Archives for category: Pre-K

Whitney Tilson is one of the founders of Democrats for Education Reform. He is a hedge fund manager. He is on the board of KIPP. He helped to launch Teach for America. He is not a likely ally for me. But he is a very intelligent and forthright person. When he lambasted the for-profit virtual charter chain for the inferior education it provides, he sent me his comments, and I applauded him. More recently, we have exchanged emails about the abominable bathroom bill in North Carolina, which he opposes as I do. I have never met Whitney, but our emails have been very cordial, so I consider him a gentleman (no matter what he has written about me on his blog). He was gentleman enough to suggest that we exchange views, and he initiated the dialogue by sending me a list of statements that represent what he believes. I responded, closing out the conversation after midnight last night. It seems that Whitney never sleeps, as he posted the exchange immediately this morning. He has promised to write a response to my comments. When he does, I will post them too. I must say that I was very impressed by his willingness to state that charter schools should be expected to accept the full range of children, not just those who are likely to get high scores. That is a big step forward, and I hope that his views resonate. I also hope that this exchange is widely read. My only regret is that I neglected to thank him for initiating it. It was a bold step and I welcome the opportunity to identify the areas where are in agreement and the areas where he disagree.

 

 

 

This is the post that Whitney Tilson sent out this morning (his words are in italics, mine are in caps):

 

 

 

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STOP THE PRESSES!!!

 

 

I’ve had a lot of interesting conversations in my life – and this ongoing one with Diane Ravitch certainly ranks up there.

 

 

If I recall correctly, we first exchanged emails a few years ago when I send her my presentation about K12, the awful for-profit online charter school operator. I knew we’d have common ground there, as she’d also exposed K12’s misdeeds in her book, Reign of Error.

 

 

I reached out to her again recently because I knew we’d have common views on North Carolina’s hateful HB2 law (in fact, we’ve both now published articles in the Huffington Post on this; here’s mine: An Open Letter to a North Carolina State Legislator; and here’s hers: That Dumb Bathroom Bill in North Carolina).

 

 

Our common views got me thinking: how is it that two well-informed people can agree on so much in almost all areas, yet apparently disagree on so much in one area (ed reform)? Is it possible that we agree on more than we think?

 

 

So I sent her the email below, in which I wrote 24 statements about which I thought we might agree, and asked if she’d reply, in the hopes that we might both learn something, find more areas of agreement where we could work together, and, in general, try to tone things down.

 

 

She was kind enough to reply, so I have included her comments (in ALL CAPS), interspersed and at the end of my original email (shared with her permission of course).

 

 

Overall, I was heartened to see how many things we agree on.

 

 

That said, we still disagree on many things, about which I will respond in due time. But in the interests of keeping this email to a manageable length, I’ll let her have the last word here – but not the final word, as we’ve both committed to continuing (and sharing) our ongoing discussion.

 

 

In the meantime, I hope you’ll find our initial exchange as interesting and illuminating as I did.

 
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Hi Diane,

 

 

You know, despite our disagreements on ed reform, I’d bet we agree on 95% of everything else. I’m certain that we agree that the Republican party has been hijacked by extremists, Trump is a madman, Cruz is terrifying, and there’s nothing more important than getting a Democrat elected president in November (and, ideally, retaking the Senate and maybe even the House as well).

 

WE AGREE.

 

I’ll admit that this creates quite a dilemma for me: I want the teachers unions, which remain the single most powerful interest group supporting the Democratic party, to be strong to help as many Democratic candidates as possible win. But when it comes to my desire to implement the reforms I think our educational system needs, I usually want them to be weak.

 

I DISAGREE.

 

I WANT THE TEACHERS’ UNIONS TO BE STRONG SO THEY CAN DEFEND THEIR MEMBERS AGAINST UNFAIR PRACTICES AND PROTECT THEIR ACADEMIC FREEDOM. TEACHERS HAVE BEEN BLAMED FOR THE ILLS OF SOCIETY, MOST ESPECIALLY, POVERTY. TODAY’S REFORMERS HAVE CREATED THE MYTH THAT GREAT TEACHERS–AS DEFINED BY THEIR STUDENTS’ TEST SCORES– CAN OVERCOME POVERTY AND CLOSE THE ACHIEVEMENT GAPS AMONG DIFFERENT GROUPS OF STUDENTS. I WISH IT WERE TRUE, BUT IT IS NOT. THE MYTH ENCOURAGES LAWMAKERS TO BELIEVE THAT WHEREVER POVERTY PERSISTS OR TEST SCORES ARE LOW OR ACHIEVEMENT GAPS REMAIN, IT MUST BE THE TEACHERS’ FAULT.

 

RACE TO THE TOP REQUIRED STATES TO EVALUATE TEACHERS TO A SIGNIFICANT DEGREE BY THEIR STUDENTS’ TEST SCORES, WHICH WAS A HUGE MISTAKE THAT HAS COST STATES AND DISTRICTS HUNDREDS OF MILLIONS OF DOLLARS BUT HASN’T WORKED ANYWHERE. THIS METHOD HAS PROVED UNSTABLE AND INACCURATE; IT REFLECTS WHO IS IN THE CLASS, NOT TEACHER QUALITY.

 

SCORES ON STANDARDIZED TESTS ARE HIGHLY CORRELATED WITH FAMILY INCOME, OVER WHICH TEACHERS HAVE NO CONTROL. IN THE PAST FEW YEARS, SOME STATES HAVE ELIMINATED COLLECTIVE BARGAINING, AND THERE IS NO CORRELATION BETWEEN THE EXISTENCE OF A UNION AND STUDENTS’ ACADEMIC SUCCESS. IN FACT, THE HIGHEST-PERFORMING STATES ON THE NATIONAL ASSESSMENT OF EDUCATION PROGRESS–MASSACHUSETTS, CONNECTICUT, AND NEW JERSEY–ARE MORE LIKELY TO HAVE UNIONS THAN THE LOWEST PERFORMING STATES, WHERE UNIONS ARE WEAK OR BANNED.

 

SOME STATES HAVE ENACTED MERIT PAY PROGRAMS, WHICH HAVE NEVER IMPROVED EDUCATION OR EVEN TEST SCORES DESPITE NUMEROUS EXPERIMENTS. THERE HAVE BEEN NUMEROUS ASSAULTS IN LEGISLATURES AND IN THE COURTS ON DUE PROCESS (CALLED “TENURE”) AND ON PAY INCREASES FOR ADDITIONAL EDUCATION AND EXPERIENCE. I HAVE OFTEN HEARD TEACHERS SAY THAT THEY BECAME TEACHERS KNOWING THEY WOULD NEVER BECOME RICH, BUT AT LEAST THEY WOULD HAVE A SECURE JOB. TAKE THAT AWAY AND TEACHERS SERVE AT THE WHIM OF ADMINISTRATORS WHO MAY OR MAY NOT BE SKILLED EDUCATORS. HOW WILL IT IMPROVE EDUCATION IF TEACHERS HAVE NO JOB SECURITY, LESS EDUCATION AND LESS EXPERIENCE?

 

SOMETIMES IT SEEMS LIKE THE BOYS IN THE BACKROOM ARE SPENDING THEIR TIME TRYING TO FIGURE OUT HOW TO CRUSH TEACHERS’ MORALE AND FREEZE THEIR PAY. THE CONSEQUENCES OF THESE ANTI-TEACHER PUBLIC POLICIES HAVE BEEN UGLY. TEACHERS ACROSS THE NATION FEEL THEMSELVES TO BE THE TARGETS OF A WITCH-HUNT. MANY TEACHERS HAVE TAKEN EARLY RETIREMENT, AND THE NUMBERS OF PEOPLE ENTERING TEACHING HAS PLUMMETED. EVEN TEACH FOR AMERICA HAS SEEN A 35% DECLINE IN THE NUMBER OF APPLICANTS IN JUST THE PAST THREE YEARS. THE ATTACKS ON TEACHERS HAVE TAKEN THEIR TOLL, AND THERE ARE NOW SHORTAGES ACROSS THE NATION.

 

I BELIEVE UNIONS ARE NECESSARY, NOT ONLY IN TEACHING, BUT IN OTHER LINES OF WORK AS WELL, TO PROTECT THE RIGHTS OF WORKING PEOPLE, TO MAKE SURE THEY ARE NOT EXPLOITED AND TO ASSURE THEY ARE TREATED FAIRLY. UNIONS ARE BY NO MEANS PERFECT AS THEY ARE; SOME ARE TOO BUREAUCRATIC AND SELF-SATISFIED, SOME ARE TOO COMPLACENT TO FIGHT FOR THEIR MEMBERS, SOME STIFLE ANY CHANGES. BUT, IN MY VIEW, UNIONS BUILT THE MIDDLE CLASS IN THIS COUNTRY. WE ARE LOSING OUR STRONG, STABLE MIDDLE CLASS AS THE PRIVATE AND PUBLIC SECTORS ELIMINATE UNIONS. INCOME INEQUALITY IS WIDENING AS UNIONS SHRIVEL. IN EDUCATION, UNIONS ARE ESPECIALLY IMPORTANT TO MAKE SURE THAT TEACHERS ARE FREE TO TEACH CONTROVERSIAL SUBJECTS, LIKE EVOLUTION, GLOBAL WARMING, AND CONTESTED BOOKS (YOU WOULD BE SURPRISED HOW MANY CLASSIC BOOKS, LIKE “HUCKLEBERRY FINN,” “INVISIBLE MAN,” AND “OF MICE AND MEN” ARE ON THE AMERICAN LIBRARY ASSOCIATION’S LIST OF THE 100 MOST FREQUENTLY BANNED BOOKS).

 

DO UNIONS PROTECT “BAD” TEACHERS? YES, THEY DO. ONE CAN’T KNOW WHO IS “BAD” IN THE ABSENCE OF DUE PROCESS. A TEACHER MAY BE FALSELY ACCUSED OR THE ADMINISTRATOR MAY HARBOR A DISLIKE FOR HER RACE, HER RELIGION, HER SEXUAL ORIENTATION, OR HER PEDAGOGICAL BELIEFS. THOSE WHO WISH TO FIRE THEM AFTER THEIR PROBATIONARY PERIOD (WHICH MAY BE AS LITTLE AS TWO YEARS OR AS MANY AS FIVE YEARS–AND IN MANY STATES, TEACHERS DO NOT HAVE DUE PROCESS OR TENURE) MUST PRESENT EVIDENCE THAT THEY ARE BAD TEACHERS OR THAT THEY DID SOMETHING THAT MERITS THEIR REMOVAL. PROBATIONARY TEACHERS HAVE NO RIGHT TO DUE PROCESS. TEACHERS HAVE SOMETIMES BEEN FALSELY ACCUSED. TEACHERS SHOULD BE ABLE TO CONFRONT THEIR ACCUSERS, TO SEE THE EVIDENCE, AND TO BE JUDGED BY AN INDEPENDENT ARBITRATOR. IF BAD TEACHERS GET TENURE, THEN BLAME BAD OR LAZY ADMINISTRATORS. THE RIGHT TO DUE PROCESS MUST BE EARNED BY PERFORMANCE IN THE CLASSROOM AND SHOULD NOT BE AWARDED WITHOUT CAREFUL DELIBERATION BY THE ADMINISTRATOR.

 

GIVEN THE FACT THAT A LARGE PERCENTAGE–AS MUCH AS 40%, EVEN MORE IN URBAN DISTRICTS–LEAVE TEACHING WITHIN THEIR FIRST FIVE YEARS, OUR BIGGEST PROBLEM IS RETAINING GOOD TEACHERS, NOT GETTING RID OF BAD ONES. BAD ONES SHOULD BE PROMPTLY REMOVED IN THEIR FIRST OR SECOND YEAR OF TEACHING. W. EDWARDS DEMING, WRITING ABOUT THE MODERN CORPORATION, SAID THAT A GOOD COMPANY HIRES CAREFULLY AND THEN HELPS ITS EMPLOYEES SUCCEED ON THE JOB. IT INVESTS IN SUPPORT AND TRAINING. IT MAKES A CONSCIENTIOUS EFFORT TO RETAIN THE PEOPLE IT HIRED. WHY DON’T WE DO THE SAME WITH TEACHERS AND STOP BLAMING THEM FOR CONDITIONS BEYOND THEIR CONTROL?

 

This dilemma isn’t new – in fact, it’s one of the reasons I helped start Democrats for Education Reform: because I wasn’t comfortable joining forces with other reform-oriented organizations that existed at the time (roughly a decade ago), which were mostly funded, supported and run by Republicans with whom I shared almost no views in common other than in the area of ed reform (and even in that area, I disagreed with their union busting and overemphasis on vouchers).

 

I SERVED AS ASSISTANT SECRETARY OF EDUCATION FOR RESEARCH IN THE ADMINISTRATION OF GEORGE H.W. BUSH, BUT REALIZED OVER TIME THAT I DID NOT AGREE WITH THE REPUBLICAN APPROACH TO EDUCATION, NAMELY, COMPETITION, SCHOOL CHOICE, TESTING, AND ACCOUNTABILITY. IT IS IRONIC THAT THE OBAMA ADMINISTRATION ADOPTED THE SAME POLICIES AS THE REPUBLICANS, WITH THE SOLE EXCEPTION OF VOUCHERS. THE DEMOCRATIC PARTY USED TO HAVE A CORE SET OF EDUCATIONAL PRINCIPLES AT THE FEDERAL AND STATE LEVELS: EQUITY OF RESOURCES, EXTRA SUPPORT FOR THE NEEDIEST STUDENTS, LOW COLLEGE TUITION TO INCREASE ACCESS, VIGOROUS ENFORCEMENT OF CIVIL RIGHTS LAWS, AND SUPPORT FOR TEACHER PREPARATION. THAT APPROACH COMES CLOSEST TO PROVIDING EQUALITY OF EDUCATIONAL OPPORTUNITY.

 

I OPPOSE THE REPUBLICAN APPROACH TO EDUCATION POLICY FOR THE FOLLOWING REASONS:

 

A) THEY DON’T SUPPORT PUBLIC EDUCATION AT ALL; EVERY ONE OF THEIR PRESIDENTIAL CANDIDATES HAS ENDORSED SOME FORM OF PRIVATIZATION AND SAID NOTHING AT ALL ABOUT THE PUBLIC SCHOOLS THAT ENROLL 90% OF OUR STUDENTS.

 

B) THEY WOULD BE THRILLED TO ELIMINATE ALL UNIONS; THEY DON’T CARE ABOUT PEOPLE WHO ARE POOR OR STRUGGLING TO GET INTO THE MIDDLE CLASS OR TO STAY IN THE MIDDLE CLASS.

 

C) THE REPUBLICANS HAVE SWALLOWED THE FREE MARKET APPROACH TO SCHOOLING HOOK, LINE, AND SINKER, AS A MATTER OF IDEOLOGY, NOT EVIDENCE. I DON’T BELIEVE IN VOUCHERS, BECAUSE I KNOW THAT VOUCHERS HAVE NOT WORKED IN CHILE AND SWEDEN, AND THEY HAVE NOT WORKED IN THIS COUNTRY EITHER. MANY STATES HAVE ADOPTED VOUCHERS, THOUGH USUALLY CALLING THEM SOMETHING ELSE (EDUCATION SAVINGS ACCOUNT, EDUCATION TAX CREDITS, OPPORTUNITY SCHOLARSHIPS, ETC.). MOST ARE USED TO SEND CHILDREN TO RELIGIOUS SCHOOLS, MANY OF WHICH HAVE UNCERTIFIED TEACHERS, INADEQUATE CURRICULA, AND NO ACCOUNTABILITY AT ALL. FURTHERMORE, THE RELIGIOUS SCHOOLS RECEIVING VOUCHERS USUALLY TEACH CREATIONISM AND OTHER RELIGIOUS BELIEFS. I DON’T THINK PUBLIC MONEY SHOULD SUBSIDIZE RELIGIOUS SCHOOLS. VOUCHERS HAVE NEVER WON A PUBLIC REFERENDUM, BUT REPUBLICAN LEGISLATURES KEEP DEVISING WAYS TO GET AROUND THEIR OWN STATE CONSTITUTIONS.

 

The creation of DFER helped resolve this dilemma because I could fight against union policies when I felt they weren’t in the best interests of kids, without fighting against the principle of collective bargaining, which I believe in. And I could happily limit my political donations to supporting only Democrats (reform-oriented ones, of course, like Obama, Cory Booker and Michael Bennet).

 

WHAT OBAMA, CORY BOOKER, MICHAEL BENNETT AND OTHER CORPORATE-STYLE REFORMERS HAVE IN COMMON IS THAT THEY BELIEVE IN BREAKING UP PUBLIC EDUCATION AND REPLACING IT WITH PRIVATE MANAGEMENT. THEY BELIEVE IN CLOSING SCHOOLS WHERE TESTS SCORES ARE LOW. I DON’T. THE HIGHEST PERFORMING NATIONS IN THE WORLD HAVE STRONG, EQUITABLE PUBLIC SCHOOL SYSTEMS WITH RESPECTED, WELL PREPARED, AND EXPERIENCED TEACHERS. THEY HAVE WRAP-AROUND SERVICES TO MAKE SURE THAT ALL CHILDREN COME TO SCHOOL HEALTHY AND READY TO LEARN. THEY DON’T TEST EVERY CHILD EVERY YEAR FROM GRADES 3-8 AS WE DO. THEY DON’T HAVE VOUCHERS OR PRIVATELY MANAGED CHARTERS.

 

So why am I feeling this dilemma again right now? Because the stakes are so high: our country is politically polarized, the Republican party is spiraling out of control, mostly likely nominating either a madman or extremist, and there’s an opportunity for we Democrats to not only win the presidency, but also take back Congress. The election in November will have an enormous impact on so many critical issues that hang in the balance: a majority in the Supreme Court, income inequality, healthcare, immigration, foreign policy/our relationships with the rest of the world, environmental issues/global warming, LGBT and women’s rights…the list goes on and on.

 

I CERTAINLY AGREE. THE REPUBLICAN PARTY HAS LOST ITS BEARINGS, AND ITS CANDIDATE IS LIKELY TO BE SOMEONE ABHORRED BY ITS LEADERSHIP.

 

As such, I’m going to be extra careful in my writings, when I’m critical of the unions, to make clear that these are policy differences and that I don’t support attempts to demolish unions altogether, whether in the education sector or elsewhere.

 

Writing about things I think we agree on outside of ed reform has gotten me thinking: what might we agree on within the area of ed reform?

As one of my mentors, Charlie Munger, always says: “Invert, always invert.”

So I have tried to compile a list of statements that I believe that I think you might agree with as well. I’m not trying to change your mind about anything or put words in your mouth – I’m genuinely trying to find areas of agreement, at least on general principles (the devil’s usually in the details of course, but a good starting point is agreeing at a high level):

 

• Every child in this country has the right to attend a safe school that provides a quality education.
WE AGREE.

 

• The color of a child’s skin and his/her zip code shouldn’t determine the quality of school he/she attends.
WE AGREE.

 

• Poor parents care deeply about ensuring that their children get a good education.

 
WE AGREE.

 

• Sometimes the closest neighborhood school isn’t right for a child, so parents should have at least some options in choosing what public school is best for their children.

 
I PAUSE HERE, BECAUSE THIS IS MOVING INTO SCHOOL CHOICE TERRITORY, WHERE REPUBLICANS HAVE SOLD THE IDEA THAT PARENTS SHOULD CHOOSE THE SCHOOL AS A MATTER OF CONSUMER CHOICE (JEB BUSH COMPARED CHOOSING A SCHOOL TO CHOOSING WHAT KIND OF MILK YOU WANT TO DRINK–FAT-FREE, 1%, 2%, WHOLE MILK, CHOCOLATE MILK, OR BUTTERMILK). UNFORTUNATELY, MANY CHOICE IDEOLOGUES TAKE THIS ARGUMENT TO ITS LOGICAL CONCLUSION AND PURSUE AN ALL-CHOICE POLICY, IN WHICH THE ONE CHOICE THAT IS NO LONGER AVAILABLE IS THE NEIGHBORHOOD SCHOOL. THAT IS THE CASE IN NEW ORLEANS. IT OFTEN SEEMS THAT REFORMERS–LIKE REPUBLICANS–CONSIDER PUBLIC SCHOOLS TO BE OBSOLETE AND WANT TO REPLACE THEM WITH AN ALL-PRIVATIZED DISTRICT.

 

• It is not the case that too many children are failing too many of our schools; rather, the reverse is true.

 
I DON’T AGREE. I WOULD SAY OUR SOCIETY IS FAILING OUR CHILDREN AND THEIR FAMILIES BY ALLOWING SO MANY OF THEM TO LIVE IN POVERTY. WE HAVE THE HIGHEST PROPORTION OF CHILDREN LIVING IN POVERTY OF THE WORLD’S ADVANCED NATIONS–ABOUT 22%. THAT IS SHAMEFUL, THE SCHOOLS DIDN’T CAUSE IT. AS I SAID BEFORE, FAMILY INCOME IS THE BEST PREDICTOR OF STANDARDIZED TEST SCORES; THAT IS TRUE OF EVERY STANDARDIZED TEST, WHETHER IT IS THE SAT, THE ACT, THE STATE TESTS, NATIONAL TESTS OR INTERNATIONAL TESTS. IF POVERTY IS DIRECTLY RELATED TO LOW ACADEMIC PERFORMANCE, THEN TARGET POVERTY AND PURSUE PUBLIC POLICIES THAT WILL IMPROVE THE LIVES OF CHILDREN, FAMILIES AND COMMUNITIES. AT THE SAME TIME, WORK TO IMPROVE SCHOOLS, NOT TO CLOSE THEM. THERE IS NOW A CONSIDERABLE AMOUNT OF RESEARCH SHOWING THAT STATE TAKEOVERS SELDOM IMPROVE SCHOOLS; THAT CHARTERS PERFORM ON AVERAGE ABOUT THE SAME AS PUBLIC SCHOOLS; THAT VOUCHER SCHOOLS ON AVERAGE PERFORM WORSE THAN PUBLIC SCHOOLS; THAT THE CHARTERS THAT GET THE HIGHEST TEST SCORES EXCLUDE OR REMOVE STUDENTS WITH DISABILITIES, STUDENTS WHO DON’T READ ENGLISH, AND STUDENTS WHO GET LOW TEST SCORES.

 

• Poverty and its effects have an enormous impact, in countless ways, on a child’s ability to learn.

 
WE AGREE. THE CHILD WHO IS HOMELESS, WHO LACKS MEDICAL CARE, WHO IS HUNGRY IS LIKELY NOT TO FOCUS ON HIS OR HER STUDIES AND IS LIKELY TO BE FREQUENTLY ABSENT BECAUSE OF ILLNESS OR CARING FOR A SIBLING. IT REALLY HURTS CHILDREN WHEN THE BASIC NECESSITIES OF LIFE ARE MISSING.

 

• If one had to choose between fixing all schools or fixing everything else outside of schools that affects the ability of children to learn (poverty, homelessness, violence, broken families, lack of healthcare, whether parents regularly speak and read to children, etc.), one would choose the latter in a heartbeat.

 
I CERTAINLY AGREE BECAUSE REDUCING POVERTY AND ITS ILL EFFECTS WOULD IMPROVE SCHOOLS AT THE SAME TIME.

 

• Schools should be rigorous, with high expectations, but also filled with joy and educators who instill a love of learning.

 
I MIGHT HAVE AGREED WITH YOU IN YEARS PAST, BUT I HAVE COME TO SEE “RIGOR” AS A LOADED WORD. IT REMINDS ME OF “RIGOR MORTIS.” I PREFER TO SAY THAT TEACHERS SHOULD TEACH ACADEMIC STUDIES WITH JOY AND ENTHUSIASM, AWAKENING STUDENTS TO THE LOVE OF LEARNING AND INSPIRING INTRINSIC MOTIVATION.

 

• Some testing is necessary but too much testing is harmful.

 
I AGREE THAT SOME TESTING IS NECESSARY. I BELIEVE BASED ON MANY YEARS OF STUDY OF STANDARDIZED TESTING THAT MOST TESTING SHOULD BE DESIGNED BY THE CLASSROOM TEACHERS, NOT BY OUTSIDE TESTING CORPORATIONS. I WOULD PREFER TO SEE MORE TIME DEVOTED TO ESSAYS, PROJECTS, AND ANY OTHER KIND OF DEMONSTRATION OF WHAT CHILDREN HAVE LEARNED OR WHAT THEY DREAM AND IMAGINE AND CREATE. STANDARDIZED TESTING SHOULD BE USED ONLY DIAGNOSTICALLY, NOT MORE THAN ONCE A YEAR, AND IT SHOULD NOT FIGURE INTO THE STUDENTS’ GRADE OR THE TEACHERS’ EVALUATION. I SAY THIS BECAUSE STANDARDIZED TESTS ARE NORMED ON A BELL CURVE; THE AFFLUENT STUDENTS CLUSTER AT THE TOP, AND THE LOW-INCOME STUDENTS CLUSTER AT THE BOTTOM. IN SHORT, THE DECK IS STACKED AGAINST THE KIDS IN THE BOTTOM HALF, BECAUSE THE TESTS BY THEIR NATURE WILL ALWAYS HAVE A BOTTOM HALF. WHY NOT HAVE TASKS THAT ALMOST EVERYONE CAN DO WELL IF THEY TRY? GIVE CHILDREN A CHANCE TO SHOW WHAT THEY CAN DO AND LET THEIR IMAGINATIONS SOAR, RATHER THAN RELYING ON THEIR CHOICE OF ONE OF FOUR PRE-DETERMINED ANSWERS.

 

I AGREE THAT TOO MUCH TESTING IS HARMFUL, AND IT IS ALSO HARMFUL TO ATTACH HIGH STAKES (LIKE PROMOTION, GRADUATION, OR TEACHER EVALUATION) TO A STANDARDIZED TEST BECAUSE IT MAKES THE TEST TOO IMPORTANT. STANDARDIZED TESTS ARE NOT SCIENTIFIC INSTRUMENTS; THEY ARE SOCIAL CONSTRUCTIONS. THEY FAVOR THOSE WHO COME TO SCHOOL WITH ADVANTAGES (EDUCATED PARENTS, SECURE HOMES, BOOKS IN THE HOME, ETC.) WHEN THE TESTS ARE HIGH STAKES, THE RESULTS ARE PREDICTABLE: TEACHING TO THE TEST, NARROWING THE CURRICULUM, CHEATING. WHEN SCHOOLS AND TEACHERS WILL BE PUNISHED OR REWARDED FOR TEST SCORES, THE MEASURE ITSELF IS CORRUPTED (CAMPBELL’S LAW). IT NO LONGER MEASURES WHAT STUDENTS KNOW AND CAN DO, BUT HOW MUCH EFFORT WAS SPENT PREPARING FOR THE TEST. TEACHERS ENGAGE FOR WEEKS OR MONTHS IN TEST PREPARATION, SCHOOLS CUT BACK OR ELIMINATE THE ARTS, PHYSICAL EDUCATION, HISTORY, SCIENCE, AND WHATEVER IS NOT TESTED. TEACHERS, ADMINISTRATORS, SCHOOLS, EVEN DISTRICTS WILL CHEAT TO ASSURE THAT THEIR SCORES GO UP, NOT DOWN, TO AVOID FIRINGS AND CLOSURES AND INSTEAD TO WIN BONUSES.

 

ALL OF THIS CORRUPTS EDUCATION, AND IN THE END, THE SCORES STILL ARE A REFLECTION OF FAMILY INCOME AND OPPORTUNITY TO LEARN. AND CHILDREN HAVE A WORSE EDUCATION EVEN IF THEIR SCORES RISE BECAUSE OF THE ABSENCE OF THE ARTS AND OTHER IMPORTANT PARTS OF A SOUND EDUCATION.

 

• Tests should be thoughtful and cover genuine knowledge, not easily game-able, which too often leads to excessing teaching-to-the-test.

 
WE AGREE.

 

• Expanding high-quality pre-K, especially for poor kids, is important.

 
WE AGREE.

 

• Teachers should be celebrated, not demonized.

 
YES, ABSOLUTELY. TEACHERS HAVE ONE OF THE HARDEST, MOST CHALLENGING JOBS IN OUR SOCIETY AND THEY ARE UNDERPAID AND UNDER-RESPECTED. WHEN I WAS IN NORTH CAROLINA LAST WEEK, I WAS TOLD BY AN EDITORIAL WRITER THAT THE ENTRY PAY IS “GOOD,” AT $35,000, BUT THE TOP SALARY IS ONLY $50,000. TEACHERS SHOULD BE TREATED AS PROFESSIONALS AND EARN A PROFESSIONAL SALARY THAT ENABLES THEM TO LIVE WELL AND SEND THEIR CHILDREN TO COLLEGE.

 

• They should be paid more, both on a relative and absolute basis.

 
WE AGREE.

 

• Some teachers are phenomenal, most are good, some are mediocre, and some are truly terrible.

 
THIS SPREAD IS PROBABLY THE SAME IN EVERY OTHER PROFESSION. THOSE WHO ARE “TRULY TERRIBLE” SHOULD BE REMOVED BEFORE THEY ACHIEVE TENURE; MOST, I SUSPECT, LEAVE EARLY IN THEIR CAREER BECAUSE THEY CAN’T CONTROL THEIR CLASSES. WE ACTUALLY HAVE MANY MORE SUCCESSFUL TEACHERS THAN MOST PEOPLE BELIEVE; AS STATES HAVE REPORTED ON THEIR NEW EVALUATION SYSTEMS, MORE THAN 95% OF TEACHERS HAVE BEEN RATED EITHER “HIGHLY EFFECTIVE” OR “EFFECTIVE.” VERY FEW FELL BELOW THOSE MARKERS. FRANKLY, TEACHING THESE DAYS IS SO DIFFICULT THAT IT TAKES A VERY STRONG PERSON TO HANDLE THE RESPONSIBILITIES OF THE CLASSROOM.

 

• All teachers should be evaluated regularly, comprehensively and fairly, with the primary goal of helping them improve their craft.

 
I AGREE, ALTHOUGH I THINK THAT TEACHERS WHO RECEIVE HIGH RATINGS FROM THEIR ADMINISTRATORS AND PEERS SHOULD NOT BE REGULARLY EVALUATED. THAT IS A WASTE OF TIME THAT SHOULD BE DEVOTED TO THOSE WHO NEED HELP IN IMPROVING. THE TOP TEACHERS SHOULD BE OFFERED EXTRA PAY TO MENTOR NEW TEACHERS.

 

• The best teachers should be rewarded while struggling ones should be given help so they can improve.

 
I DON’T BELIEVE IN PERFORMANCE BONUSES. THE RESEARCH SHOWS THEM TO BE INEFFECTIVE. I AGREE THAT THOSE WHO STRUGGLE SHOULD RECEIVE HELP SO THEY CAN IMPROVE.

 

• If a teacher doesn’t improve, there needs to be a timely and fair system to get them out of the profession.

 
WE AGREE.

 

• There should be a timely process to handle disciplinary charges against teachers so that there is no need for things like rubber rooms, which are a costly and dehumanizing embarrassment.

 
WE AGREE.

 

• In fighting for the interests of teachers, unions are doing exactly what they’re supposed to – and have done it well.

 
WE AGREE.

 

• The decline of unionization (which has occurred mostly in the private sector), has been a calamity for this country and is a major contributor to soaring income inequality, which is also a grave concern.

 
WE AGREE.

 

• What Gov. Scott Walker did in Wisconsin as well as the Friedrichs case were wrong-headed attempts to gut union power, and it was wonderful that the Supreme Court left existing laws in place via its 4-4 tie in the Friedrichs case last week.
AGREED. I WOULD SAY THE SAME ABOUT THE OVERTURNING OF THE VERGARA CASE IN CALIFORNIA, WHICH THREW OUT A LOWER COURT DECISION INTENDED TO ELIMINATE DUE PROCESS FOR TEACHERS.

 

• Charter schools, like regular public schools, should: a) take their fair share of the most challenging students; b) backfill at every grade level; and c) follow comparable suspension and expulsion policies.

 
I AGREE TO AN EXTENT. IN THE PRESENT SITUATION, WHERE CHARTERS COMPETE WITH PUBLIC SCHOOLS FOR STUDENTS AND RESOURCES, I THINK THESE ARE FAIR REQUIREMENTS THAT ENSURE A LEVEL PLAYING FIELD. HOWEVER, IF WE WERE TO TAKE YOUR GOOD SUGGESTIONS, WE WOULD HAVE TWO PUBLICLY-FUNDED SCHOOL SYSTEMS, ONE MANAGED BY PUBLIC OFFICIALS, THE OTHER BY PRIVATE ENTREPRENEURS. I SEE NO REASON TO HAVE A DUAL SCHOOL SYSTEM–ONE HIGHLY REGULATED, AND THE OTHER UNREGULATED, OR AS YOU PROPOSE HERE, REGULATED TO A GREATER EXTENT THAN AT PRESENT. IF CHARTERS DO CONTINUE AS THEY NOW ARE, YOUR PROPOSAL WOULD MAKE THEM FAIRER AND LESS PREDATORY. IN THEIR CURRENT STATE, THEY ARE BANKRUPTING SCHOOL DISTRICTS AND SKIMMING OFF THE EASIEST TO EDUCATE STUDENTS, AND THAT’S NOT FAIR.

 

I WOULD LIKE TO SEE CHARTER SCHOOLS RETURN TO THE ORIGINAL IDEA PROPOSED IN 1988 BY ALBERT SHANKER AND A PROFESSOR IN MASSACHUSETTS NAMED RAY BUDDE. CHARTER SCHOOLS WERE SUPPOSED TO BE COLLABORATORS WITH PUBLIC SCHOOLS, NOT COMPETITORS. THEIR TEACHERS WOULD BELONG TO THE SAME UNION AS PUBLIC SCHOOL TEACHERS. THEY WERE SUPPOSED TO HAVE FREEDOM TO INNOVATE AND EXPECTED TO SHARE THEIR INNOVATIONS WITH THE PUBLIC SCHOOLS. AT THE END OF THEIR CHARTER–SAY, FIVE YEARS OR TEN YEARS–THEY WOULD CEASE TO EXIST AND RETURN TO THE PUBLIC SCHOOL DISTRICT. SHANKER THOUGHT THAT CHARTER SCHOOLS SHOULD EXIST FIND INNOVATIVE WAYS TO HELP THE KIDS WHO WERE NOT MAKING IT IN PUBLIC SCHOOLS, THOSE WHO HAD DROPPED OUT, THOSE WHO WERE UNMOTIVATED, THOSE WHO WERE TURNED OFF BY TRADITIONAL SCHOOLS. I SUPPORT THAT IDEA. WE HAVE STRAYED VERY FAR FROM THE ORIGINAL IDEA AND ARE MOVING TOWARDS A DUAL SCHOOL SYSTEM, ONE FREE TO CHOOSE ITS STUDENTS, THE OTHER REQUIRED TO ACCEPT ALL WHO SHOW UP AT THEIR DOORS.

 

• For-profit online charters like K12 are providing an inferior education to far too many students and thus need to be much more carefully regulated and, in many cases, simply shut down.

 
FOR-PROFIT ONLINE CHARTER SCHOOLS ARE A SCAM AND A FRAUD. THEY SHOULD BE PROHIBITED. I APPLAUDED YOUR FRANK DISSECTION OF K12 INC, WHICH SURPRISED ME BECAUSE VIRTUAL SCHOOLS GRAB ON TO THE COAT-TAILS OF THE REFORM MOVEMENT. FOR ANOTHER GREAT EXPOSE OF THE K12 VIRTUAL CHARTER CHAIN, READ JESSICA CALIFATI’S OUTSTANDING SERIES IN THE SAN JOSE MERCURY-NEWS, WHICH WAS PUBLISHED JUST DAYS AGO:

 

http://www.mercurynews.com/education/ci_29780959/k12-inc-california-virtual-academies-operator-exploits-charter

 

STUDENTS WHO ENROLL IN THESE SCHOOLS HAVE LOWER SCORES, LOWER GRADUATION RATES, AND LEARN LITTLE. A STUDY BY STANFORD UNIVERSITY’S CREDO EARLIER THIS YEAR SAID THAT THEY LEARN ESSENTIALLY NOTHING. WHY SHOULD TAXPAYERS FOOT THE BILL?

 

IN ADDITION, I WOULD LIKE TO SEE FOR-PROFIT CHARTER SCHOOLS PROHIBITED. THE PUBLIC PAYS TAXES FOR SCHOOLING AND BELIEVES THAT THE MONEY WILL BE SPENT ON EDUCATION, NOT ON PAYING A PROFIT TO INVESTORS IN A CORPORATION. THE PURPOSE OF A FOR-PROFIT CORPORATION IS TO MAKE A PROFIT; THE PURPOSE OF A PUBLIC SCHOOL IS TO PREPARE YOUNG CHILDREN TO LIVE A FULL AND SATISFYING LIFE AS CITIZENS AND MEMBERS OF THE COMMUNITY. THERE SHOULD NEVER COME A TIME WHEN SCHOOL LEADERS CHOOSE THE NEED TO SHOW A PROFIT OVER THE NEEDS OF STUDENTS. I WOULD ALSO STOP SPENDING PUBLIC MONEY ON FOR-PROFIT “COLLEGES.” THEY HAVE BEEN CHASTISED IN CONGRESSIONAL INVESTIGATIONS TIME AND AGAIN FOR THEIR PREDATORY PRACTICES, BUT THEY ALWAYS MANAGE TO SURVIVE, THANKS TO SKILLFUL, BIPARTISAN LOBBYING. I RECOMMEND A NEW BOOK BY A.J. ANGULO, TITLED “DIPLOMA MILL$: HOW FOR-PROFIT COLLEGES STIFFED STUDENTS, TAXPAYERS, AND THE AMERICAN DREAM” (JOHNS HOPKINS PRESS).

 

• Voter IDs laws are a despicable and thinly disguised attempt by Republicans to suppress the turnout of poor and minority voters, which in turn hurts schools serving their children.

 
WE AGREE.

 

So what do you think? Do you disagree with any of these statements? What have I missed? What do you believe that you think I would agree with? I think it would be productive and interesting to come up with a long of a list as possible.

 

Best regards,

 

 

Whitney
———————–

 

DEAR WHITNEY,

 
HERE ARE A FEW OF MY BELIEFS THAT YOU MAY OR MAY NOT SHARE.

 

*I BELIEVE IN SEPARATION OF CHURCH AND STATE. PUBLIC MONEY SHOULD NOT BE SPENT FOR RELIGIOUS SCHOOL TUITION. PEOPLE SHOULD NOT BE ASKED TO SUBSIDIZE THE RELIGIOUS BELIEFS OF OTHERS. ONCE WE START ON THAT SLIPPERY SLOPE, TAXPAYERS WILL BE UNDERWRITING SCHOOLS THAT TEACH CREATIONISM, WHITE SUPREMACY, FEMALE SUBJUGATION, AND OTHER IDEAS THAT VIOLATE BOTH SCIENCE AND OUR DEMOCRATIC IDEALS.

 

*I BELIEVE THAT EVERY CHILD, REGARDLESS OF ZIP CODE OR FAMILY INCOME, RACE, GENDER, DISABILITY STATUS, LANGUAGE PROFICIENCY, OR SEXUAL ORIENTATION, SHOULD BE ABLE TO ENROLL IN AN EXCELLENT SCHOOL.

 

*I BELIEVE THAT AN EXCELLENT SCHOOL HAS SMALL CLASSES, EXPERIENCED TEACHERS, A FULL CURRICULUM, A WELL-RESOURCED PROGRAM IN THE ARTS, SCIENCE LABORATORIES, AND A GYMNASIUM, SITUATED IN A WELL-MAINTAINED AND ATTRACTIVE BUILDING. STUDENTS SHOULD HAVE THE OPPORTUNITY TO STUDY HISTORY, LITERATURE, THE SCIENCES, MATHEMATICS, CIVICS, GEOGRAPHY, TECHNOLOGY, AND HAVE AMPLE TIME FOR PHYSICAL ACTIVITIES, SPORTS, AND EXERCISE. THE SCHOOL SHOULD HAVE A WELL-STOCKED LIBRARY WITH A FULL-TIME LIBRARIAN. IT SHOULD HAVE A SCHOOL NURSE, A SOCIAL WORKER, AND A PSYCHOLOGIST. THE PRINCIPAL SHOULD BE AN EXPERIENCED TEACHER, WITH THE AUTHORITY TO HIRE TEACHERS AND TO EVALUATE THEIR PERFORMANCE. TEACHER EVALUATION SHOULD BE BASED ON PEER REVIEW AND CLASSROOM PERFORMANCE, NOT ON TEST SCORES.

 

*I BELIEVE THAT THE PRIMARY PURPOSE OF PUBLIC SCHOOLS, BASED ON MY STUDIES AS A HISTORIAN OF EDUCATION, IS TO DEVELOP GOOD CITIZENS. THE MOST IMPORTANT JOB THAT CITIZENS HAVE IN OUR DEMOCRACY IS TO VOTE THOUGHTFULLY AND TO BE PREPARED TO SIT ON JURIES AND REACH WISE DECISIONS ABOUT THE FATE OF OTHERS. CITIZENS MUST BE WELL INFORMED AND KNOWLEDGEABLE. THEY SHOULD KNOW HOW TO COLLABORATE WITH OTHERS TO ACCOMPLISH GOALS. THEY SHOULD CARE ABOUT THE FAIRNESS AND FUTURE OF OUR DEMOCRACY. THEY SHOULD BE KNOWLEDGABLE ABOUT AMERICAN AND WORLD HISTORY. THEY SHOULD UNDERSTAND THE BASIC PRINCIPLES OF GOVERNMENT, ECONOMICS, AND SCIENCE SO THEY CAN UNDERSTAND THE GREAT ISSUES OF THE DAY.

 

*I BELIEVE THAT PUBLIC EDUCATION IS ONE OF THE BASIC BUILDING BLOCKS OF OUR DEMOCRACY. AS CITIZENS, WE HAVE AN OBLIGATION TO SUPPORT A GOOD PUBLIC EDUCATION FOR ALL CHILDREN, EVEN IF WE HAVE NO CHILDREN OR IF OUR OWN CHILDREN ARE GROWN OR IF WE SEND OUR CHILDREN TO RELIGIOUS OR PRIVATE SCHOOLS.

 

*BECAUSE I BELIEVE IN THE IMPORTANCE OF PUBLIC EDUCATION, I OPPOSE ALL EFFORTS TO PRIVATIZE PUBLIC SCHOOLS OR TO MONETIZE THEM.

 

*I BELIEVE THAT THE PRIMARY RESPONSIBILITY FOR SHAPING EDUCATION POLICY SHOULD BE IN THE HANDS OF EDUCATORS, NOT POLITICIANS. EDUCATORS ARE THE EXPERTS, AND WE SHOULD LET THEM DO THEIR JOBS WITHOUT POLITICAL INTERFERENCE.

 

*I BELIEVE THAT TEACHERS SHOULD NOT ONLY BE RESPECTED, BUT SHOULD BE PAID MORE FOR THEIR EXPERIENCE AND EDUCATION. I DO NOT BELIEVE THAT EDUCATION WILL GET BETTER IF TEACHERS HAVE LESS EXPERIENCE AND LESS EDUCATION.

 

*I BELIEVE IN SCHOOL CHOICE, BUT I DO NOT BELIEVE THAT PRIVATE CHOICES SHOULD BE PUBLICLY SUBSIDIZED. ANYONE WHO WANTS THEIR CHILD TO HAVE A RELIGIOUS EDUCATION SHOULD PAY FOR IT. THE SAME FOR THOSE WHO WANT THEIR CHILDREN TO ATTEND A PRIVATE SCHOOL OR TO BE HOME-SCHOOLED. PARENTS HAVE A RIGHT TO MAKE CHOICES, BUT THEY SHOULD NOT EXPECT THE PUBLIC TO PAY FOR THEIR CHOICES.

 

*I WOULD LIKE TO SEE TODAY’S REFORMERS FIGHT AGAINST BUDGET CUTS TO PUBLIC SCHOOLS, AGAINST SEGREGATION, AND AGAINST THE OVERUSE AND MISUSE OF STANDARDIZED TESTS. I WISH WE MIGHT JOIN TOGETHER TO LEAD THE FIGHT TO IMPROVE THE LIVING STANDARDS FOR CHILDREN AND FAMILIES NOW LIVING IN POVERTY. I WISH WE MIGHT ADVOCATE TOGETHER FOR HIGHER SALARIES FOR TEACHERS, SMALLER CLASSES FOR STUDENTS, EFFECTIVE SOCIAL AND MEDICAL SERVICES FOR CHILDREN WHO NEED THEM, AND EXCELLENT PUBLIC SCHOOLS IN EVERY NEIGHBORHOOD.

 

*I WOULD LIKE TO SEE ALL OF US WHO CARE ABOUT CHILDREN, WHO RESPECT TEACHERS AND WANT A GREAT EDUCATION FOR EVERY CHILD, JOIN TOGETHER TO PERSUADE THE PUBLIC TO INVEST MORE IN EDUCATION AND TO CONSIDER EDUCATION THE MOST IMPORTANT ENDEAVOR OF OUR SOCIETY, THE ONE THAT WILL DETERMINE THE FUTURE OF OUR SOCIETY. LET US RECOGNIZE TOGETHER THAT POVERTY MATTERS, TEACHERS MATTER, SCHOOLS MATTER, AND THAT WE MUST STRIVE TOGETHER TO REACH THE GOALS UPON WHICH WE AGREE.

 

THANK YOU FOR INITIATING THIS DIALOGUE. I LOOK FORWARD TO CONTINUING IT.

 

DIANE RAVITCH

 

 

 

 

 

 

Are you concerned about current efforts to force academic standards onto little children? Are you concerned about the movement to stamp out play? Do you think that little children should experience childhood before they are subjected to the academic treadmill? Do you think that school can and should be more than a boring progression of test prep and testing?
If so, you will enjoy learning about the Toolkit prepared by a prestigious group of early childhood educators called “Defending the Early Years.”
DEY is encouraging activism on behalf of little children, who cannot advocate for themselves:
DEY’s Action Mini Grant InitiativeWe are excited to offer a mini grant initiative to help foster your good work in your community as related to DEY’s three principle goals:

  • To mobilize the early childhood community to speak out with well-reasoned arguments against inappropriate standards, assessments, and classroom practices.
  • To track the effects of new standards, especially those linked to the Common Core State Standards, on early childhood education policy and practice.
  • To promote appropriate practices in early childhood classrooms and support educators in counteracting current reforms which undermine these appropriate practices.

We are offering grants from $200.00 to $500.00. We will begin accepting applications on a rolling basis beginning February 1, 2013. Applications will be reviewed on an ongoing basis and up to 20 awards will be granted (depending on grant sizes). Possible actions include, but are not limited to:

  • Hosting a parent information meeting
  • Organizing a Call Your Legislator Day
  • Spearheading a letter writing campaign to politicians
  • Organizing a “Play-In” at the local school board
  • Publicizing an “Opt Out” campaign
  • See our website for more ideas…
Defending is the right word these days when the nation’s highest policymakers seem determined to turn little children into global competitors.

The AFT prepared an excellent video about the real lessons of PISA.

It shows graphically what the high-performing nations are doing.

It shows that poverty matters.

It shows that equitable resources matter.

It shows that teachers need to be supported and to work in a collaborative environment.

It shows the importance of early childhood education.

The PISA report offers no support for current U.S. policies.

Amy Prime teaches second grade in Iowa. She writes strong opinion pieces and in this one, she lambastes the Des Moines Register (which publishes her articles) for its most recent editorial blasting the schools. In this case,the newspaper complained that Iowa schools did not have test scores as high as Maryland.

Have Iowa’s test scores “stagnated”? Whence came the belief that they must go up every year, like stock prices?

She writes:

“Even if our scores have “stagnated,” as the Register article asserts, then Iowa teachers should be praised for maintaining such high scores with that added challenge. I’d like to see a feature congratulating teachers for not allowing our kids to slip when we have been forced to deal with larger class sizes, decreased funding, more English-as-a-second-language students, less planning and prep time, the slashing of our music and arts programs, the demoralization of our profession in the media, increased interference from politicians and businessmen, and more.”

Amy challenges the editorial writers to talk to teachers, not to Stanford researchers or people from the governor’s office.

You think it can’t happen here?

You think your state is immune?

Read about the war on public education in Texas and think again.

Some part of this radical agenda is being promoted in almost every state.

Yours too.

This comment was written by Bonnie Lesley of “Texas Kids Can’t Wait”:

“I worry a lot whether public schools will continue to exist in some states. Our organization, Texas Kids Cant Wait, has felt overwhelmed at times this legislative session about the sheer number of privatization bills, all either sponsored by Sen. Dan Patrick or by someone close to him. We have been battling a big charter (what is in reality the gateway drug to privatization) expansion bill, a parent-trigger bill, opportunity scholarships, taxpayer savings grants, achievement district, “FamiliesFirstSchools”, home-rule districts, vouchers for kids with disabilities, online course expansion, numerous bills to close public schools and turn them over to private charter companies, and on and on. A friend said it is as if they threw a whole bowl full of spaghetti at the wall, believing something would stick.

Every one of the ALEC bills we have seen introduced in other states has been introduced in Texas this year.

The privatizers have also held hostage the very popular bills such as HB 5 to reduce testing significantly unless their privatization bills advanced, and advance they have. So lots of folks are playing poker with kids’s lives and futures.

What keeps many of us fighting 20 hours a day and digging into our own pockets to fund the work is our understanding that these bills are not the end game. We’ve read the web sites, beginning with Milton Freidman’s epistle on the Cato Institute’s website, that lay out the insidious plan we are seeing played out. We have also read Naomi Klein’s brilliant book, Shock Doctrine.

First, impose ridiculous standards and assessments on every school.

Second, create cut points on the assessments to guarantee high rates of failure. (I was in the room when it was done in the State of Delaware, protesting all the way, but losing).

Third, implement draconian accountability systems designed to close as many schools as possible. Then W took the plan national with NCLB.

Fourth, use the accountability system to undermine the credibility and trust that almost everyone gave to public schools. increase the difficulty of reaching goals annually.

Fifth, de-professionalize educators with alternative certification, merit pay, evaluations tied to test scores, scripted curriculum, attacks on professional organizations, phony research that tries to make the case that credentials and experience don’t matter, etc.

Sixth, start privatization with public funded charters with a promise that they will be laboratories of innovation. Many of us fell for that falsehood. Apply pressure each legislative session to implement more and more of them. Then Arne Duncan did so on steroids.

Seventh, use Madison Avenue messaging to name bills to further trick people into acceptance, if not support, of every conceivable voucher scheme. The big push now as states implement Freidman austerity budgets to create a crisis is to portray vouchers as a cheaper way to “save” schools. The bills that would force local boards to sell off publicly owned facilities for $1 each is also part of the overall scheme not only to destroy our schools, but also to make it fiscally impossible for us to recover them if we ever again elect a sane government. Too, districts had to make cuts in their budgets in precisely the areas that research says matter most: quality teachers, preschool, small classes, interventions for struggling students, and rigorous expectations and curriculum. See our report: http://www.equitycenter.org. Click on book, Money STILL Matters in bottom right corner.

Eighth, totally destroy public education with so-called universal vouchers. They have literally already published the handbook. You can find it numerous places on the web.

Ninth, start eliminating the vouchers and charters, little by little.

And, tenth, totally eliminate the costs of education from local, state, and national budgets, thereby providing another huge transfer of wealth through huge tax cuts to the already-billionaire class.

And then only the wealthy will have schools for their kids.

Aw, you may say. They can’t do that! My response is that yes, they most certainly will unless you and I stop it!”

We are all aware of the destructive policies that are being pushed into the schools, despite any evidence for their value and considerable evidence that they do harm.

The good news is that parents and educators are pushing back, in city after city and state after state. The resistance to overtesting, to attacks on educators, and to privatization is growing, as Mark Naison reports here

Next year, it will blossom and grow.

If you are part of a grassroots group supporting your public schools, please send me the name of your group and website.

We will continue the pushback.

In Florida, as we learn from the comment below, it is never too soon to get tough. It’s never too soon to give tests and hand out grades. Even five-year-olds need to know that someone (the State Education Department? the Legislature? Jeb Bush? ) has high expectations for them! It’s never too soon for them to learn the Great Lesson: Perform on our tests or you are marked a failure. The treadmill starts here.

Must be part of that big Pearson contract with the state.

A reader reacts to an earlier post about whether it is right to give 2-3 assessments to kindergarten children:

In Clay County FL, we give NINE assessments to the kindergarteners. The math assessment will have 25 questions on it and be given one-on-one. The assessments include reading (FAIR), Performance Matters Math and Science. Our kinders are now being given grades weekly E, V, S, N, U.

I just discovered that I forgot to post the link to the story about the McKay Scholarship Program published by the Miami New Times, so I am reposting this entry. Gus Garcia-Roberts, the reporter who conducted this investigation of fraud in the voucher program for students with disabilities, was honored by the Society for Professional Journalists for this story.

Marcus Winters is one of those researchers who always advocates for vouchers. He often writes opinion pieces in places like the New York Post and the Wall Street Journal, extolling the virtues of vouchers and private management.

In this article in Rupert Murdoch’s New York Post, Winters explains why New York should follow the example of Florida and give vouchers to special education students.

Winters extols Florida’s McKay Scholarship program but fails to mention that it became immersed in scandal after a Miami newspaper wrote an expose.

The schools receiving vouchers are unregulated; the state never inquires about their curriculum or their facilities.

A brief excerpt from the story in the Miami New Times:

While the state played the role of the blind sugar daddy, here is what went on at South Florida Prep, according to parents, students, teachers, and public records: Two hundred students were crammed into ever-changing school locations, including a dingy strip-mall space above a liquor store and down the hall from an Asian massage parlor. Eventually, fire marshals and sheriffs condemned the “campus” as unfit for habitation, pushing the student body into transience in church foyers and public parks.

The teachers were mostly in their early 20s. An afternoon for the high school students might consist of watching a VHS tape of a 1976Laurence Fishburne blaxploitation flick —Cornbread, Earl and Me — and then summarizing the plot. In one class session, a middle school teacher recommended putting “mother nature” — a woman’s period — into spaghetti sauce to keep a husband under thumb. “We had no materials,” says Nicolas Norris, who taught music despite the lack of a single instrument. “There were no teacher edition books. There was no curriculum.”

In May 2009, two vanloads of South Florida Prep kids were on the way back from a field trip to Orlando when one of the vehicles flipped along Florida’s Turnpike. A teacher and an 18-year-old senior were killed. Turns out another student, age 17 and possessing only a learner’s permit, was behind the wheel and had fallen asleep. The families of the deceased and an insurance company are suing Brown for negligence.

Meanwhile, Brown openly used a form of corporal punishment that has been banned in Miami-Dade and Broward schools for three decades. Four former students and the music teacher Norris recall that the principal frequently paddled students for misbehaving. In a complaint filed with the DOE in April 2009, one parent rushed to the school to stop Brown from taking a paddle to her son’s behind.

The reporter described the McKay Scholarship program as: “a perverse science experiment, using disabled school kids as lab rats and funded by nine figures in taxpayer cash: Dole out millions to anybody calling himself an educator. Don’t regulate curriculum or even visit campuses to see where the money is going. For optimal results, do this in Florida, America’s fraud capital.”

The program has doled out over $1 billion in public funds to more than 1,000 schools. What does deregulation mean? “There is no accreditation requirement for McKay schools. And without curriculum regulations, the DOE can’t yank back its money if students are discovered to be spending their days filling out workbooks, watching B-movies, or frolicking in the park. In one “business management” class, students shook cans for coins on street corners.”

Because the schools are private — although accepting publicly funded vouchers — the DOE is not allowed to monitor curriculum. For the same reason, the department claims it can’t bar corporal punishment, despite parents’ complaints that children are being paddled.

Marcus Winters’ colleague Jay Greene at the University of Arkansas defended the McKay Scholarship program by pointing to an anecdote about a child in a public school special-education program in Alabama who was maltreated. Greene disparaged the publication, implying that it is an untrustworthy source, not to be taken seriously. But the writer of the story, Gus Garcia-Roberts was honored by the Society of Professional Journalists, which named him as first-place winner of its Sigma Delta Chi award for public service journalism for a reporter at a non-daily publication.

Unlike Greene’s defense of the McKay Scholarships, the story in the Miami New Times was not an anecdote about the mistreatment of one child. It was a story about a system in which many children are mistreated, the result of a two-month investigation into a state-funded program that has no standards for the schools that receive the state’s most vulnerable children.

Six months after the original story, the newspaper wrote a follow-up. Florida legislators, including sponsors of the vouchers for special education, have vowed to reform the program. Sen. Stephen Wise, a Jacksonville Republican who originally co-sponsored the program, declared our findings “appalling… I’m amazed that there’s not more scrutiny about where the money is going.” The program’s progenitor, former Florida Senate President McKay, a Republican from Bradenton, concluded: “Somebody better get off their ass and fix those problems.

Meanwhile, New York legislators need to do something to reform the state’s privatized program of special education for preschoolers. Just weeks ago, the New York Times published an expose about the fraud and corruption in that expensive, scandal-ridden boondoggle.

Indiana is one of the states where the governor and the state commissioner of education seem determined to put public education out of business. They are implementing vouchers, expanding charters, and given the green light to for-profit online charter schools. They do not have a shred of evidence that any of this will improve the education of children in Indiana, but that doesn’t slow them down. They are in love with the ideology of choice and competition and the glories of the marketplace, and that’s the end of the discussion. Plenty of entrepreneurs will get rich off taxpayers’ dollars in Indiana.

Fortunately, there is strong resistance from parents and educators in Northeast Indiana. When I spoke in Indiana last fall, I met some of the parent leaders. They were in despair about the destructive policies being pushed through the legislature. I am glad to say that they organized and are speaking out. They can serve as a model for other concerned citizens.

They have drafted a statement in opposition to what Governor Mitch Daniels and State Superintendent Tony Bennett are doing. They not only oppose these harmful policies, but they offer a platform describing the positive steps that must be taken to save public education in the state of Indiana.

Congratulations to these courageous, thoughtful, and concerned citizens of Indiana!

I hope that others will take this statement of principles and adapt it to their own community and state. Help it go viral, as the Texas anti-high-stakes testing resolution has gone viral. Join with your friends and neighbors to awaken the American public to support good education policies that strengthen our public schools and our democracy.

As the movement to privatize public schools grows stronger, we should pay attention to the costs of privatization.

Those who push for privatization also claim that private business operates more efficiently than government and will thus save taxpayers’ dollars.

If only it were true.

The latest example in the privatization sage was a story in the New York Times of June 6 about what has happened to the cost of privatized special education for preschool children in New York City. The cost, now at $1 billion for 25,000 children of ages 3 and 4, has doubled in the past six years. It is far more than is paid for the same services in other cities and states.

New York City now spends about $40,000 per child in the program. Says the article, “Massachusetts, whose program is considered “resource-rich” by experts in the field, spends less than $10,000 a child.”

Oversight by the city and state has been lax, and efforts to tighten regulation in Albany has been blocked by the industry’s lobbyists.

The private contractors, who have their tuition rates set by the state, have become an influential lobbying force in Albany, where they have regularly rallied parents of disabled children to protest spending curbs in the program.

Auditors’ reports have found that:

Some contractors have billed the program for jewelry, expensive clothing, vacations to Mexico and spa trips to the Canyon Ranch resort, The Times found in a review of a decade’s worth of education, financial and court records. Others have hired relatives at inflated salaries or for no-show jobs, or funneled public money into expensive rents paid by their preschools to entities they control personally.

New York is the only state that has turned this program over to private contractors, many of which operate for-profit. Typically, the same firms evaluate the children and then provide services to them. 83% of the firms that conducted the evaluation also provided the services needed. Critics believe, not without reason, that the companies have a finanical incentive to over-identify children’s needs to inflate their bottom line.

When services are privatized, there will inevitably be operators who overbill for their services and pad the books and their profits. Lax oversight enables fraud. In the case of this program, oversight is very lax indeed: Regulators rely on contractors’ own accountants to vouch for billing. City and state officials conduct audits infrequently, and when they do, the results often languish on the shelves of the State Education Department. Some audits have not been given final approval and released until years after the contractors being audited went out of business.

Thus, the growing cost does not mean that children are getting more services they need, but that private firms are getting more profits at the expense of the children they supposedly serve.

A spokesman for New York City’s Department of Education defended the program and said that although it was expensive, it works.

As this article shows, it certainly works for the private contractors, who use the children and their parents to prevent appropriate and necessary oversight.

Diane