Archives for category: Rhee, Michelle

The National Research Council is conducting a five-year review of mayoral control and the D.C. Public schools.

The committee created for this purpose will meet on March 22.

There is an open session at 1 pm to discuss test security and the validity of test scores in D.C.

This is a good opportunity to listen, learn, and perhaps determine whether the researchers intend to conduct a probe that is more thorough than the cursory reviews of two inspectors general.

Here are the details:

Committee for the Five-Year (2009-2013) Summative Evaluation of the District of Columbia Public Schools

Meeting Two
March 22, 2013
500 Fifth St., NW
Washington DC
DRAFT Agenda

OPEN SESSION

1:00 – 3:00​

Discussion of Test Security and Validity of Achievement Test Data

• Overview of test security issues and session goals

Lorraine McDonnell and Carl Cohn

• Best practices for preventing security violations

Carswell Whitehead, ETS

• Statistical tools for flagging anomalies and issues they raise

Carswell Whitehead, ETS

• Strategies and issues in forensic investigation of possible security violations

Steve Ferrara, Pearson Assessments

• Case Study: What can DC learn from events in other districts?

Heather Vogel, Atlanta Journal Constitution

Krazy TA asks a relevant question: Do reformers put their own children in no-excuses schools?

He writes:

The charterites/privatizers have toned it down a bit, but remember the electrifying mantra “we want to give poor kids the same education that rich kids get”? [chant in alternating patterns with “poverty is not destiny.”]

All right then. Go to the websites of the Waldorf School of the Peninsula, Cranbrook, Harpeth Hall, Chicago Lab Schools, Sidwell Friends. If you don’t like my choices pick similar ones that suit your individual tastes. Read what they offer—I am not speaking rhetorically; I really mean go through all their offerings.

Yes, [sigh] these schools do serve some students whose SES status is not Rocketing out of the Earth’s atmosphere. But these are the kinds of schools that the children of the wealthy, well-connected, well-educated and powerful attend. These sorts of schools don’t just exist in someone’s online piece about what he would do if he were Secretary of Education.

No need for the rheephormy crowd to “make it up as they go along” like Rocketshipsters claim is necessary. They’ve got highly successful proven models right in front of them.

Charterites/privatizers: actions speak louder than words. I invoke what seems to be your highest moral imperative: put your money where your mouth is.

Oh, and I almost forgot: put your own children in your charters, not in the Waldorfs or the Cranbrooks or any of the rest. If it’s good enough for the children of others it’s good enough for yours.

Not too much to ask, is it?

Jay Mathews wrote a great column on the failure of two inspector generals to probe the DC cheating scandal.

Michelle Rhee is traversing the nation, selling her big “success” story in DC, but the cheating scandal continues to fester. The testing company reported a remarkable number of wrong-to-right erasures in a large number of schools. As Mathews reports, neither IG took the erasure evidence seriously.

As Mathews points out, the only genuine hero in the DC mess was Adell Cothorne, the new principal at Noyes who reported the cheating and got frozen out by top administrators for her integrity.

The failure to get to the bottom of the testing scandal is itself a scandal. Someday, hopefully, a serious investigation will not only inquire into why the scores went up so fast and why they plummeted, but why two slipshod investigations swept the evidence under the rug. Who decided to deep-six the cheating? Why?

Meanwhile, if Rhee comes to town to tout the DC schools as a model, don’t forget to raise two issues:

1) the DC schools have one of the lowest graduation rates in the nation;
2) the achievement gaps between blacks and whites and between whites and Asians in the DC schools are double the gaps of other cities tested by NAEP.

Apparently, Rhee got textbooks delivered to the schools on time. Let’s give her credit for that.

“Parent trigger” is a zombie policy. It has never transformed a single school. It has no evidence. It is a slogan pretending to be a policy. It is the quintessence of a corporate power grab.

In the wake of the Newtown massacre, no decent person should utter the words “parent trigger.”

But in Florida, Coach Bob Sikes alerts his readers to the return of the “parent trigger” legislation that failed to pass last year. It failed because–no matter how hard Jeb Bush and Michelle Rhee promoted it–every parent group in Florida opposed it. Somehow the PTAs understood that “parent empowerment” would benefit the corporations running charter schools, not their children.

Jeb Bush vowed to bring it back, and here it comes. Only here is an interesting turn of events. One of the sponsors is a Republican legislator who was not friendly to charters last year. Coach Bob wonders if her change of heart has anything to do with the campaign contributions doled out by the for-profit charter corporations.

By the way, he doesn’t mention it here, but Frank Biden is an executive with the for-profit Mavericks charter chain cited in his post. Frank is the brother of Joe Biden.

During Michelle Rhee’s book tour, the nation will hear a lot of claims about the dramatic changes she imposed on the D.C. schools, which qualifies her to export her ideas to the rest of the nation.

What should other states and cities seek to copy? D.C. Schools continue to be among the lowest performing in the nation, with the lowest graduation rate.

Michael Shank faults Mayor Vincent Gray for continuing to follow Rhee’s formula of thinking that firing teachers and closing schools is a substitute for addressing socioeconomic problems. The low education levels of D.C. high school students, he says, show how little Rhee’s reforms changed the quality of education in the schools she ran for nearly four years (and continues to influence through her successor and deputy Kaya Henderson).

Shank writes: “A neighbor of mine in Anacostia, who was interviewed for this article, is a teacher in a Ward 8 school. He notes that kids are dropping out of high school because they don’t have the basic skills that should’ve been acquired in elementary school. His high school students can barely “decode” (that’s teacher speak for sounding out words), and most of his students, with the exception of one, needed a calculator to tell him the answer to this math problem: What’s half of three? Remember, these are high school students.”

Mayor Gray won in large part because of dissatisfaction in the black community against Rhee. Yet he has maintained her people and policies. He even boasted, writes Shank, that D.C, will soon be a district in which half the students are in privately managed schools. “There is nothing radical about closing schools. It fails to address the problem, shifts the burden elsewhere and moves this city closer to a privatized all-charter system, out of accountability’s reach and away from public oversight.”

Shank concludes:

“This is where Gray’s fixes fall short. They’re looking at what ultimately is a socioeconomic problem, albeit manifested in the classroom, with educational lenses and educational tools. The adage is true: If all you have is a hammer, everything looks like a nail.

“A more effective mayoral blueprint would operate across all sectors of D.C. jurisdiction, including housing, health and human services, public safety, environment, business, and education. This should be an all-cabinet and all-council conversation.

“The architectural integrity of this city is a stake if we don’t wake up to what is happening in our classrooms. Amid decorated State of the District speeches and ceremonious book signings, our kids’ minds are closing at a faster rate than D.C. can close its schools. Time to wake up and smell the mental decay, Mayor Gray, before it’s too late.”

Tim Slekar is a tireless advocate for public education and teachers.

He was upset that Michelle Rhee got a chance to sell her book on the Jon Stewart show, because Jon is one of the best friends of public schools and teachers on national television.

Tim knew that Rhee would use the opportunity to say how much she loves teachers, and that she loves them so much, that she wants to fire more of them.

He was even more upset that she went unchallenged when she repeated her usual claim that teachers are the most important factor in schools that affect test scores.

This is progress, in that she used to say that teachers were the most important factor inside or outside the school.

Tim quite rightly points out that the research says that non-school factors like home and family income have a far greater impact on student test scores than teachers.

This is not to take away from teachers, but to acknowledge that there are problems that even the best teachers can’t overcome.

As Anthony Cody recently noted in one of his columns, many of the students in his Oakland classes suffered PTSD (post traumatic stress disorder) because they had witnessed a murder or suffered other horrible experiences. Very few teachers can induce a student to get a high test score when she saw someone murder her brother, sister, or parent the day before.

Read Tim here:

http://atthechalkface.com/2013/02/04/jon-stewarts-betrayal-michellerhee/

http://atthechalkface.com/2013/02/04/jon-stewarts-betrayal-michellerhee-update/

http://atthechalkface.com/2013/02/11/teachers-rock-in-school-but-what-about-out-of-school/

EduShyster wants to help promote Rick Hess’ new book, Cage Busters….or does she?

It is a ritual. Every author of a public policy book must launch it with a panel discussion at a think tank in DC. It’s a way of showcasing the book and branding it

Hess runs the education program at the American Enterprise Institute so he chose his panel. Hess branded his book by offering the views of people he sees as cage busters: Michelle Rhee, Kaya Henderson, Deborah Gist, Chris Barbic, and a little known principal from New York.

EduShyster deconstructs the cage busting concept. In the end, we are left to wonder who is in the cage, why it needs busting, and where these cage busters are taking the children and teachers of this nation.

Jersey Jazzman deconstructs Michelle Rhee’s appearance on Jon Stewart’s show and wonders why interviewers allow her to avoid any real analysis of her policy recommendations. Instead of asking what is the evidence for her views, she is allowed to get away with glittering generalities about how much she loves teachers.

Jon Stewart is one of our very best interviewers, yet she spun her blather past him.

Jersey Jazzman writes:

“Our nation’s dialogue about education has been commandeered by a bunch of ill-informed, intellectually lazy, bought-and-paid-for edu-celebrities. Michelle Rhee, Joel Klein, Wendy Kopp, Ben Chavis, Steve Perry, Jeb Bush, Arne Duncan, and a few others are pushing an agenda that has little evidence to support it; worse, they are rarely questioned by well-informed journalists as to the specifics of their plans.”

Rhee has never been challenged directly. I wish some radio or TV host would invite us to debate the issues.

Here is Michelle Rhee, as reviewed by Mercedes Schneider in part viii of her study of the board of the National Council of Teacher Quality.

Mercedes Schneider is a teacher in Louisiana who holds a Ph.D. In statistics and research methods.

Here she is at her best, doing a close examination of the life and work of Michelle Rhee.

There have been two official investigations of allegations of cheating in the public schools of the District of Columbia during the tenure of Michelle Rhee. Neither of them found any evidence of widespread cheating, yet many questions remain, including questions about the depth and scope and basic competency of the two official investigations.

USA Today first reported the extraordinary erasure rates in at least half the D.C. Public schools. In addition to the striking number of answers that were changed from wrong to right, there were a large number of schools where test scores rose dramatically, too dramatically to be credible. Rhee said at the time that the charges “absolutely lacked credibility.”

After security was tightened, some of those same schools saw their test scores plummet as fast as they had risen. Yet the official investigators could find nothing amiss.

As it happens, the National Research Council created a commission to study the performance of the D.C. public schools under mayoral control. The commission includes respected scholars and practitioners. They are moving slowly and methodically. Surely, they will have the resources and the will to examine why scores flew up and fell down. Surely, they know that these erratic fluctuations are not commonplace nor are they reasonable.

The NRC has an opportunity to reassure the American public about the integrity of the measures used to judge our schools, our students, and our teachers.

What is required is the most careful and thoughtful probe of the events in D.C.

The public expects nothing less from the nation’s most prestigious research organization.