Archives for category: New York

Amid massive parent protests against Common Core testing in grades 3-8, NY Commissioner John King announced the state’s opposition to K-2 testing, which was never mandated.

He said, “”We support the drive to prohibit standardized testing of pre K through 2nd grade students.”

That’s a step forward. Now let’s hope that he takes the next logical step and eliminates the dysfunctional educator evaluation program and throws out the state’s disastrous Common Core tests for grades 3-8. Any testing program that declares 70% of the children of the state to be failures is on its face absurd. If educators are declared “ineffective” when their students fail, then Commissioner King must be held accountable for this massive failure.

But let’s be glad for the end of the indefensible K-2 bubble tests.

The number of suburban districts in New York State dropping out of the state’s Race to the Top program continues to grow, largely because of parent concern about the data-mining of their children’s private records. These districts received relatively small amounts of money in exchange for accepting many mandates.

This article sums up the current situation:

Twenty-eight school districts in the Lower Hudson Valley have dropped out of the Race to the Top program in recent weeks, largely due to state plans to share student records with a privately run database, a survey has found.

Four more districts will consider the move within a week, and several others may do so in time.

The Lower Hudson Council of School Superintendents surveyed 76 districts, including special act districts, in Westchester, Rockland, Putnam and Dutchess counties. Of the 53 districts that responded, more than half have pulled out of Race to the Top since last month — forfeiting mostly small federal grants. Another 10 districts never took part in the program.

“Our concerns have to do with how the state can guarantee thedata will be secure in the future,” said South Orangetown Superintendent Kenneth Mitchell, president of the superintendents group.

The state Board of Regents wants to send about 400 categories of student records, starting with names, to inBloom, a nonprofit group, so that educators can better analyze student needs. But local school officials and parents have expressed grave concerns over how the encrypted data — from disciplinary to health to income records — could be used down the line.

In addition, the following information comes from the Lower Hudson Council of School Superintendents:

Opting out

Districts that dropped out of Race to the Top: Bedford, Brewster, Byram Hills, Carmel, Croton-Harmon, Dobbs Ferry, Eastchester, Elmsford, Garrison, Greenburgh Graham, Hastings, Hendrick Hudson, Hyde Park, Irvington, Lakeland, Mahopac, Mamaroneck, Mount Pleasant, Pearl River, Pelham, Pleasantville, Pocantico Hills, Rye Neck, Somers, South Orangetown, Spackenkill, Tuckahoe and Yorktown.
Districts that never joined RTTT: Ardsley, Blind Brook, Briarcliff Manor, Bronxville, Chappaqua, Edgemont, Harrison, Putnam Valley, Rye City and Scarsdale. 
Source: Lower Hudson Council of School Superintendents

Twenty-eight school districts in the Lower Hudson Valley have dropped out of the Race to the Top program in recent weeks, largely due to state plans to share student records with a privately run database, a survey has found.

Four more districts will consider the move within a week, and several others may do so in time.

The Lower Hudson Council of School Superintendents surveyed 76 districts, including special act districts, in Westchester, Rockland, Putnam and Dutchess counties. Of the 53 districts that responded, more than half have pulled out of Race to the Top since last month — forfeiting mostly small federal grants. Another 10 districts never took part in the program.

“Our concerns have to do with how the state can guarantee the data will be secure in the future,” said South Orangetown Superintendent Kenneth Mitchell, president of the superintendents group.

The state Board of Regents wants to send about 400 categories of student records, starting with names, to inBloom, a nonprofit group, so that educators can better analyze student needs. But local school officials and parents have expressed grave concerns over how the encrypted data — from disciplinary to health to income records — could be used down the line.

“We haven’t gotten real clear answers,” said Hendrick Hudson Superintendent Joseph Hochreiter, whose district opted out Wednesday night. “In the absence of certainty, districts are opting out and losing trust.”

On Wednesday, lawyers representing a dozen New York City parents filed a lawsuit seeking to stop the state from shipping records to the inBloom.

Illinois is the only other state fully committed to inBloom, which is struggling to find support for a national database of student records.

Districts have dropped out of Race to the Top to avoid having to choose a state-sponsored data “portal” that will connect to inBloom’s database. But state officials insist that districts have to contribute much of the same data.

“There is a sense that the student privacy issue has awoken a sleeping giant in parents, even more so than testing,” said Susan Elion Wollin, president of the Bedford school board, which withdrew Wednesday, and president of the Westchester-Putnam School Boards Association. “We all want what’s best for the kids, but people need to hear what the state is doing to accommodate concerns.”

Districts that dropped out of Race to the Top still have to use the Common Core learning standards and tests.

Source: Lower Hudson Council of School Superintendents

 

Fred Smith is an experienced testing expert who now advises a group called “Change the Stakes,” in opposing high-stakes testing. He was invited to testify before a committee of the New York State Senate about the woeful recent history of state testing. The scores went up, up, up until 2010, when the state admitted that the previous dramatic gains were illusory, a consequence of artful adjustments of the “cut score” (passing rate). Then the scores began to rise again, until this past year’s Common Core tests, when the state scores fell deep into the basement, and three quarters of the state’s children were marked as failures.

As Smith quite clearly describes, testing has become a political game that hurts children.

Please read through his testimony, linked at the bottom of the page.

He wrote this to me:

This is my statement to the NYS Senate Education Hearing on October 29th –an umbrella for testimony concerning common core, its assessment and how to protect data privacy from data piracy. It includes data and findings that I have developed since 2006 pertinent to the New York State Testing Program that expose the 2013 core-aligned ELA and math tests analytically, as failed unreliable instruments incapable of serving as a baseline or foundation. It raises issues about the efficacy and ethics of stand-alone field testing procedures which SED and Pearson will continue to follow until they are stopped.
 
It appeared on Senator John Flanagan’s web page: hhtp://www.nysenate.gov/event/2013/oct/29/regents-reform-agenda-assessing-our-progress which gave links to the testimony of other invited speakers and provided a video of the hearing. Here’s mine:
 
http://www.nysenate.gov/files/pdfs/Fred%20Smith.NYSSEN.pdf

Dan Drmacich was principal of Rochester’s School Without Walls. He is now head of that city’s Coalition for Justice in Education. He read an opinion piece in the local paper by Xerox CEO Ursula Burns touting the virtues of the Common Core and decided he needed to respond. He concluded she had no idea what she was talking about.

He argued that her essay demonstrated why corporate executives like Bill Gates, Eli Broad, and Burns should stop telling educators what to do.

One by one, he took apart her flawed claims.

And he concluded by saying:

“To adequately implement any major education change, meaningful practitioner involvement must be a major part of the change process (in this case, teachers, curriculum experts and motivation researchers), along with field-testing and fine-tuning the processes, before it is fully implemented. I am sure Burns would not initiate any organizational change as complex as Common Core at Xerox without first using research-based processes.”

Commissioner of Education John King is conducting a series of hearings around the state on the subject of the Common Core and the testing.

Each meeting has been a disaster.

This evening, a large number of parents and teachers crowded into a high school auditorium on Long Island to speak out against the state’s heavy-handed imposition of the new tests and standards.

The chancellor of the State Board of Regents Merryl Tisch assured the angry crowd that their message was heard.

But Commissioner King made clear there would be no backing down from the state’s commitment to the standards or the testing, despite the protests.

The speakers at Ward Melville did not pull their punches.

From school principals to teachers to parents, they blasted the state for overreliance on testing, hasty implementation of curriculums and resulting stress on educators and students, drawing cheers and applause from the standing-room-only crowd in the auditorium. The event was live-streamed into the cafeteria.

Beth Dimino, a science teacher in the Comsewogue district, called for King’s resignation and cautioned Flanagan that he stands to lose support from parents if he continues to back the current structure.

“We are abusing children here in the State of New York,” Dimino said.

Bill Connors, a member of the Three Village board of education, said while he supports the philosophy of Common Core, “changes must be made.”

“We must slow down so teachers can be properly trained,” Connors said. “There needs to be a pullback on the emphasis of high-stakes testing.”

King, in a brief availability with reporters before the forum began, said, “Now is not the moment for a delay.”

More than 20 school districts in the Lower Hudson Valley region have announced that they are dropping out of New York state’s Race to the Top, due to concerns about student privacy.

“Officials say there is no way to know how the data, which identifies students and includes disciplinary and health records, will be used in the future. They say they are concerned about colleges and employers seeking childhood records, the involvement of private interests like Rupert Murdoch’s News Corp in inBloom, and a state document that outlined plans for various agencies to share information for an individual’s “lifetime.”

“This is a watershed moment,” Pleasantville Superintendent Mary Fox-Alter said. “We are seeing distrust breed among parents.”

The state Education Department has started sending general information to inBloom and is scheduled to begin uploading student information this winter.

More than 20 districts in the Lower Hudson Valley have pulled out of New York’s participation in the federal Race to the Top initiative, hoping that doing so will allow them to withhold certain data. Since the state has said that this strategy will not work, districts are now writing to inBloom directly and requesting that their student records be deleted.

The superintendents drafted a model letter to inBloom asking to withdraw their student data. Their spokesman said that if inBloom refused, they would consider other strategies.

This reader points out that the leaders of New York State so not understand NAEP achievement levels. They are not grade levels. “Proficiency” on NAEP means superior academic performance. Please, someone, explain the levels to them :

“John King and Merryl Tisch continue to mislead the public or demonstrate a total lack of understanding for NAEP scores.

Today, Chancellor Merryl Tisch and Commissioner John King released a joint statement reiterating their belief that our public schools are faltering (http://www.oms.nysed.gov/press/naep-scores-2013.html). New York State Board of Regents Chancellor Merryl H. Tisch said. “I’m encouraged by the progress I’ve seen in classrooms around the state and the hard work educators are doing to help their students succeed. But the NAEP results for New York students confirm what we already know: our students are not where they should be… The NAEP results are consistent with the findings of several other measures of New York students, including the state’s measurement of college and career readiness (35 percent of students are college and career ready).

The problem is that the Chancellor and Commissioner’s definition of “proficient” is not synonymous with NAEP’s. NAEP defines proficient as solid academic performance and competence over challenging subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. They define basic as partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given grade. NAEP’s basic is students achieving appropriate grade level performance. (http://nces.ed.gov/nationsreportcard/achievement.aspx)

Therefore according to NAEP scores 70% of our 4th graders and 76% of our 8th graders are performing at grade level in reading. In math, 82% of our 4th graders and 72% of our 8th graders are performing at grade level. These numbers are much more encouraging than the approximately 35% proficiency levels claimed by the new Common Core State Assessments.

Looking at this data I can draw two conclusions. Either our education officials do not understand what the NAEP scores mean or they are determined to misinform the public. Neither scenario is what I expect of the individuals chosen to lead our public schools. It’s time to stand up, ask questions and let our concerns be heard.

At the recommendation of its superintendent, Dr. William M. Donohue, the board of education of the Byram Hills School District in New York unanimously passed a resolution to withdraw from the state’s Race to the Top. Dr. Donohue demonstrated his willingness to think independently, to express his candid views without fear, and to act in the best interest of the students who are in his care. He deserves to be recognized for his integrity and clear thinking. I am happy to add Dr. William M. Donohue to our list of champions of public education.

Here is Dr. Donohue’s recommendation to his board:

Superintendent’s Recommendation Re: Race To The Top (RTTT)

Board of Education Meeting of November 5, 2013

 

 

Race To The Top has been much in the news lately, and the frustrations with how it is being implemented by the Commissioner, Chancellor, and State Education Department are surfacing from the public, much as they already have with school boards and superintendents. The Commissioner’s last two public meetings reflected general dissatisfaction with his initiatives, as was widely reported in the press. 

At the current time, districts in RTTT are required to select a Data Dashboard, which has brought to light concerns about security, especially with regard to what kind of student information is being stored, by whom, and how it is to be used and released to third parties. I attended a meeting on October 24 with the state’s data experts and RTTT administrators that was demanded by 36 of our region’s superintendents. The state officials could not, or would not, answer most of our questions; asking to get back to us. I found they were surprised by the strong stance of superintendents, who view protecting student data as a primary responsibility, and they were somewhat incredulous that security of data is a concern. When they got back to us, the answers were direct and provided helpful information. They also acknowledged that their answers were edited by SED counsel. The bottom line seems to be that student data will go to InBloom, a private data storage company, regardless of participation in RTTT. However, the next phase of RTTT data collection involves providing even more sensitive information, including student discipline records. This is a major concern, and it is not clear if all districts will be required to participate in that phase. It is clear that either the district or the state can unilaterally authorize the data to be released to third parties for various reasons. State officials have privately acknowledged that contracts already exist with commercial enterprises, including Amazon.com.

 

There are other outstanding issues of concern with RTTT, of course, including: excessive testing of students; the rush to implement Common Core and high stakes Common Core based Regents Exams for high school students; the validity of using test scores for teacher evaluations; the micro-management of districts’ teacher and principal evaluation systems; the exclusion of school boards and superintendents from any planning or input; the apparent commercialization of public education at taxpayer’s expense; and the ever-increasing costs of implementation, including computer based testing for every student. It really should be no surprise that by reducing local control, RTTT threatens to make Byram Hills less able to achieve academic excellence, less able to meet our students’ individual needs, less able to select appropriate programs for our students and community, more costly to operate, and ultimately less attractive to home buyers.

 

Given all of the above, I recommend that the Board vote to “opt-out” of our RTTT agreement with the State. I base my recommendation on my immediate practical concern about the upcoming demands for more sensitive information about student data, and the fact that we will have, at best, limited control over how the data is released, mined, and used by others who have no relationship to our students or the school district. Although it is not clear that opting out of RTTT will actually affect our participation, it will send notice to the state that we, like many others, are not satisfied with their security plan. Beyond practical matters, I think it is appropriate that we opt-out of RTTT because we can no longer, in good conscience, be part of such a misguided and poorly executed plan. The recommendation is not without costs, as we will not be eligible for our final payment of about $3,500 from New York’s share of the Race To The Top federal grant. About half of that amount will be made up by expenses we will forgo by not having to implement the data dashboard. Nevertheless, I think it behooves us to assert that we have no confidence in the way the state is implementing Race To The Top, that we view it as counterproductive to our goal of achieving excellence, and that we can no longer be party to it. Let me add that since the superintendents meeting with the state officials, more than twenty districts in our region have reported that they intend to pull out. At least eight others have already pulled out, or never joined. It seems likely that districts on Long Island will soon follow suit. And so, I think our message will be heard, if only for the strength of numbers and for the threat it poses to the state’s plan to apply for a follow-up grant extending its commitment to RTTT. 

 

 

 

When states won millions in Race to the Top funding, they
found themselves required to spend more than they received from the
federal government. One
careful study
reported that school districts in New York
had to spend almost $11 million, in exchange for $400,000 from the
federal government.

School districts are spending billions to offer and test the Common Core standards, which have until recently been untested. Now that they were tested in Kentucky and New York, we know that the Common Core tests cause a dramatic score decline.

This, Race to the Top offered $4.35 billion to 11 states and DC but will cost the nation tens of billions that might have been spent to build health clinics or support pre-K or the arts.

As it happens, few of RTTT’s costly mandates
have any evidence to support them. So districts are forced to spend
more at the same time they are getting budgets cut–or in the case
of New York–at the same time that the legislature enacted a tax
cap that prevents them from finding. New revenues unless they get a
popular vote of at least 60%. The result: larger classes, program
cuts, less money for everything schools need in order to satisfy
Washington’s evidence-free mandates.

What is a pig in a poke?

This is the Wikipedia definition: “The English colloquialisms such as
turn out to be a pig in a poke or buy a pig in a poke mean that
something is sold or bought without the buyer knowing its true
nature or value, especially when buying without inspecting the item
beforehand. The phrase can also be applied to accepting an idea or
plan without a full understanding of its basis. Similar expressions
exist in other European languages, most of them referring to the
purchase of a cat in a bag. The advice being given is ‘don’t buy a
pig until you have seen it’. This is enshrined in British
commercial law as ‘caveat emptor’ – Latin for ‘let the buyer
beware’. This remains the guiding principle of commerce in many
countries and, in essence, supports the view that if you buy
something you take responsibility to make sure it is what you
intended to buy. A poke is a sack or bag. It has a French origin as
‘poque’ and, like several other French words, its diminutive is
formed by adding ‘ette’ or ‘et’ – hence ‘pocket’ began life with
the meaning ‘small bag’. Poke is still in use in several
English-speaking countries, notably Scotland and the USA, and
describes just the sort of bag that would be useful for carrying a
piglet to market. A pig that’s in a poke might turn out to be no
pig at all. If a merchant tried to cheat by substituting a lower
value animal, the trick could be uncovered by letting the cat out
of the bag. Many other European languages have a version of this
phrase – most of them translating into English as a warning not to
‘buy a cat in a bag’. The advice has stood the test of time and
people have been repeating it in one form or the other for getting
on for five hundred years, maybe longer.”

Peter Goodman, long an insider in New York city and state education policies, here reviews the parlous state of the Common Core and its testing regime in that state.

John King has approached parents with an attitude of inflexibility. He has made it clear that he will sit through hearings if he must, but any changes will be inconsequential.

He will not be dissuaded.

The reformer wagon is losing its wheels. The game plan is falling apart.

The reformer expectation, which was predicted long ago by Jeb Bush, was that the Common Core testing would cause test scores to plummet (as they did).

Then parents would be outraged to discover that their children were getting a bad education, and they would demand charters and vouchers.

But what Jeb didn’t count on was that the charters in New York fared even worse than the public schools.

And what Jeb didn’t count on was that the parents know their children, know their teachers, and know their schools.

They don’t believe their children failed.

They believe the test was designed to fail their children.

They don’t trust John King or the New York State Board of Regents or the New York State Education Department.

They don’t trust the  Common Core or the testing associated with it. They think that both were designed to hurt their children.

They think the testing has become onerous. They know that it does not help their children. They think it hurts their children.

Peter Goodman predicts immense collateral damage as a result of the State Education Department’s arrogance.

Heads will roll. Whose head will roll first?