials in some district will do literally anything to get their scores up, even though it hurts children. This is wrong. And the system which it incentivizes this behavior is also wrong.

This blogger has a different take on the El Paso incident. He tends to view it as an example of “opting out” of testing. He longs for the day that “No Child Shows Up.”

Of course, if the superintendent in El Paso had told all children to stay home on testing day, he would now be a national hero to angry parents and educators. Instead, he is a convicted criminal because he did not have the best interests of children in mind. He told only the low-performing students to stay home or to drop out of school. He was not acting in their interest. He was acting from self-interest, trying to inflate the scores of his district.

Someday, all educators will have the courage to stop doing things that they know are educational malpractice.

Valerie Strauss has a good post by Michael Pons about vouchers in Chile. The main effect seems to have widened the divide between rich and poor.

One correction I would offer to Pons. The testing and accountability framework for federal policy (No Child Left Behind and Race to the Top)  is no better than the voucher approach (Romney). In fact, the testing and accountability framework sets the stage for vouchers by the following scenario:

1) set an impossible goal of 100% proficiency or every child must raise his/her scores every year to the extent that the computer predicts

2) grade every school A-F based on test scores

3) convince the public that American education is failing because it can’t meet unreasonable targets

4) privatize the schools that are graded C, D or F

This is actually a process, not a choice of one policy or the other.

Choosing between NCLB/RTTT or vouchers is like choosing whether you prefer to be hung or shot.

The testing regime is part of the privatization plan.

A reader responded to an earlier post about Florida’s decision to set different academic goals for children of different races:

“As a Florida teacher since 1997, I have watched our state board enact bone-headed policies that make no sense, but of all of them, the race-based variable learning goals has to be most useless and inane, not to mention anti-education and unworkable. There are so many questions about the way these standards will be applied I wonder how they expect school districts to carry them out. If a child is mixed race, are they allowed to self-identify or must they submit to a DNA test or bring independent verification like a copy of their family’s Census report? What if the parents refuse to choose a race? If a child belongs to several categories, which takes priority or will school districts be able to categorize the student in a way that is most favorable to the district? E.g. where would a poor, disabled, Spanish-speaking Asian belong? Many Hispanic identify themselves as white or black. Could their category be subdivided to reflect their individual identity? The disabled category could include a wide range of classifications from blind and deaf to autism to learning disabled. Would all of these be classified in the same way? The only saving grace I find in the whole plan is the admission that NCLB’s goal of 100% of students reading and doing math on grade level by 2014 is impossible. Is it fair with so much riding on student performance and teachers being graded on how well their students progress to grade a school with a high number of Asian and white students more harshly than a school with a large number of black, Hispanics and disabled?”

I am assuming Thomas Friedman knows a lot about foreign affairs, which is what he mostly writes about. He certainly knows very little about America’s public schools. I wonder when was the last time he stepped into a school or talked to a real teacher. My guess: it has been many years. Maybe he went to a public school.

His article in Sunday’s New York Times demonstrates that he is not only out of touch, but woefully misinformed. Everything he knows about Race to the Top he learned not by any research or school visits or investigative reporting, but by talking to Arne Duncan.

Guess what? Arne Duncan thinks Race to the Top is a huge success. He says so. It must be so. It will make the entire population college-ready. Everyone will go to college, get a good job, poverty will end, and we will outcompete every other nation in the world.

If you believe that, I have a bridge I’d like to sell you. It’s not too far from where I live, and it is regularly sold to the gullible.

Of course, Friedman also really admires No Child Left Behind too, even though it wasn’t perfect. and he sees the close connection between NCLB and RTTT. Where do you begin with a man who opines but knows so little?

Please, someone, bombard Mr. Thomas Friedman with the nearly 400 letters from parents, teachers, administrators, and students about the massive disaster called Race to the Top.

Ask him where we are racing. Ask him who will get to the top. Ask him why we ditched equality of educational opportunity.

Florida, in its wisdom or lack thereof, has adopted different standards for different racial groups.

Quite frankly, this is abhorrent.

Every child is a child, period.

We should look at each one as an individual, not as a racial representative.

This is NCLB thinking squared, cubed, and absurdist.

It is racist, it is insulting. It should stop. Now.

I received an email from Stephen Earley, an elementary school principal in Vermont. He reminds us that the state of Vermont decided not to request an NCLB waiver. It wasn’t because Vermont likes NCLB but because the state education commissioner realized that Arne Duncan’s mandates are no better than those in NCLB.

Because the state of Vermont rejected the waiver and showed independence and critical thinking, Vermont is the first state to join our honor roll.

The honor roll is the place we recognize individuals, school boards, PTAs, districts and now a state because they support public education.

Here is Stephen Earley’s comment:

The state of Vermont withdrew its NCLB waiver request because the state refused to compromise its beliefs about what is best for children. This statement came from the Commissioner’s office at the time:

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“However as the Vermont Department of Education has continued to negotiate for the flexibility that was promised since we started in August, it has become clear that the USED is interested in simply replacing one punitive, prescriptive model of accountability with another.

The term “flexibility” is a misnomer. Two of the more heavy handed methods the USED is still insisting on are using a single test to determine accountability, and using that test to represent a majority of a teacher’s evaluation.

We cannot continue to expend energy requesting a detailed accountability system that looks less and less like what we want for Vermont. We do not have confidence that the requirements we are being asked to meet is the formula for success. We want to move forward towards a system that is better for our schools, our educators, and most importantly, our students.”

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The state consistently has some of the best scores on the NAEP exam, but over 70% of its schools are not meeting AYP standards now, in part because they never lowered the cutoff on the test as other states have. With such a high percentage of schools not making AYP, it might have made sense to some to jump through all of the Feds’ hoops and proceed with the waiver process. But the state board of education saw what was being demanded, and saw how harmful it would be, and ultimately (and unanimously) said no.

In addition, the state’s high-stakes test is given during the first week of October, which means that test prep and cramming are kept to a minimum, and what is emphasized is actual knowledge that can be retained over the summer.

Commenting on an earlier post, a teacher pointed out that students in his/her district in a low-performing school are allowed to transfer (thanks to No Child Left Behind) to a higher-performing school.

In my district, parents have the right to transfer their child to a “higher performing” school in the district if their local school is “lower performing”. Because my local school is in one of the more affluent areas of town, it usually scores a C, which is one of the higher grades in town. Because it scores higher, parents do transfer their kids, which means it has the largest class sizes in the district. I’d sooner send my kids to a “lower performing” school with smaller class sizes.

Now the higher-performing school is overcrowded and has larger classes. In time, it may well become a low-performing school. But by then, the low-performing school (thanks to Race to the Top) will be closed.

How crazy is that? What happens then? Will everyone go to charter schools? And when they are low-performing, where do they go then? Oh, yes, to those very low-performing cyber charters. In the midst of all this turmoil and upheaval, will anyone get an education? Education. Remember?

James Meredith bravely integrated the University of Mississippi fifty years ago. It is hard to imagine now, but at the time it took nerves of steel and a willingness to die. Mississippi was the most racist state in the nation (others were close contenders), and black people put their life at risk by speaking too boldly. Meredith put his life on the line to enroll in the university.

He has published a memoir. I have not read it yet, so I am not reviewing it here. Next time the Wall Street hedge fund managers or Condoleeza Rice or Mitt Romney or Joel Klein say they are leading the “civil rights movement of our time,” think about this man who was willing to give his life to integrate the most segregated state in the nation.

This is a press release about the book:

CIVIL RIGHTS HERO BLASTS OBAMA AND ROMNEY FOR DESTROYING AMERICAN EDUCATION

On the Eve of 50th Anniversary of his Historic Desegregation of the University of Mississippi on September 30, James Meredith Urges Citizens to “Storm the Schools”

September 21, 2012: Civil rights giant James Meredith, author of the provocative, just-released book A MISSION FROM GOD: A MEMOIR AND CHALLENGE FOR AMERICA (Simon & Schuster), charged today that both President Obama and Governor Romney are contributing to the destruction of American K-through-8 public education by proposing failed or unproven policies, supporting the continued waste of billions of dollars of taxpayer funds on education, and neglecting America’s children, especially the poor.

“There is no real difference between the two candidates and parties when it comes to the most critical domestic issue of our age, public education,” Meredith says. “Both Obama and Romney are in favor of multi-billion-dollar boondoggles and money-grabs that have little or no evidence of widespread benefit to K-through-8 children or the community at large, like over-reliance on high-stakes standardised testing; over-reliance on charter schools and cyber-charters; and the funding and installation of staggering amounts of unproven computer products in schools.”

According to Meredith, “Education is much too important to be left to politicians. They have failed. They came up with No Child Left Behind and Race to the Top, both of which are largely failures. It is time for parents, families and teachers to take back control, and to step up to their responsibilities to take charge of education.”

His solution? “Storm the schools,” says Meredith, echoing the challenge he issues in his book A MISSION FROM GOD, which has been compared by one reviewer to a work by Dostoyevsky and hailed by Publishers Weekly as “lively and compelling.” He says, “I call on every American citizen to commit right now to help children in the public schools in their community, especially those schools with disadvantaged students.” He also suggests that citizens flood the schools with offers to volunteer to read to young children, and flood every school board and political meeting to demand that politicians and bureaucrats justify, with concrete evidence, every proposal made and every dollar being spent on public education, line by line.

While Meredith does not endorse either Barack Obama or Mitt Romney, and does not endorse most individual education policy proposals, he is announcing a 4-point Manifesto to Rescue American Education, that calls for America to:

• Suspend billions of dollars of public spending on unproven high-stakes standardized testing and unproven computer products in schools, and redirect those and other necessary funds to;
• Support sharply boosting teacher quality, qualifications and pay, especially in the poorest neighborhoods,
• Expand early childhood education and community schools, especially in the poorest neighborhoods, and,
• Strengthen the back-to-basics fundamentals of K-8 education, including play-based learning for youngest students; add or restore history, civics, the arts, music and physical education to the core subjects of math, science and English; and provide proper nutrition, medical and social support services for poor children through the schools.

“The outrageous, unjust public shaming and scapegoating of teachers by politicians and self-appointed pundits must end, our problems are mostly not their fault,” says Meredith. “Teachers should be respected, revered, compensated, empowered, loved and supported to give our children the education they desperately need. And that will only happen when we, as a people, take back control of our schools.”

About James Meredith: Meredith’s one-man crusade to desegregate the University of Mississippi at Oxford exactly 50 years ago, on September 30, 1962, is considered one of the great turning points and triumphs of the civil rights era, and led the Reverend Martin Luther King, Jr. to place Meredith at the top of his own list of heroes in his Letter From a Birmingham Jail. In 1966, Meredith was shot while leading a “March Against Fear,” a campaign that helped open the floodgates of voter registration in the South.

Written with award-winning author William Doyle, A MISSION FROM GOD: A MEMOIR AND CHALLENGE FOR AMERICA is published to commemorate the 50th Anniversary of the “Battle of Oxford” and reveals the inside story of James Meredith’s epic American journey and his challenge for Americans to save their education system.

Alexander Russo has written an interesting paper on how TFA has managed to have unusual influence inside the Beltway.

If you wonder why members of Congress seem determined to support unpopular and ineffective programs like No Child Left Behind and Race to the  Top, read this.

Interesting that the two TFA state commissioners (John White in Louisiana and Kevin Huffman of Tennessee) work for two of the nation’s most reactionary governors