Archives for category: NCLB (No Child Left Behind)

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

THIS is what Bush/Spellings/Obama/Duncan/Bloomberg/Klein hath wrought. Hardly a surprise, and it’s most likely going on all over the country, including NYC. Just a question of scale and who gets caught. In El Paso’s case, the lack of action by the Texas Education Agency — which actually cleared Superintendent Garcia for lack of evidence (!!!) — was little short of child abuse.

This type of fraud and educational neglect is never going to stop until NCLB, RTTP, and their ilk are abandoned and we let schools go back to being schools rather than testing factories.

Steve Koss

El Paso Schools Confront Scandal of Students Who ‘Disappeared’ at Test Time

By MANNY FERNANDEZ

Published: October 13, 2012

EL PASO — It sounded at first like a familiar story: school administrators, seeking to meet state and federal standards, fraudulently raised students’ scores on crucial exams.
Enlarge This Image

Juan Carlos Llorca/Associated Press

Roger Avalos, a former El Paso student, with his mother, Grisel. He says his principal urged him to drop out and suspects an effort to improve test scores.

Ruben R Ramirez/EL PASO TIMES, via Associated Press

Lorenzo Garcia, the ex-superintendent.
But in the cheating scandal that has shaken the 64,000-student school district in this border city, administrators manipulated more than numbers. They are accused of keeping low-performing students out of classrooms altogether by improperly holding some back, accelerating others and preventing many from showing up for the tests or enrolling in school at all.
It led to a dramatic moment at the federal courthouse this month, when a former schools superintendent, Lorenzo Garcia, was sentenced to prison for his role in orchestrating the testing scandal. But for students and parents, the case did not end there. A federal investigation continues, with the likelihood of more arrests of administrators who helped Mr. Garcia.
Federal prosecutors charged Mr. Garcia, 57, with devising an elaborate program to inflate test scores to improve the performance of struggling schools under the federal No Child Left Behind Act and to allow him to collect annual bonuses for meeting district goals.
The scheme, elements of which were carried out for most of Mr. Garcia’s nearly six-year tenure, centered on a state-mandated test taken by sophomores. Known as the Texas Assessment of Knowledge and Skills, it measures performance in reading, mathematics and other subjects. The scheme’s objective was to keep low-performing students out of the classroom so they would not take the test and drag scores down, according to prosecutors, former principals and school advocates.
Students identified as low-performing were transferred to charter schools, discouraged from enrolling in school or were visited at home by truant officers and told not to go to school on the test day. For some, credits were deleted from transcripts or grades were changed from passing to failing or from failing to passing so they could be reclassified as freshmen or juniors.
Others intentionally held back were allowed to catch up before graduation with “turbo-mesters,” in which students earned a semester’s worth of credit for a few hours of computer work. A former high school principal said in an interview and in court that one student earned two semester credits in three hours on the last day of school. Still other students who transferred to the district from Mexico were automatically put in the ninth grade, even if they had earned credits for the 10th grade, to keep them from taking the test.
“He essentially treated these students as pawns in a scheme to make it look as though he was achieving the thresholds he needed for his bonuses,” said Robert Pitman, the United States attorney for the Western District of Texas, whose office prosecuted Mr. Garcia.
Another former principal, Lionel Rubio, said he knew of six students who had been pushed out of high school and had not pursued an education since. In 2008, Linda Hernandez-Romero’s daughter repeated her freshman year at Bowie High School after administrators told her she was not allowed to return as a sophomore. Ms. Hernandez-Romero said administrators told her that her daughter was not doing well academically and was not likely to perform well on the test.
Ms. Hernandez-Romero protested the decision, but she said her daughter never followed through with her education, never received a diploma or a G.E.D. and now, at age 21, has three children, is jobless and survives on welfare.
“Her decisions have been very negative after this,” her mother said. “She always tells me: ‘Mom, I got kicked out of school because I wasn’t smart. I guess I’m not, Mom, look at me.’ There’s not a way of expressing how bad it feels, because it’s so bad. Seeing one of your children fail and knowing that it was not all her doing is worse.”
The program was known as “the Bowie model,” and Mr. Garcia had boasted of his success in raising test scores, particularly in 2008, when all of the district’s eligible campuses earned a rating of “academically acceptable” or better from the state. But parents and students had another name for what was happening: “los desaparecidos,” or the disappeared.
State education data showed that 381 students were enrolled as freshmen at Bowie in the fall of 2007. The following fall, the sophomore class was 170 students. Dozens of the missing students had “disappeared” through Mr. Garcia’s program, said Eliot Shapleigh, a lawyer and former state senator who began his own investigation into testing misconduct and was credited with bringing the case to light. Mr. Shapleigh said he believed that hundreds of students were affected and that district leaders had failed to do enough to locate and help them.
“Desaparecidos is by far the worst education scandal in the country,” Mr. Shapleigh said. “In Atlanta, the students were helped on tests by teachers. The next day, the students were in class. Here, the students were disappeared right out of the classroom.”
Court documents list six unindicted co-conspirators who assisted Mr. Garcia, but they have not been publicly identified. Parents and educators believe that several of those involved in the scandal continue to work in the system or have taken jobs at nearby districts. The El Paso district, meanwhile, has had trouble maintaining its leadership, with the board of trustees appointing three interim superintendents since Mr. Garcia’s arrest last year.
Mr. Garcia’s program led to an inquiry involving three federal entities: the F.B.I., Mr. Pitman’s office and the Education Department’s inspector general. The state’s education agency penalized the district in August by lowering its accreditation status, assigning a monitor and requiring it to hire outside companies to oversee testing and identify the structural defects that allowed the scheme to go unchecked.
On Wednesday, the newly appointed commissioner of the Texas Education Agency, Michael L. Williams, came to El Paso to speak with parents and administrators, telling them he had the power to take other steps, including installing a new board of trustees.
“I’m outraged by what happened,” Mr. Williams said after the meeting. “We’re going to give the district an opportunity to right the ship. And if that doesn’t happen, then obviously there are several options available to the commissioner of education, and I’ll look very, very carefully at those options.”
Former El Paso educators have criticized state officials and the local board as failing to hold Mr. Garcia accountable. In 2010, the Texas Education Agency issued letters clearing Mr. Garcia of wrongdoing, finding insufficient evide

New Jersey blogger Jersey Jazzman has written a brilliant and funny essay on “America’s Most Invasive Species: The Wonk.”

This is the kind of article that reminds you how serios humor can be.

He noticed that wonks thrive at conferences. At these conferences, panels of wonks deliberate what to do about issues in which they have become experts without actual experience.

Wonks are not to be confused with scholars, who devote themselves to deep study. Nor should they be confused with practitioners.

Their rise to power and prominence may suggest a parallel with hedge fund managers, who have financialized the economy via buying and selling, the manipulation of paper, not by producing anything.

Yesterday I was on an NPR program interviewed by Michel Martin. I followed Arne Duncan, Margaret Spellings, Michelle Rhee, and Alberto Carvalho, the Miami superintendent.

Duncan said that Race to the Top did not require teaching to the test. Spellings praised NCLB.

Carvalho explained why he tried to help schools get better instead of closing them down. He said in several cases, he replaced the principal and made other changes, and the school improved.

Rhee took exception. She said that leaders should not tolerate failing schools. And she used this odd metaphor. She said–and I paraphrase–“if you take 10 shirts to a dry cleaner, and they scorch seven of them, why would you go back to that cleaners?”

So a school is like a dry cleaners, and children are like shirts. Teachers scorch the shirts.

Last month, at the GOP convention, Jeb Bush said that choosing schools was like buying milk. Some people like whole milk, some prefer 2% or 1%, or buttermilk or chocolate milk.

What metaphor will we hear next? The school is like a car-wash where the parents pick up their kids at the end of the line? Who makes up these silly lines? Is it some high-priced PR firm?

Being last, I had to try my best to set the record straight. So much to do, so little time.