Archives for category: Parents

Someone gave Anthony Cody a copy of a secret training document created by public relations consultants to corporate reformers. The document is only six pages; it is printed in bright colors. Its purpose is to show reformers how to answer complaints about testing.

Is there too much testing? Agree, yes , there is too much testing but the new Common Core tests will solve that problem.

Whatever the complaint, answer by saying the new tests are better, the new tests are different, the new tests solve that problem. No more teaching to the test. Why ? Because the new tests are better, the new tests are different, the new tests solve that problem. Teachers want more time for creative teaching? No problem. Because the new tests are better, the new tests are different, the new tests solve that problem.

Helen Gym, the articulate and tireless parent advocate for Philadelphia public schools, is running for City Council.

Here is a 30-second video of Helen.

She has already been endorsed by the Philadelphia Federation of Teachers.

Here is the speech she delivered at 5 pm today.

Helen Gym: Campaign Announcement
February 9, 2015

I stand here filled with gratitude to see so many of you here. I have given a lot of speeches over the years but it is a lot easier to give a speech about an injustice that must be fought, or students who need to be supported than it is to talk about… myself. But standing here, seeing so many friends and so many people that I respect, calms my nerves a little a bit, and makes me realize how lucky I am, and how lucky we all are, to live in a city with communities like this one.

Although I have lived here for almost thirty years, I wasn’t born in Philadelphia. I grew up in Ohio, the daughter of Korean immigrants. We didn’t have much, but I was fortunate enough to grow up in a neighborhood that had public parks where I could play, a public library where I could read, a public rec center where I could swim, and most importantly, public schools where I got a great education. That education formed me, like it formed so many of you. It unlocked the possibilities of the world. It was a social contract, and it influenced how I think about the possibilities, not just the limitations, of government throughout my life.

I moved to Philadelphia for college, met and married a wonderful man, and immersed myself in this city. I taught at Lowell Elementary School in Olney. I joined amazing organizations in this city – like Asian Americans United. I became a mother and started raising my three children in this city, and I worked alongside so many amazing mothers and fathers dedicated to re-envisioning our public schools.

I helped found the Philadelphia Public School Notebook, to raise up their voices as well as those of teachers, school staff and students. I helped found a school that breathed life into culture and practices that value multilingualism, community and served many immigrant families. I founded Parents United for Public Education with parents like LeRoi, Gerald, Robin, Tomika and Rebecca. Together we’re rejecting a punishing narrative of blame and failure – and we’re making sure the mentality around our children and our schools comes through a framework of human dignity, justice and love for our children and those who care for them.

Over the years, together we have fought to make this city—our city— a better place to live. We might not have been in the halls of power, but we organized, we fought, and we achieved real, tangible victories.

We refused to let the School District operate behind closed doors, as it outsourced the decision to close our public schools. Just last week, we finally shone a light on what schools were originally slated to close. And one glance at that list made it ever more clear—as if we didn’t know before—just how dangerous it is to hand over the governance of a public institution to a small group of out-of-touch, out-of-town consultants, paid for by undisclosed millionaires.

We stood up for neighborhoods like Chinatown, fighting tooth and nail to keep stadiums and casinos out of one our most vibrant, yet threatened, immigrant neighborhoods.

We stood up to patronage at the Parking Authority, and as a result, we—the citizens of Philadelphia—made the Parking Authority pay their fair share and deliver millions of desperately needed dollars every year to the School District. Why? Because we refused to accept the status quo. We refused to accept that that was just the way things were. We refused to allow cynicism to rob children of their right to decent funding.

And when the SRC tried to put two neighborhood schools into the hands of private operators, over the objections of the parents and teachers of those schools, we stood with them, we demanded their voices be heard. And together we won.

And so, I come back to where I started, and why I am so energized to see you all here. Those victories were not my victories. They were the victories of powerful, passionate and vibrant communities, of this community. This is our moment. I believe it. This is our moment to bring a new, community-based agenda to inhabit City Hall. And so, it is with humility —and with excitement!—that in front of you all, in front of my community, that I announce my campaign for City Council at Large.

You know, people sometimes ask me if I am angry. You know what? I am. Aren’t you? We live in a city with a crippling rate of poverty. We live in a city where teachers – teachers! – are being demonized and scapegoated by those who purposefully seek to underfund and in some cases dismantle our public school system. When we know that schools which succeed depend on the partnership of dedicated professionals, how does it make sense to start a war by firing on your own soldiers? We live in a city where a child died of asthma—asthma—in a city school where no nurse was on duty, and where college applications plummeted among our most vulnerable students because we laid off school counselors. We live in a city where we incarcerate at rates that shock the senses, where family lives are destroyed, families torn apart, and young lives upended by a school to prison pipeline that is as toxic as it is immoral. As the saying goes, if you are not angry—if you are not outraged—you are not paying attention.

But, I am hopeful, too. I am hopeful because I know that we can make this city a better place to live for all of us, whether you have lived here all your life, or whether you moved here recently, and like me, fell in love with this wonderful place and have put down your roots.

And, there is reason for hope, because as our communities have pushed, there have been real victories that have demonstrated what happens when we fight—paid sick leave will finally become a reality; business taxes have become more progressive; the Land Bank was created to put vacant land back to productive use; sensible criminal justice policies have stopped the jailing of our citizens for minor marijuana possession. We’ve finally stopped police from being used as immigration enforcers; and, a 21st century minimum wage was delivered to city contractors and, for the first time, subcontractors.

And, on top of all of that, after decades of loss, our City is growing. The cyclists riding to work each morning and night, whether they are the most recent generation of immigrants to settle in South Philadelphia, or entrepreneurs creating a tech boom on North Third Street, are daily reminders that this is a place where people want to live

But this city can do more. So much more. And it is time for all of us to unite and to escalate our fight.

Fight to make the lives of working Philadelphians better by raising wages and benefits, and improving working conditions.

Fight to get the vacant land of Philadelphia working, by ensuring that the Land Bank has power, is supported, and spurs development in our communities while ensuring sensible, transparent land policies and supporting uses like community gardens.

Fight for our parks, from the Wissahickon to Wissinoming, and our rec centers, from Susquehannah to Snyder and Cottman to Cobbs Creek.

Fight for community-based policing that respects and listens to communities.

Fight for economic policies that encourage small businesses and entrepreneurs, create a skilled workforce, and make sure that everyone pays their fair share.

Fight for a walkable city that protects pedestrians and cyclists alike.

Fight for transparency, so that the days of buying access and doing business behind closed doors finally come to a close.

Fight for our immigrant communities, to end abusive deportation practices and to ensure that English proficiency is not a requisite for a responsive government.

Fight for those policies that we all understand our city should have. And when someone tells us it cannot be done, to ask why, to organize, and to demand better.

And… to fight for our public schools. You know, if there is one good thing that we have seen from the chaos that Tom Corbett and the SRC rained upon our schools, it is this: our citizens have refused to be divided. They have refused the sick game of choosing between affordable health care for our teachers and books for our children.

Turn, after turn, after turn, Philadelphians have been told that those are the choices we have. We have refused. Instead, our students at schools from SLA to Constitution to Masterman walked out of school in defense of their teachers, we chased Tom Corbett out of Central High School, and last November voters sent Corbett home after one term.

But, oh let me tell you, do we need to fight for our public schools. Education is the battle ground on which we must stake our claim, for it is the clearest expression of the choice before us, between a society, on the one hand, that privileges the few and tolerates inequity and poverty, versus a vision of a beloved community that is far different.

A vision in which public education is a compact between all of us who believe in a just, civil society.

Public education binds generations, it invests families of all economic classes in the success of our city, and in each other.

So I will fight, as I have fought, as you have fought, to defend that most cherished institution, and the biggest symbol of our commitment to a just, equitable and prosperous society.

That is why I am running for City Council.

All that I have done, all that we have done, has been from standing together and demanding change. It is from the power of our communities. It comes from something very deep within us that demands a moral agenda to the deep moral crisis plaguing our city and our nation.

I cannot do this without you. I ask that you stand with me now, and stand with each other, to make this place a city that are we proud to call home, and proud to hand to our children.

Thank you.

A tweet by Jason Stanford, political journalist in Texas:

JasonStanford ‏@JasStanford

Why is it OK with some politicians to opt your kids out from getting vaccinated but not if you don’t want them taking a standardized test?

Parents and educators often ask, “What can we do to stop high-stakes testing and other fraudulent “reforms?” There is a clear answer: Organize. Resist. Band with others to let your school board and elected officials know that you will not collaborate with policies that are harmful to children and to public schools. Tell them you will not feed your child to the Machine that tests, ranks, and grades children for no purpose other than grading the teacher and generating data.

As a reader wrote yesterday, Néw Jersey is doing just that.

She writes:

“New Jersey is waking up and organizing against high stakes testing and other harmful policies of so-called ed reform.

“As reported by Save Our Schools NJ on its facebook page, at least 40 towns’ School Boards have recently passed humane opt-out/refusal policies, including:

“Bloomfield, Delran, Millburn, Montville, North Brunswick, Princeton, Robbinsville, Bernards Township, Black Horse Pike Regional, Bordentown Regional, Bueana Regional, Byram Township, Clinton Township, Delsea Regional High School District, East Hanover Township, East Windsor Regional, Elmwood Park, Evesham Township, Gloucester Township, Gloucester County Institute of Technology, Gloucester Coutny Special Services Schools, Little Egg Harbor, Livingston, Mahwah Township, Montville, Morris, Morris Hills Regional, Neptune Township, Pemeberton Township, Randolph, Somerset Hills, Southern Regional, Stafford Township, Sewdesboro, Township of Ocean, Union Township, Wall Townshhip, Washington Borough, Washington Township (Bergen), Woodbridge Township.

“Montclair NJ’s BOE is slated to vote on a humane opt policy Monday night, 1/26/15.

“(Parents should ask their districts about these directly, since districts may keep policies quiet so as not to inform parents as is reported here http://www.nj.com/education/2015/01/what_happens_if_nj_students_dont_take_the_parcc.html )

“Since Montclair Cares About Schools organized, a total of 14 towns have spontaneously organized their own “Cares About Schools” groups, including Highland Park, South Brunswick, RIdgewood, North Arlington, Florham Park, Nutley, East WIndsor, Verona, Manalapan-Englishtown, Dunellen, Howell, Millburn, Montville. Many of these groups are on facebook.

“Showings of ‘Standardized,’ the movie, and Take the PARCC events where community members can take sample PARCC tests and judge the tests for themselves, are popping up all over NJ. Some are sponsored by Cares About Groups, some by numerous other groups with their own names and styles, like Township of Union Park Advocacy Group.

“Statewide groups like Save Our Schools NJ and United Opt Out NJ have seen tremendous growth.

“Additional statewide sources like Speak up NJ http://www.speakupnj.org post addresses and contacts to write legislators and important links.

“Groups like PULSE and the Newark Students Union have been organizing in Newark, NJ to protest the mismanagement and lack of accountability of the state appointed superintendent Cami Anderson, and their concerns are being echoed by Mayor Ras Baraka and legislators who oversee public schools.

“And organizations in Patterson and Camden are raising their voices.

“I am sure there are countless groups organizing in NJ, not mentioned here.

“Name them. Share information.

“Find a group. Join it. Or Start one of your own.

“Speak out, be brave, refuse the tests, refuse to vote for anyone who advocates for policies harmful to public education and children. Organize.

“Organize. Organize.

“Keep going. And never, never give up.”

I will be part of a parent-organized discussion of testing at PS 3 in Manhattan at 490 Hudson Street, from 6-9 pm.

JOIN THE MOVEMENT AGAINST

TEST-OBSESSED SYSTEM:

How Do We Put the Focus Back on Learning in our Schools?

A WORKING STRATEGY SESSION

Presentation by Diane Ravitch Followed by Breakout Action Groups

Welcome by Lisa Siegman, Principal PS3; City Councilmember Corey Johnson; and PS3 PAC co-Chair Nick Gottlieb

Presentation by Diane Ravitch followed by Question & Answer session

Breakout Action Groups

Reconvene for presentation by Action Groups and summation

Wednesday Jan. 21, 2015, 6:00 – 9:00pm

PS 3 Auditorium, 490 Hudson Street

Senator Lamar Alexander

U.S. Senate

Washington, D.C.

 

Dear Lamar,

 

I wish I could be in Washington for the hearings about the reauthorization of NCLB. I can’t make it for two reasons: I wasn’t invited, and I have a date to speak to parents at P.S. 3 in Manhattan who are outraged about all the testing imposed on their children.

 

I learned a lot about education policy and federalism after you chose me to serve as your Assistant Secretary of Education in charge of research and improvement and as counsel to the Secretary of Education (you). I am imagining that I am still advising you, as I did from 1991 to 1993 (remember that you and every other top administrator in the Department left a day before the inauguration of Bill Clinton, and you told me I was Acting Secretary for the day?).

What I always admired about you was your deliberateness, your thoughtfulness, your ability to listen to discordant voices, and your respect for federalism. You didn’t think you were smarter than everyone else in the country just because you were a member of the President’s Cabinet. You understood federalism. You didn’t think it was your job to impose what you wanted on every school in America. You respected the ability of local communities to govern their schools without your supervision or dictation.

 

NCLB was not informed by your wisdom. It set impossible goals, then established punishments for schools that could not do the impossible. I remember a panel discussion in early 2002 at the Willard Hotel soon after NCLB was signed. You were on the panel. I was in the audience, and I stood up and asked you whether you truly believed that 100% of all children in grades 3-8 would be “proficient” by 2014. You answered, “No, Diane, but we think it is good to have goals.” Well, based on goals that you knew were out of reach, teachers and principals have been fired, and many schools—beloved in their communities—have been closed.

 

NCLB has introduced an unprecedented level of turmoil into the nation’s public education system. Wearing my conservative hat, I have to say that it’s wrong to disrupt the lives of communities, schools, families, and children to satisfy an absurd federal mandate, based on a false premise and based too on the non-existent “Texas miracle.” Conservatives are not fire-breathing radicals who seek to destroy community and tradition. Conservatives conserve, conservatives believe in incremental change, not in upheaval and disruption.

 

I urge you to abandon the annual mandated federal testing in grades 3-8. Little children are sitting for 8-10 hours to take the annual tests in math and reading. As a parent, you surely understand that this is madness. This is why the Opt Out movement is growing across the nation, as parents protest what feels like federally-mandated child abuse.

 

Do we need to compare the performance of states? NAEP does that already. Anyone who wants to know how Mississippi compares to Massachusetts can look at the NAEP results, which are released every two years. Do we want disaggregated data? NAEP reports scores by race, gender, English language proficiency, and disability status. How will we learn about achievement gaps if we don’t test every child annually? NAEP reports that too. In short, we already have the information that everyone says they want and need.

 

NCLB has forced teachers to teach to the test; that once was considered unethical and unprofessional, but now it is an accepted practice in schools across the country. NCLB has caused many schools to spend more time and resources on test prep, interim assessments, and testing. That means narrowing the curriculum: when testing matters so much, there is less time for the arts, physical education, foreign languages, civics, and other valuable studies and activities. Over this past dozen years, there have been numerous examples of states gaming the system and educators cheating because the tests determine whether schools will live or die, and whether educators will get a bonus or be fired.

 

I urge you to enact what you call “option one,” grade span testing, and to abandon annual testing. If you keep annual testing in the law, states and districts will continue to engage in the mis-education that NCLB incentivized. Bad habits die hard, if at all.

 

Just say no to annual testing. No high-performing nation does it, and neither should we. We are the most over-tested nation in the world, and it’s time to encourage children to sing, dance, play instruments, write poetry, imagine stories, create videos, make science projects, write history papers, and discover the joy of learning.

 

As I learned from you, the U.S. Department of Education should not act as a National School Board. The Secretary of Education is not the National Superintendent of Schools. The past dozen years of centralizing control of education in Washington, D.C., has not been good for education or for democracy.

 

The law governing the activities of the U.S. Department of Education states clearly that no federal official should attempt to “exercise any direction, supervision, or control over the curriculum, program of instruction, [or] administration….of any educational institution.” When I was your Assistant Secretary and Counselor, I was very much aware of that prohibition. For the past dozen years, it seems to have been forgotten. Just a few years ago, the current administration funded tests for the Common Core standards, which will most assuredly exert control over the curriculum and program of instruction. The federal tests will determine what is taught.

 

The nation has seen a startling expansion of federal power over local community public schools since the passage of NCLB. There is certainly an important role for the federal government in assuring equality of educational opportunity and informing the American people about the progress of education. But the federal role today is taking on responsibilities that belong to states and local districts. The key mechanism for that takeover is annual testing, the results of which are used to dictate other policies of dubious legality and validity, like evaluating teachers and even colleges of education by student test scores.

 

Sir, please revise the federal law so that it authorizes the federal government to do what it does best: protecting the rights of children, gathering data, sponsoring research, encouraging the improvement of teaching, funding special education, and distributing resources to the neediest districts to help the neediest students (which was the original purpose of the Elementary and Secondary Education Act of 1965).

 

In closing, may I remind you of something you wrote in your book of advice:

No. 84: Read anything Diane Ravitch writes about education.

—Lamar Alexander, Little Plaid Book, page 44

I agree with you.

 

Yours truly,

 

Diane Ravitch

 

A regular commentator, Dienne, makes a point that is very important. She asks what is the value of comparing children, comparing teachers, comparing schools, and comparing states by test scores. She is right. The only ones who need to know a student’s test scores are the student, the parent(s), and the teacher, maybe even the principal. A test score is like a medical diagnosis. It is between you and your doctor; if you are a minor, it is between you, your doctor, and your parents. If the states wants to collect data, they do not need to look at your personal records. They use data to determine if there is a pattern that requires a public health response. But how a child scores on a test is no one’s business but those most immediately involved: the student, his/her parent(s), and teacher(s).

 

Dienne writes:

 

I think it’s a lose-lose battle so long as we continue to buy into the rephormers oft-repeated lie that we need “accountability” (with the implication that there isn’t any without standardized testing). There are multiple ways for parents to know how their children are doing – report cards, conferences with the teacher, science fairs, open houses, heck, just talking with their kids. How anyone else’s kid is doing is not anyone else’s business.

There are also ways to know how teachers are doing – that’s the principal’s job. Again, it’s not anyone else’s business, just like my performance review at my job is between me and my superiors.

The notion that we need some sort of nationally published stack-ranking system for schools or teachers is ludicrous and we need to say so.

After Kevin Huffman stepped down as state commissioner in Tennessee, Governor Haslam selected Candace McQueen as his successor.

The Momma Bears of Trnnessee–the state’s parent activists—here figures out who she is, what she believes, and hopes for the best.

She is a Common Core cheerleader. The Mama Bears say poo to that.

She testified to the state legislature on behalf of Common Core and PARCC. Mama Bears say poo again.

“Finally, the announcement was made that the heir to the throne would be… Dr. Candice McQueen! A woman! A mom! A person who spent 5 years as a real teacher! We knew a little bit already about her from writing a past Momma Bear blog, but we researched her even more. There wasn’t much new to learn. We were disheartened to see that she has been a tireless cheerleader for Common Core. She testified to the TN legislature in support of the Common Core and the high-stakes PARCC test. Pooey. She is serving on the board of SCORE (the organization funded by Bill Gates to support Common Core and reformy stuff). Double pooey. She’s also served on boards that profit from Common Core (like the Ayers Foundation who received a huge chunk of the Race to the Top prize money to develop Common Core videos). Triple pooey. She’s involved with Pearson (a British mega-corporation) through Pearson’s EDTPA program that grants teaching licenses to people who can pass Pearson’s tests. Quadruple pooey. That’s a whole lot of poo, people!”

“On the other hand, her own private school, Lipscomb, was not doing Common Core; Lipscomb’s three private schools have their OWN standards. In fact, there was nearly a parent revolt at Lipscomb when the private school parents thought their little darlings would be doing the same Common Core standards as public school darlings… but Candice wiggled her way out of that one, assuring them there is no way in H-E-double-hockey sticks that Common Core has been adopted at Lipscomb and there are no plans for Common Core ever at Lipscomb, saying, “We make decisions about what’s going to be best within the context of our community. I would say that’s absolutely what we’re going to do now and for the future.” (insert applause from the Momma Bear gallery).”

The Mama Bears also read her doctoral dissertation on parent involvement.

Their conclusion is a home run:

Momma Bears have a whole bunch of questions that nobody will know the answers to for a few years:

Will she be the Governor’s puppet?

Will she still be a champion for the Common Core initiative? Will she defend and strengthen the battered teaching profession? Will she be an advocate for children or for business interests? Will she listen to parents when we tell her the testing is excessive? Will she understand and act wisely upon what she hears? Will she see parents as the enemies as Kevin Huffman did? Will she truly listen?

If we could ask her some literal questions, we’d like to know:

What were McQueen’s TVAAS scores were when she taught? Was she a level 5?

Why didn’t she teach longer? 2 years at one private school + 3 years at a public elementary school don’t seem to be very long at all. That’s not even long enough to gain tenure. Why did she quit so soon?

What happened to the 5th grade student she wrote about in her dissertation who was frustrated to tears over math homework? Would Sue Dugger, the student’s mother, rate McQueen as an excellent or poor teacher?

Does McQueen keep in touch with any of her former public school students? (we’re not talking about the adult students in her grad programs, but want to know about the children she taught because teaching is a lot about building relationships) Did her students feel valued, respected, and did they enjoy learning?

Where do her own children attend school? Is she involved as a parent there? Does she volunteer with the PTO/PTA?

What does parental involvement mean to her? Private schools often have different expectations than public schools.

What would she do if her own child was overwhelmed with testing and/or homework?

Would McQueen support suspending TCAP testing for 2015, or at least make it a no-consequences test since it is not aligned with the standards that are in limbo?

Would McQueen support throwing the secretive TVAAS formula and evaluation system out?

Will McQueen push the Governor for increasing teacher pay in Tennessee as he promised to do years ago?

Will she advocate for smaller class sizes and more support staff in schools?

Will she be a supporter of Art, Music, and sports in every school in TN?

Will she respect a parent’s choice to opt-out of standardized testing for their child?

Will she get rid of all these expensive benchmark assessments and screener tests that are eating up instructional time and recess for our children?
Will she take an honest look at the new RTI2 program mandated in TN? Is it really helping students, or is it helping the testing companies? Is it hurting students with disabilities and special needs?

Will she hire qualified, experienced people within the Tennessee Department of Education, or will she favor young, inexperienced Teach For America yes-man types like Huffman did?

Will she strengthen our locally elected school boards or seek to further revoke their power?

Will she favor charter schools over public schools?

Will she have the guts to close failing or corrupt charter schools, including the online K12 virtual school that is making so much money for its owner and for politicians’ campaigns?

Will she get rid of the ASD and give failing, poor schools the support they desperately need to help their students succeed?

Will she sign a multi-million dollar no-bid contract with Teach For America with our tax dollars?

Goodness, that’s a whole lot of unanswered questions!

and a whole lot of poo!!!

Momma Bears will be watching…

You must be the light that opens the eyes of children to the wonders of learning.

Parents at the Julian Nava Academy in South Los Angeles loved their middle school. They worried about their children moving on to a high school where they might get less attention, where the education would not be as good as it had been at Nava Academy. So the parents organized, met with the principal, met with the district administrator, and won permission to open a new high school, called Nava College Preparatory Academy.

 

The school opened this fall, and the parents remain engaged with it. Its first class has 300 students, and it will eventually grow to 1100 students. Note there was no parent trigger, no confrontation between parents and educators. The parents loved the school they had, they wanted more of it, they made their case, and they won.