Archives for category: Parents

A parent in Mountain View, California, describes the disaster of the district’s digital math curriculum.

He writes:

“I live in Silicon Valley, which operates on the assumption that there’s no problem that technology can’t solve. It suffuses our culture here, and sometimes we pay the price for this technocratic utopianism. Case in point: Right now, I’m sending my kid to a public school in Mountain View, CA–the home of Google–where the administrators have upended the entire sixth grade math program. Last August, they abolished the traditional math program–you know, where students get to sit in a classroom and learn from a trained and qualified math teacher. And instead the administrators asked students to learn math mainly from a computer program called Teach to One. Run by a venture called New Classrooms, Teach to One promises to let each student engage in “personalized learning,” where a computer program gauges each student’s knowledge of math, then continually customizes the math education that students receive. It all sounds like a great concept. Bill Gates has supposedly called it the “Future of Math Education.” But the rub is this: Teach to One doesn’t seem ready for the present. And our kids are paying the price.

“A new article featured in our local paper, The Mountain View Voice, outlines well the problems that students and parents have experienced with the Teach to One program. I would encourage any parent or educator interested in the pitfalls of these “innovative” math programs to give the article a good look.

“If you read the article, here’s what you will learn. The Mountain View school district apparently budgeted $521,000 to implement and operate this new-fangled math program in two local schools (Graham and Crittenden Middle Schools). Had they adequately beta tested the program beforehand, the school district might have discovered that Teach to One teaches math–we have observed–in a disjointed, non-linear and often erratic fashion that leaves many students baffled and disenchanted with math. The program contains errors in the math it teaches. Parents end up having to teach kids math at home and make up for the program’s deficiencies. And all the while, the math teachers get essentially relegated to “managing the [Teach to One] program rather than to providing direct instruction” themselves.

“By October, many parents started to register individual complaints with the school district. By December, 180 parents signed a letter meticulously outlining the many problems they found with the Teach to One program. (You can read that letter here.) When the school later conducted a survey on Teach to One (review it here), 61% of the parents “said they do not believe the program matches the needs of their children,” and test scores show that this crop of sixth graders has mastered math concepts less well than last year’s. (Note: there was a big decrease in the number of kids who say they love math, and conversely a 413% increase in the number of kids who say they hate math.) Given the mediocre evaluation, the parents have asked for one simple thing–the option to let their kids learn math in a traditional setting for the remainder of the year, until it can be demonstrated that Teach to One can deliver better results. (Teach to One would ideally continue as a smaller pilot, where the kinks would get worked out.) So far the school district, headed by Ayindé Rudolph, has continued to champion the Teach to One program in finely-spun bureaucratic letters that effectively disregard parental concerns and actual data points. But the schools have now agreed to let students spend 5o% of their time learning math with Teach to One, and the other 50% learning math from a qualified teacher. Why the impractical half measure? I can only speculate.”

Read the article got links and stuff I did not post.

The district dropped the program, half-a-million dollars wasted.

Politico reports that the offices of Republican Senators are overwhelmed with letters, emails, and faxes opposing Betsy DeVos, according to Politico. She is the most controversial and unpopular cabinet choice of Trump, and Senators have been overwhelmed by negative comments. Most of them have gone into hiding. Their phone lines are jammed or off the hook.

The reasons for the avalanche of opposition:

1. She is unqualified, having no experience as a parent, student, teacher, or local board member in a public school, which 85% of American students attend 10% in private schools and 5% in privately owned charter schools).

2. She is a lobbyist for privatization of public schools.

3. As she demonstrated in her Senate hearings, she is ignorant of federal law and policy.

4. She is hostile to public schools.

5. If appointed, she will transfer federal funds from public schools to non-public schools.

6. She uses her vast fortune to buy votes of Republican senators.

Parents care about their children and their schools and communities. They object to a Secretary of Education who doesn’t care about their public schools and will hurt their children and their communities while prattling about “great schools.” Indeeed, they may even be aware of the damage DeVos has already done to the public schools of Michigan.

If no Republican breaks ranks, voters must remember in November: 2018, 2020, and 2022. Actions have consequences.

Why in the world does the GOP stand fast behind a nominee who is so clearly uninformed? Could it be the millions she and her family have given them? As DeVos once said, we do expect something in return for our money. Payback day arrived and she is getting what she paid for.

Trump has nominated many people who were unfitted to the mission of their Department, like Dr. Carson for HUD, Scott Pruitt for EPA. But DeVos! Our public schools are at risk.

It is not the grizzly bears that are alarmed by DeVos. It’s the Mama Bears. They protect their cubs.

Lindsay Wagner has been covering education issues in North Carolina for several years. Now that the state has vouchers, politicians say that parents will surely make the right choices. But since voucher schools are exempt from providing the same information as public schools, how can parents make informed choices? 

The citizens of Massachusetts spoke loudly and clearly on November 8 when they overwhelmingly rejected Question 2. They don’t want more charter schools. They want strong and well-resourced public schools.

 

But the state of Massachusetts and the Boston school superintendent Tommy Chang have decided to close Mattahunt Elementary School despite the pleas of the parents and the local community. 

 

The state Education Commissioner Mitchell Chester has threatened to take over the school, although state takeovers have seldom been successful at improving schools. Boston superintendent Chang says that the only way to save the school is to close it. Read that sentence over two or three times and see if it makes any sense to you. It reminds me of the saying during the Vietnam War that “we had to destroy the village in order to save it.” This is insane.

 

Test scores are low. Kids are poor. Why not come up with a strategy to improve the school? Chang, who worked for John Deasy’s in Los Angeles, seems to have no idea how to help the school other than to close it. Neither does Mitchell Chester.

 

Citizens for Public Schools writes:

 

Does Boston have to close a school to save its children from suffering harm at the hands of the state?

 

That startling question was the focus of nearly four hours of passionate debate last week, pitting 100 parents and other supporters of the Mattahunt School against Superintendent Tommy Chang.

 

In the end, the School Committee voted to close the school at the end of June to head off state takeover, even after parents said they were willing to take the risk and would join with the School Committee in fighting for their school.

 

The Mattahunt students are 95 percent Black and Latino, and over 25 percent English language learners. Many come from Haiti and have already experienced trauma and instability. School Department officials said 17 of the students came to the Mattahunt from other schools that the department closed.

 

“You would never do this in a white community,” said Peggy Wiesenberg, a white parent who came to support the Mattahunt parents…

 

All sides agreed that state intervention would be a tragedy for the children. Speakers said the state takeover of the Dever and Holland schools had hurt the children in those schools, using terms like “disaster.”

 

Have public officials in charge of education in Massachusetts lost their minds? Why would they close a school to avoid a state takeover that everyone agrees would be a disaster? Would they do this in a white neighborhood? Why are they treating these children like they are inanimate objects? Like they don’t matter? Like their well-being is unimportant? They are not doing this for the kids. Why are they doing it? What is the point? This is not education reform. This is community destruction and child abuse.

 

Where is the accountability for Mitchell Chester and Tommy Chang? They are guilty of educational malpractice. They should be held accountable.

 

 

NYSAPE (New York State Allies for Public Education) is the coalition of 50 organizations of parents and educators who have twice led successful opt outs from state testing, with more than 200,000 students refusing the tests for the past two years. They have become a powerhouse in state politics, not with money, but with people power.

NYSAPE issued the following statement:

For Immediate Release: November 17, 2016
More Information Contact:
Lisa Rudley (917) 414-9190; nys.allies@gmail.com
NYS Allies for Public Education (NYSAPE)

The Good, the Bad, and the Ugly – What Does It Mean for NYS Public Education and Our Country?

Considering last week’s historic election and ensuing reports of bullying, harassment, and intimidation, NYSAPE reaffirms its commitment to public schools where all children feel safe, no matter their race, gender, religion, sexual orientation, nationality, socio-economic status, disability, or immigration status. We remain committed to child-centered and equitable public education for all students and maintain that children thrive best in inclusive communities and schools where they feel that they and their families are not only safe, but valued and respected. This vision for inclusive and equitable public schools requires that each of us call out intolerance and injustice and stand with those most affected by the various forms of oppression.

The clear losers in this year’s election were the children. Both presidential candidates failed to make education a focus of their campaigns. As we learn more about the new administration’s agenda for public education, plans to invest heavily in voucher programs and expand charter schools will further defund public schools and lead to further segregation and inequitable educational opportunities. In New York State, private money won out as Republicans heavily backed by the charter industry swept many races. Harmful education laws enacted as part of Governor Cuomo’s Education Transformation Act remain in effect and the threat of digital, “personalized learning”, computerized testing and the ever-increasing amount of personal data being collected loom large.

New York’s historic opt out movement is a clear example of how ordinary citizens can organize and push back against a system which harms children. Now, more than ever, we must continue to push back against harmful education policies and remain vigilant as ESSA, the federal education law that replaced No Child Left Behind, continues to be formalized. We must also stand in solidarity against all policies and laws that undermine basic human dignity and diminish us all.

Jamaal Bowman, Bronx principal and parent said, “To fulfill the ideals of our democracy, we need an inclusive, holistic, and vibrant public school system. Privatization is an act of segregation and continues America’s ugly legacy of separate and unequal. I call on New York State to be a leader in whole mind, whole child, whole community education reform that is human centered, and to greatly reduce our reliance on computer-based pedagogy. Innovation is about nurturing the genius of ALL children by placing great teachers in every school and implementing a dynamic curriculum.”

“The entrenched Republican Senators from Long Island were sent a very clear message. Senate Democrat Todd Kaminsky beat charter reformer backed Chris McGrath by a comfortable margin, while other long held Senate seats that were bought and paid for by corporate reformers won out only by slim margins against virtual unknown Democrats who campaigned through grassroots coalitions with parents, educators, and community members. Two more Senate seats are still too close to call as recounts are being conducted. Parents fighting for public education are all that stand between democracy and those who seek to profit off the backs of our children,” said Jeanette Deutermann, Founder of Long Island Opt Out, NYSAPE and Long Island public school parent.

Eileen Graham, Rochester City public school parent and founder of Black Student Leadership said, “It is extremely important we focus on enhancing student learning in effective ways, not inaccurately judging them through useless exams. As a parent, I’m angry that our “leaders” continue to make decisions that negatively impact our schools and districts. It is an injustice that Rochester is labeled as one of lowest performing districts in New York State based on a flawed testing system; because there are many parents, teachers, staff and community partners working diligently to educate and empower students. I believe the only way we will show our true success is to opt-out!”

“Multi-racial coalitions, made up of unions, elected school boards, and parent groups beat back privatization efforts in the states of Massachusetts and Georgia, proving that big money doesn’t always win. At the same time, the campaign to pack courts with pro-charter judges in the state Washington lost. We will need to replicate these grassroots efforts throughout the country to keep our public schools safe and secure from the hostile takeover by the Trump administration, Wall St. and Ed-tech interests. At the same time, we must work together to ensure that our public schools provide all children with a real opportunity to learn,” said Leonie Haimson, Executive Director of Class Size Matters.

Marla Kilfoyle, BATs Executive Director, Long Island Educator and public school parent, “As an educator and mother the only options I have is to dig in and continue the fight for public education and social justice. Our children are relying on us and watching what we do.”

Bianca Tanis, Ulster County parent and public school teacher said, “The role of educators and public schools is more important than ever. We will double down on our efforts to create safe and inclusive learning spaces for our students and their families while continuing the fight for equitable and child-centered public education. Until the state and our nation gets it right, this fight is here to stay.”

We will continue to encourage and empower community members to advocate for their children, by opting out of the state tests and focusing on the local level as the expansion of standardized computer learning and testing threatens the whole-child education our children deserve. Parents need to ask their school districts why money and resources are being spent on computerized learning and testing and what research these practices are based in.

​ NYSAPE is a grassroots coalition with over 50 parent and educator groups across the state.

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– See more at: http://www.nysape.org/nysape-post-election.html#sthash.F4MpWWgD.dpuf

EduShyster (aka Jennifer Berkshire, a resident of Massachusetts) explains here how a coalition of parents, teachers, students, and civil rights activists defeated Question 2.

Question 2 was a measure on the ballot to expand the number of charter schools in the state by 12 every year, indefinitely. Opponents of the measure said it would drain money from the existing public schools, which enroll 96% of the children in the state. Advocates said it would not. Advocates claimed that they were fighting for opportunity for poor kids to escape failing public schools. Opponents didn’t buy it.

Support for Question 2 came mostly from out-of-state people of great wealth. These people, such as the Waltons and Michael Bloomberg, put up at least $26 million to advocate for more charters. I thought the charter advocates had put up $22 million, but Jonathan Pelto reported yesterday that they had actually spent $26 million. The opposition raised about $12 million, mostly from teachers’ unions and individual small contributions by teachers and parents.

For a billionaire to drop $2 million into a ballot issue in Massachusetts or anywhere else would be akin to one of us sending a dollar to the March of Dimes. They won’t miss it. At some point, however, if they keep losing, they might get bored and find a different hobby.

The election was a battle royal over the future of public education in Massachusetts, and large numbers of people mobilized to save their public schools. Support among black voters was the same as among white voters.

Question 2 was defeated by a vote of 62% to 38%. It was a knock-out punch for the billionaires and the many financiers whose names were hidden from public view because of arcane campaign finance laws that enable “dark money” to be spent without identifying its source.

Berkshire writes:

I could give you a long list of reasons why Question 2 went down in flames. It was a complicated policy question that should never have made it onto the ballot. Yes on 2, despite outspending the ‘no’ camp 2-1 couldn’t find a message that worked, and was never able to counter the single argument that most resonated with voters against charter schools: they take money away from public schools and the kids who attend them. #NoOn2 also tapped into genuinely viral energy. The coalition extended well beyond the teachers unions that funded it, growing to include members of all kinds of unions, as well as social justice and civil rights groups, who fanned out across the state every weekend. By election day, the sprawling network of mostly volunteer canvassers had made contact with more than 1.5 million voters.

Question 2 had not only unprecedented funding, it had the support of the Governor and the state’s Secretary of Education, James Peyser, who is a longtime advocate for charters and a member of the board of Families for Excellent Schools, the same organization that bundled money in New York and elsewhere to push for charters.

Berkshire writes that when people who had no particular interest in charters or public schools began to see who was behind Question 2, she realized that Question 2 was in big trouble:

Do you know why hating on the Yankees is such a popular pastime in Massachusetts? Because they’re regarded as rich, entitled assholes from New York. Which is why the decision to rely so heavily on well, rich, entitled assholes from New York to fund the Yes on 2 campaign puzzles one so. By the final tally before the election, Families for Excellent Schools, reduced to serving as a conduit for the offerings of rich Wall Street-ers, had gifted more than $17 million to the cause. Former Mayor Michael Bloomberg, meanwhile, kicked in an additional $250,000 on top of the $240,000 he contributed back in August. To average voters, unfamiliar with the reform trope of the billionaire changemaker, the outsized role being played by rich New Yorkers was utterly incomprehensible. It’s not enough to field the richest baseball team money can buy, now they want our schools too?

The Yes on 2 team insisted that the public schools would not lose any money if there were more charters, but school committees called out their lie:

By October it was clear that the Question 2 ship was beginning to list. The original claim, debuted in a massive ad buy during the Olympics, that expanding charter schools would actually increase funding for public education, had failed to resonate with voters, and so it was off to the next argument. It turned out that charter schools didn’t *drain* or *siphon* money away from district schools as team #NoOn2 kept insisting—and here was a press release about a study to prove it. But once again, Question 2’s proponents, including editorial page editors at the Boston Globe, which ran a prominent *no draining, no siphoning* editorial, ran into the buzzsaw of a whole bunch of people all over the state who actually knew stuff.

Those school committees, which just would not stop passing resolutions against the ballot question, could tell you exactly how much money their city or town was spending on charter schools. The Mayor of Northampton, which is about as far from Boston as you can get, pointed out that his town spends more to send kids to the specialized charter schools favored by affluent parents—a subspecies never mentioned during the campaign—than on an entire elementary school. Meanwhile, cities that are already home to the largest number of charters and would be most affected by the passage of Question 2, began tallying how much charters were already costing them. Lowell, for example, has seen a drastic spike in its charter school bill and now spends more than $16 million on a parallel school system, money that’s being diverted away from *extras,* like paving the roads in Mill City. The charter waitlist in Lowell, by the way, is dwarfed by the number of kids waiting to get into district schools.

The privatization movement lost in both Massachusetts and Georgia, where Governor Deal wanted to change the state constitution to allow the state to take over low-performing schools and give them to charter organizations. The lesson is that it is cheaper and easier to make campaign contributions to elect pro-charter candidates to state boards and state legislatures than to take a risk on a popular vote. In the case of Georgia, Governor Deal could not eliminate local control without changing the state constitution. And the voters said no, by a vote of 60-40.

Read the article. The defeat of Question 2 proves that big money can be beaten when citizens are informed, organized, and prepared to defend their public schools against privatization.

Reader Denis Ian wrote the following comment in relation to the ongoing strife about Common Core standards and testing:

Every new school year renews the resistance to the Common Core reform. And parents new to this experience find themselves slathered in information and fear. Once upon a time we were the tenderfoot class … now we should act as sweet sages.

Every day brings another avalanche of studies, statistics, findings, and stuff. More babble. More white noise. More jargon. More junk-speak. All on purpose.

The strategy is simple. Complicate the reform issue with fleshy gibberish and endless jabberwocky. Scare ordinary folks. Make the issues seem too, too deep and too, too heavy for folks busy enough with all that parenthood demands.

The greatest fear of the reform mob is parents.

Parents own infinite passion when it comes to their children. And if lots and lots of parents glue themselves together, well, this reform morphs into mighty. That’s not the sort of muscle educrats, politicians, and local board members want to confront. Remember that … they fear you.

And parents new to this resistance should remember this.

Don’t be seduced by every morsel of information that gets dressed in glitter-words. Don’t be intimidated by edu-blather or fat-words.

Stay simple and stay on the issues that matter: Resist federal control. Protect childhood. Refuse the testing trap. Reclaim your schools.

Remember: No children, no reform. Your cooperation is your trump-card. If you don’t play, the game ends.

A caveat to the old-timers in this resistance.

Embrace newcomers as you were once embraced. Soothe new and nervous parents with warm reassurances that they have saddled-up with a child-centric confederacy of warriors who protect children … theirs included. And then tutor them slowly … and warn them of nonsense-overload.

The reformists are deceivers. Their strategy is to dazzle us with nonsense-junk. To unbalance us and to blur the simple truths.

They want our schools. They want our children. They want to politicize and profitize education … and have you foot the bill … and have your children pay the price. No way.

Avoid the information over-load … and listen to your heart. That drum in your chest always speaks the truth. Follow that beat.

Denis Ian

You will enjoy reading about Leonie Haimson’s busy and productive day. Leonie is a fighter for smaller class size, better funding for schools, and student privacy. She is founder of Class Size Matters and Student Privacy Matters. She is tireless (and unpaid). She is the most frightening antagonist for education reformers because they can’t understand people who are motivated by principle, not profit.

She started the day at the Harvard Club, outside the doors, protesting with other activists against the billionaires and dark money behind Question 2 in Massachusetts. Inside, Massachusetts Governor Charlie Baker had come to talk to the conservative Manhattan Institute about his efforts to lift the charter cap, thus expanding privatization of public education.

That afternoon, she learned that she and other allies had come a judicial decision to open the meetings of School Leadership Teams to the public.

She wrote:

“The Appellate court heard arguments from both sides on January 21, 2016 — and took nearly a year to rule. But finally, in another slam-dunk, unanimous decision, they reaffirmed the lower Court ruling that SLT’s are public bodies in state governance law, and thus their meetings must be open to the public. Much thanks goes to Michael Thomas, Tish James and the attorneys from NY Lawyers for Public Interest and Advocates for Justice who represented the Public Advocate and Class Size Matters in court.”

Leonie is on many boards, including the Network for Public Education and New York State Allies for Public Education, which organized the successful statewide parent opt out. She is already a hero of this blog. She is the right person to take on the billionaires. They can’t buy her or beat her.

Go, Leonie, go!

What is competency-based education? Twenty or thirty years ago, it referred to skill-based education, and critics complained that CBE downgraded the importance of knowledge.

Today CBE has a different meaning. It refers to teaching and assessment that is conducted online, where students’ learning is continuously monitored, measured, and analyzed. CBE is invariably susceptible to data-mining of children, gathering Personally Identifiable Information (PII) that can be aggregated and used without the knowledge or permission of parents.

The first time that I heard of CBE (although it was not called that) was in a meeting in August 2015 with The State Commissioner of Education in New York, MaryEllen Elia, after her first month in office. I organized a discussion between Commissioner Elia and several board members of NYSAPE (New York State Allies for Public Education), the group that created New York State’s massive opt out that year (and again this year). It was a candid e change, and at one point, Commissioner Elia said that the annual tests would eventually be phased out and replaced by embedded assessment. When asked to explain, she said that students would do their school work online, and they would be continuously assessed. The computer could tell teachers what the students were able to do, minute by minute.

This kind of intensive surveillance and monitoring is very alarming. Once teaching and testing goes online, how can parents say no?

A group of bloggers wrote posts last week to express their concern and outrage about the stealth implementation of CBE. The lead post warns that opting out of annual tests is not enough to stop the digitized steamroller. It’s title is: “Stop! Don’t Opt Out. Read This First.” The author argues that parents are being deceived.

The blogger warns:

Schools in every state are buzzing this year with talk of “personalized” learning and 21st century assessments for kids as young as kindergarten. The Every Student Succeeds Act (ESSA) and its innovative pilot programs are already changing the ways schools instruct and assess, in ways that are clearly harmful to our kids. Ed-tech companies, chambers of commerce, ALEC, neoliberal foundations, telecommunications companies, and the government are working diligently to turn our public schools into lean, efficient laboratories of data-driven, digital learning.

He or she recounts the ways the technocracy responds to parents’ concerns and fears. The new way, they will say, is “personalized learning.” Don’t worry. We know what is best. When the parent objects that the test results come back too late to inform instruction, the technocrat says, “embedded instruction provides real-time feedback. No problem.” Parent asks, what about the stress? Technocrat: “Children won’t even know they are being tested.”

The blogger doesn’t actually say to parents, “Don’t opt out.”

Quite the contrary:

“Opt out families nationwide are encountering these same arguments, as though a pre-set trap is being sprung. Great. So opting out of end-of-year testing isn’t the silver bullet we hoped it would be. Now what?

Now that we know the whole story, go ahead and opt out of the end of the year tests. No child should suffer through them. But we have to expand our definition of opting out, to protect our children from data mining and stop the shift to embedded assessments and digital curriculum.

In addition to opting out of end-of-year testing, there are other important steps we need to take to safeguard our children’s access to human teachers and to protect their data, their vision, and their emotional health. There is no set playbook, but here are some ideas to get us started.

1. Opt your child out of Google Apps for Education (GAFE).

2. If your school offers a device for home use, decline to sign the waiver for it and/or pay the fee.

3. Does your child’s assigned email address include a unique identifier, like their student ID number? If yes, request a guest log in so that their data cannot be aggregated.

4. Refuse biometric monitoring devices (e.g. fit bits).

5. Refuse to allow your child’s behavioral, or social-emotional data to be entered into third-party applications. (e.g. Class Dojo)

6. Refuse in-class social networking programs (e.g. EdModo).

7. Set a screen time maximum per day/per week for your child.

8. Opt young children out of in school screen time altogether and request paper and pencil assignments and reading from print books (not ebooks).

9. Begin educating parents about the difference between “personalized” learning modules that rely on mining PII (personally-identifiable information) to function properly and technology that empowers children to create and share their own content.

10. Insist that school budgets prioritize human instruction and that hybrid/blended learning not be used as a back door way to increase class size or push online classes.

Parents, teachers, school administrators, and students must begin to look critically at the technology investments we are making in schools. We have to start advocating for responsible tools that empower our children to be creators (and I don’t mean of data), NOT consumers of pre-packaged, corporate content or online games. We must prioritize HUMAN instruction and learning in relationship to one another. We need more face time and less screen time.

Every time a parent acts to protect their child from these harmful policies, it throws a wrench into the gears of this machine. The steamroller of education reform doesn’t stand a chance against an empowered, educated army of parents, teachers and students. Use your power to refuse. Stand together, stand firm, be loud, and grab a friend. Cumulatively our actions will bring down this beast!”

This just in from the parent advocacy group, Parents Across America:

Contact: Laura Bowman, PAA-Roanoke Valley: 540-819-6385
Julie Woestehoff, PAA interim executive director: 773-715-3989

Our Children @ Risk

Parents raise alarm about EdTech’s harmful effects on children’s
academic, intellectual, emotional, physical and social development

Echoing the 1983 “Nation at Risk” report, Parents Across America (PAA)
today declares, “If an unfriendly foreign power had attempted to impose
on America the takeover of public education by digital technology that
threatens our children’s health and well-being, captures their private
data, and undermines the best elements of their education, we might
well view it as an act of war.”

PAA has spent extensive time looking into recent writing and research
that raise red flags about the impact of the EdTech explosion on our
children. This high-pressure movement has brought a mishmash of digital
devices and online and other pre-packaged programs into our schools,
where they are promoted as “personalized,” “competency-based,”
“student-centered,” or “self-directed” learning, terms which we refer
to together as EdTech.

Today, PAA released a position paper and a series of reports, including
a 35-page background paper, detailing some of the many threats to
children’s health and well-being, parental control, family privacy, and
the quality of teaching and learning by this latest effort of corporate
reformers to profit from our children’s education and undermine
democratic public schooling.

PAA’s executive director, Julie Woestehoff, explains, “What we have
found out about the EdTech push alarms us, and should alarm any parent.
First of all, there is actually very little research addressing the
many news ways that EdTech is being used in our schools — our children
are truly being used as guinea pigs. What we do know about children and
screen time is based in part on new studies and in part on previous
research into children’s use of television, video games and computers,
which can help us anticipate some of EdTech’s health effects. And
EdTech’s teaching and learning track record is not positive. Yet
corporate reformers and the new federal education law, the Every Child
Succeeds Act, or ESSA, are investing heavily in EdTech and increasingly
pressuring its widespread use.”

Leader of PAA’s chapter in Roanoke, VA, Laura Bowman, says, “We are
speaking out for balanced, healthy classrooms for our children. We
strongly oppose the push to increase student screen time, replace
teachers with packaged lessons delivered by digital devices, and
continuously test students, data-mining the results. We are very
concerned that the massive and growing use of EdTech is displacing
valuable elements of schooling without providing clear benefits, and
threatening our children’s right to a healthy and educationally-
appropriate school environment.”

PAA is not against the appropriate use of technology in schools. Just
as the group opposes standardized test misuse and not the tests
themselves, they challenge technology use that reduces schooling to a
data-mining computer game, and not technology itself. We know that our
children need to master technology, and we acknowledge that parents
must work harder to monitor their children’s use of technology at home.
But we also strongly feel that schools, school districts and states
must become far more cautious, diligent, transparent and accountable
about their technology decisions.

PAA believes that, in the face of strong pressure from the parental
opt-out movement, and criticism that the misuse and overuse of
standardized tests harms children and their education, corporate
reformers and “Big Testing” have changed their tactics.

These education profiteers are promoting even more lucrative testing
and teaching strategies, mostly tied to the Common Core State Standards
and the PARCC or SBAC national tests.

These products help Big Testing continue to control the curriculum and
access vast amounts of student data. Meanwhile, students are spending
increasing hours glued to computer screens and other digital devices
which leaves less time for interacting with other children, adults or
their own imaginations, and exposes them to new dangers.

We have prepared a set of informational materials for parents covering
PAA’s specific concerns about EdTech’s:

-harmful effects on children’s mental and emotional development,

-negative impact on student intellectual and academic growth,

-damaging physical effects,

-depersonalization and other ways of undermining the educational
process,

-questionable value and effectiveness,

-continuous testing of students, often without obtaining consent from
or even informing students or parents,

-threats to student data privacy, and

-hugely lucrative benefits for private companies.

Parents must be alerted to these potential risks, and be prepared to
challenge and, if necessary, opt out of school-based technology that
may be harmful to our children.

Based on these and other concerns, we call on legislators and education
policy makers to consider our list of recommendations found at http://p
arentsacrossamerica.org/wp-content/uploads/2016/08/EdTechRecs8-20-
16.pdf.

Please see our documentation paper (http://tinyurl.com/edtechdocu) and
reports (http://tinyurl.com/PAAEdTechreports)for more detailed informat
ion, references and background.