Archives for category: North Carolina

Rob Schofield of NC PolicyWatch wrote this alarming editorial about a disgraceful effort to silence a critic of Governor McCrory.

North Carolina was once the most progressive state in the South, but in the short time that Governor McCrory has been in office, abetted by a reactionary legislature, North Carolina has adopted some of the most anti-education, anti-social, regressive policies in the nation.

Governor McCrory’s state budget director is Art Pope, one of the richest men in the state, who has his own private foundation, called the Pope-Civitas Institute. Art Pope has a libertarian, anti-government, anti-public sector agenda, which he has helped to implement.

The Pope-Civitas Institute has begun a campaign of intimidation directed at Professor Gene Nichol of the University of North Carolina Law Center.

Schofield writes:

Nichol, of course, is, among many other things, the Director of the UNC Law School’s Center on Poverty, Work and Opportunity and a longtime fiery critic of politicians of both parties, who ignore, abuse or take advantage of the underdogs of society. Together with Rev. William Barber of the state NAACP, Nichol led the 2012 Truth and Hope Tour of Poverty in North Carolina. He’s also been an active participant in Moral Mondays and HK on J movements, a regular opinion page contributor to Raleigh’s News & Observer and a board member of multiple progressive nonprofits – including NC Policy Watch’s parent organization, the North Carolina Justice Center.

The Pope-Civitas Institute recently “filed a public records request to obtain six weeks’ worth of Nichol’s personal email correspondence, phone logs, text messages, and calendar entries. The group won’t say what it thinks it might find with such an absurd fishing expedition, but there can be no doubt as to the actual, ultimate objective…”

In response to this outrageous attempt to intimidate Professor Nichol, hundreds of college and university scholars from 24 North Carolina institutions sent a letter of protest to Governor McCrory and State Budget Director Pope.

Here’s the letter:

To Governor McCrory and State Budget Director Art Pope,

As scholars from institutions of higher education throughout North Carolina and citizens committed to the constitutional right of free speech, we call on you to condemn the Civitas Institute’s demand for six weeks’ worth of personal email correspondence, phone logs, text messages, and calendar entries from Gene Nichol, Boyd Tinsley Distinguished Professor and Director of the Center on Poverty, Work and Opportunity at the UNC School of Law.

This request is clearly in retribution for Professor Nichol’s public commentary critical of your administration. We write to both of you because it is public knowledge that, in the words of the Institute for Southern Studies, “Civitas gets over 90 percent of its funding from the Pope family foundation — so much so that the IRS classifies it as a ‘private foundation,’ a designation reserved for nonprofits that depend on a single benefactor.” Thus, citizens may reasonably infer that a sitting administration is using a private tax-exempt nonprofit organization funded by one of its leading officials to retaliate for criticism of its policies and intimidate future dissent. To our knowledge this action is unprecedented in our state’s political history.

Such an attempt at punishing speech ill befits an organization that purports in its mission statement to advance “liberty” and to “empower citizens to become better civic leaders.” Imagine if a nonprofit institution affiliated with an administration of the other party demanded the email of a conservative faculty critic. The Civitas Institute would be outraged; so would we.

Mr. Pope’s foundations are well aware that Professor Nichol is one of many North Carolina scholars who have begun publicly expressing concern about the direction of state policy since your administration took office. We believe the purpose of this action is not simply to retaliate against Professor Nichol but also to discourage future dissent from faculty in higher education. Such abuse of power to suppress critics should be condemned by all people of good will.

Scholars are citizens. Like all Americans, we have the right of free speech, freedom of assembly, and indeed the positive obligation to participate in public life “to form a more perfect Union.” Sometimes, our research expertise also bears directly on policy matters. To support smart policy and draw attention to misconceived or destructive policy is part of our responsibility as trained researchers and writers in a democratic nation.

We, the undersigned, from 61 departments and 24 institutions of higher education, call you to speak out publicly on this matter and to meet with a small delegation of faculty concerned about the future of free speech for employees of our public institutions.

Sincerely,

To see the names of the signatories and their institutions, open the link.

2013 was a horrible year for teachers and public schools in North Carolina.

The legislature and the governor passed bill after bill intended to demoralize teachers, defund public schools, and expand the transfer of public funds to privately managed schools, private schools, and religious schools.

Here, Lindsay Wagner of NC Policy Watch describes the nine actions that were intended to crush public school teachers and privatize public education.

The movement to snuff out public education begins by funneling public dollars to private schools, home schools, and charter schools, none of which are accountable for their spending or actions.

Then it starts the dismantling of the teaching profession by turning teachers into temps, removing any due process rights.

Into the mix, increase the amount and importance of standardized testing.

And meanwhile, cut the budgets of public schools and higher education.

It’s time to quote Garrison Keillor again. I may have to quote him once a week.

“When you wage war on the public schools, you’re attacking the mortar that holds the community together. You’re not a conservative, you’re a vandal.”

― Garrison Keillor, “Homegrown Democrat: A Few Plain Thoughts from the Heart of America”

Conservatives don’t destroy their community’s public schools. Conservatives don’t blow up traditional and beloved institutions.

Conservatives don’t place the free market above human values.

In North Carolina, the cultural vandals control the state.

Lindsay Wagner of NC Policy Watch reports that North Carolina law may permit home schools to qualify for public funding.

Nonpublic schools in North Carolina will have little or no supervision over their standards or academic performance.

Wagner writes:

“The school voucher program is intended for use at private schools only. But thanks to weak laws and a lack of capacity to ensure compliance, anyone who opens a school in their home may be able to get public money—and face little in the way of accountability.

“No academic standards required in NC voucher program

“Families in North Carolina will be able to participate in the Opportunity Scholarships program beginning with the 2014-15 academic school year.

“The new school voucher system that the General Assembly passed into law last July will provide low-income students currently enrolled in public schools with up to $4,200 annually to use at state-recognized private schools (the list of endorsed schools is viewable here).

“Lawmakers pushed for school vouchers, arguing that North Carolina’s public schools are failing its low-income and minority students and that families should have the choice—at the expense of taxpayers— to send their students to private schools as an alternative. The voucher program will siphon $10 million dollars away from the public school system in its first year, and is expected to expand in the future.

“School voucher programs have been on the rise since Milwaukee implemented them in 1990, with 13 states and the District of Columbia implementing their own voucher programs since that time.

“Private schools that receive school vouchers are typically subject to few regulatory requirements and are free to create their own standards. While some private schools hold themselves to high quality standards for their teachers and curricula, they are often not legally required to do so.

“Milwaukee has become known for rampant fraud and abuse of its voucher program —and its poor educational outcomes. The founder and principal of Milwaukee’s Mandella School of Science and Math used taxpayer funds to purchase his own Mercedes, and a recent study concluded that Milwaukee students participating in the voucher program performed significantly worse in both reading and math than students in the Milwaukee public school system.

“North Carolina law requires nothing in the way of academic standards, curricula or accountability measures for its non-public schools.”

– See more at: http://www.ncpolicywatch.com/2013/12/12/taxpayer-funds-may-be-funneled-to-home-schools-through-school-vouchers/#sthash.uiR3M0rJ.dpuf

Teachers in North Carolina are leaving their schools at a significantly higher rate this year.

The governor and legislature have targeted teachers for punitive measures, and they are succeeding in making teaching a less desirable career path.

Lindsay Wagner of NC Policy Watch reports:

“In 2008-09, only 35.55 percent of teachers who had tenure, also known as “career status,” left their jobs. That percentage has steadily risen and last year nearly half (49.35%) of all of those who left their positions were tenured teachers.

Mooresville Graded School District Superintendent Dr. Mark Edwards said it’s important to consider the fact that the state will see large numbers of baby boomers retiring during the next five years or so.

“We need to recruit people to stay,” said Edwards to his colleagues at this month’s State Board of Education meeting in Raleigh.

North Carolina ranks 46th in the nation in teacher pay. It takes 15 years for a teacher to make about $40,000 a year.

Last summer, state lawmakers decided to stop funding the North Carolina Teaching Fellows program, which awards scholarships to North Carolina high school students to pursue teaching degrees in state. Graduates then must teach for four years in North Carolina. More than 75 percent of Teaching Fellows teach in the state beyond five years, and many stay on for their entire careers.

Lawmakers took some of the money designated for the Teaching Fellows program and put it toward expanding the state’s presence of Teach For America (TFA), a national program designed to place graduates without degrees in education in teaching posts that are in low-performing schools.”

You can see where this is going.

As the state pushes out experienced teachers and eliminates its Teaching Fellows program, it clears the way to hire more inexperienced TFA, who pledge to stay for only two years. Call it turmoil by design.

Eric Guckian, the governor’s senior education advisor, is a TFA alumnus.

– See more at: http://www.ncpolicywatch.com/2013/12/05/teacher-turnover-in-north-carolina-significantly-higher-than-previous-year/#sthash.xL5z2KML.dpuf

The Board of Education in New Hanover County, North Carolina, passed a resolution opposing the state legislature’s plan to offer bonuses to 25% of teachers in exchange for their abandoning their due process rights. The board–in Wilmington, North Carolina–is Republican dominated. When the resolution passed, the audience at the board meeting–many of whom were teachers, wearing red–burst into applause.

The local Star-News Online reported that the board:

“…..unanimously passed a resolution against the N.C. General Assembly’s mandate requiring 25 percent of teachers in each district to receive a bonus and an early move to a four-year contract instead of tenure. The decision received loud applause from the dozens of red-clad teachers in the audience.

“The General Assembly voted during this year’s session to eliminate teacher tenure, moving teachers instead to one-, two- or four-year contracts. That will be put fully in place by the 2017-18 school year. But districts can select the top 25 percent of their teachers and offer them a $500 annual bonus to move off tenure this year. The legislature set aside $10 million statewide to pay those bonuses.

“Adopting the resolution was a largely symbolic move, Markley said, since the legislature reconvenes for its short session in May and selected teachers must choose whether to accept the bonus by the end of June. But board members said they still felt strongly about stating their displeasure with the plan.

“Give us wiggle room,” said board member Lisa Estep. “Give us the ability to be innovative.”

“Chairman Don Hayes said he hoped the board’s decision would motivate other boards to take a similar stand.”

Here is the Board’s resolution:

RESOLUTION BEFORE THE
NEW HANOVER COUNTY BOARD OF EDUCATION REGARDING CHANGES TO TEACHER EMPLOYMENT LAW

December 3rd, 2013

WHEREAS, the Appropriations Act of 2013 (SL 2013 36, SB 402, Sec. 9.6), includes legislation that requires school boards to offer four-year contracts and bonuses to 25 percent of its teachers (“25 percent contract”); and

WHEREAS, school districts are finding it difficult to select a method of determining who qualifies for the four-year contract offer; and

WHEREAS, school boards value their teachers and believe them to be deserving of adequate and equitable compensation; and

WHEREAS, teachers have received only a 1.12 percent state salary increase once out of the past five years, resulting in a greater need by school districts to increase recruitment and retention of teachers; and

WHEREAS, the Appropriations Act of 2013 cut funding for classroom teachers, teacher assistants, textbooks, instructional materials, and limited English proficiency, while continuing the elimination of funding for mentor pay and professional development.

NOW, THEREFORE, BE IT RESOLVED, that the New Hanover County Board of Education requests that the General Assembly allow it to retain its prorated share of the $10 Million Dollars allocated for the 25 percent contract to be used for alternative pay or compensation for additional duties such as mentoring or leadership roles; and

NOW, THEREFORE, BE IT RESOLVED FURTHER that the New Hanover County Board of Education urges the North Carolina General Assembly to repeal the 25 percent contract and develop a more effective long-term compensation plan for teachers tied to career paths with input from the education and business community.

NEW HANOVER COUNTY BOARD OF EDUCATION
By:_____________________________________ DONALD HAYES, Chairman

A North Carolina Appeals Court turned down K12, the publicly traded corporation that operates virtual charters.

It wanted to open a virtual charter in the state, but the State Board of Education did not act on its request, so it was denied.

K12 sued, and for now, has lost.

When the Legislature goes back into session, we will see whether the rejection sticks.

K12 has a history of astute lobbying and strategic political contributions.

K12 gets very poor marks from researchers and poor results, but that never stands in the way of its expansion.

Besides, the expansion of online charters is a priority for ALEC.

Helen F. Ladd is a distinguished professor of public policy and economics at Duke University.

In this article, which appeared in the News-Observer in North Carolina, Ladd explains why the schools need experienced teachers, not just a steady supply of novices who serve for two or three years, then leave.

She writes:

In an effort to keep educational costs in check, America’s cash-strapped states, local school districts and charter schools are hiring less-costly novice teachers. Some of the new hires are energetic college graduates supplied for two-year stints by programs such as Teach for America.

In the late 1980s, most of the nation’s teachers had considerable experience – only 17 percent had taught for five or fewer years. By 2008, however, about 28 percent had less than five years of experience. The proportions of novices in the classroom are particularly high in schools in underprivileged areas. Some observers applaud the rapid “greening” of the teaching force because they think that experienced teachers are not needed. But this view is short-sighted. Although a constant flow of new recruits is healthy, research shows that teacher experience matters in important ways:

Experienced teachers, on average, are more effective at raising student achievement. In research I have done with colleagues in North Carolina, experienced teachers greatly boost student achievement in elementary, middle and high schools alike. This pattern holds even after we adjust for the fact that experienced teachers are more likely to work in schools with more advantaged students.

She and her colleagues recently completed a study of teacher effectiveness in North Carolina among math teachers, and they found that:

…math teachers become increasingly effective at raising student test scores through about 15 years, at which point they are about twice as effective as novices with two years of experience. The productivity gains are less dramatic for middle school English teachers but follow the same trajectory.

Experienced teachers also strengthen education in numerous ways beyond improving test scores. Our research suggests that as North Carolina middle school teachers gain experience, they become increasingly adept at producing other important results, such as reducing student absences and encouraging students to read for recreational purposes outside of the classroom. More experienced teachers often mentor young teachers and help create and maintain a strong school community.

Also, as other research has shown, constant teacher turnover is disruptive for schools and harmful to students, especially in disadvantaged schools. All too often, inexperienced teachers are initially assigned to disadvantaged schools, where the challenges of maintaining order and effectively instructing students are very high.

TFA teachers may do a good job, but by year three, more than 80% are gone, and the schools must bear the cost of recruiting, training, and mentoring another crop of novice teachers. This constant churn of staff is not good for the school community.
The challenge for public schools is to retain and support teachers as they gain experience and grow more effective. For that, they need adequate salaries and good working conditions.

 

 

NC Policy Watch reports that Myrtle Grove Christian School will not admit students who are gay or who come from gay families. The school is now eligible to receive public funding under North Carolina’s new voucher program.

Chris Gable is a beloved teacher of language arts and social studies in Asheville, North Carolina. People consider him not just a good teacher, but a great one. And he is leaving North Carolina.

Teachers’ salaries have sunk so low that Gable can’t afford to stay in North Carolina.

Yet Gable, whose low salary qualifies his family for Medicaid and food assistance, finds himself on a path toward financial ruin, in spite of his education and hard work.

“I feel guilty,” said Gable, who is quitting his job on November 26 and leaving his beloved Asheville for a more promising financial future teaching in Columbus, Ohio. There, he figures he’ll make close to $30,000 more than his current salary, which is $38,000 for ten years’ experience and a master’s degree.

“I’ve gotten a lot of feedback from parents and peers about the fact that I am leaving. I want to continue to serve this community, but the state legislature has made it impossible,” Gable said.”

North Carolina doesn’t want great teachers. The legislature would be happy to have constant turnover, which keeps down costs.

“From the start of his teaching career, Gable says he was totally overwhelmed with the amount of work he was asked to do. For the first couple of years he regularly put in 12- to 14-hour days, leaving him emotionally and even physically burnt out. One night he landed in the emergency room with a bronchial infection that wouldn’t go away.

Gable’s teaching friends in Pennsylvania and Ohio are shocked to learn the things he and his colleagues are asked to do. Each week, Gable serves as a bookkeeper, counselor, gym teacher, lunchroom supervisor, and in other roles in addition to his primary duties that involve teaching and grading papers.

“We’re asked to do a lot of things wouldn’t have to do, I think, if we had union representation,” said Gable.

This is a sad story. It gives you the distinct impression that North Carolina policymakers want to drive away their best teachers.

– See more at: http://www.ncpolicywatch.com/2013/11/14/outstanding-teacher-reluctantly-leaving-north-carolina/#sthash.f0Akq18W.dpuf

As expected, test scores in North Carolina fell dramatically after release of Common Core data for the state.

“Only 32 percent of students in grades 3-8 were proficient in reading and mathematics in 2012-13 — that’s almost a 27 percent drop from 2011-12, when 58.9 percent of students were proficient. The overall composite proficiency score for all state tests is 44.7 percent, down from 77.9 percent in 2011-12, a 33 percent drop.”

In this country, we used to have a belief that children should be encouraged, given the sense that they can succeed. Now we adopt untested standards written by non-educators, whose only certain result is to mark children as failures.

Is this a plan to demoralize and dishearten and shame an entire generation of children?

– See more at: http://pulse.ncpolicywatch.org/2013/11/07/student-test-scores-drop-significantly-due-to-adoption-of-more-rigorous-standards/#sthash.Lw37kXn9.dpuf