Archives for category: Scandals Fraud and Hoaxes

Jersey Jazzman (aka Mark Weber) explains how standardized tests are designed and how they function in real life.

Standardized tests are designed to produce a normal curve. Most students are in the middle. The curve accurately reflects socioeconomic status. If states use proficiency levels instead, those levels are completely arbitrary. They can be moved up or down, as the leaders choose, to demonstrate progress or failure.

That’s why it is puzzling that civil rights groups are supporting annual standardized testing in Federal law. It wastes money, labels the neediest kids as failures year after year, provides no helpful information, has no diagnostic value, and benefits no one but the testing corporations and the reformsters who are eager to privatize public schools by waving around low scores and gaps.

JJ writes:

“The correlation between socio-economic status and test scores is absolutely iron-clad. Does anyone think eliminating the ceiling effect is going to change this? Granted, there is likely a ceiling on how income effects test scores: a kid in a family making $300K a year probably isn’t at much, if any, disadvantage compared to a kid in a family making $500K.

“But the wealthy have always enjoyed an advantage in our false meritocracy. The biases in the tests themselves, coupled with the inequitable distribution of resources available for schools, all but guarantee the majority of the variation in test scores will be explained by class.

“The neo-liberal view appears to be that this is inevitable and just, so long as we decouple these inequities from race. If we can get some more students of color into elite schools, and create a few more black and brown millionaires and billionaires, everything will be “fair.” The owners of the country can then sleep soundly at night, content that they may be classists, but they aren’t racists.

“I’m all for social mobility, but increasing it isn’t the same as decreasing inequity. There are millions of people in this county doing difficult, necessary jobs. It’s wrong to consign people of color to these jobs through a system of social reproduction in our schools. But it’s also wrong to pretend that we have a system where everybody can be above average, and in doing so can make a better life for themselves.

“So long as we keep making bell curves, somebody has to be on the left side. Somebody has to do the work that needs to get done. But there’s no reason those decent, hardworking people shouldn’t have good wages and good medical care and good housing and disposable income and workplace rights and time to spend raising their children.”

He wonders what would happen if we stopped using the bell curve.

Don’t you?

Last February, Professor Gene Glass posted a hard-hitting post about conflicts of interest in Arizona. I reposted it on this blog.

Recently, Glass went looking for his post, and strange to say, it had disappeared! Gone!

Here is the post. Enjoy!

Jay Mathews read Caleb Rossiter’s newly published book (Ain’t Nobody Be Learnin’ Nothin’: The Fraud and the Fix for High-Poverty Schools”) and called it “the best account of public education in the nation’s capital I have ever read.”

 

Rossiter taught in both public schools and charter schools and found that grade inflation was rampant. Mathews writes:

 

Caleb Stewart Rossiter, a college professor and policy analyst, decided to try teaching math in the D.C. schools. He was given a pre-calculus class with 38 seniors at H.D. Woodson High School. When he discovered that half of them could not handle even second-grade problems, he sought out the teachers who had awarded the passing grades of D in Algebra II, a course that they needed to take his high-level class.

 

Teachers will tell you it is a no-no to ask other teachers why they committed grading malpractice. Rossiter didn’t care. Three of the five teachers he sought had left the high-turnover D.C. system, but the two he found were so candid I still can’t get their words out of my mind.

 

The first, an African immigrant who had taught special education, was stunned to see one student’s name on Rossiter’s list. “Huh!” Rossiter quoted the teacher as saying. “That boy can’t add two plus two and doesn’t care! What’s he doing in pre-calculus? Yes of course I passed him — that’s a gentleman’s D. Everybody knows that a D for a special education student means nothing but that he came in once in a while.”

 

The second teacher had transferred from a private school in a Southern city so his wife could get her dream job in the Washington area. He explained that he gave a D to one disruptive girl on Rossiter’s list because, Rossiter said, “he didn’t want to have her in class ever again.” Her not-quite-failing grade was enough to get the all-important check mark for one of the four years of math required for graduation.

 

Rossiter moved to Tech Prep, a D.C. charter school, where he says he discovered the same aversion to giving F’s. The school told him to raise to D’s the first-quarter failing grades he had given to 30 percent of his ninth-grade algebra students. He quit instead.

 

There are many ways to view this sad story. One is that we have a national education policy that demands lying by crowing about rising graduation rates, no matter how little they signify. Another is that the pressure to “raise expectations,” to set “rigorous standards” and to “raise the bar” has created a massive fraud. We demand results, and we get them, no matter that they are fraudulent. What we don’t do is address the underlying problems that students have by reducing class sizes, providing intensive tutoring, and intervening to help them. Doing that would require acknowledgement that expectations and high standards are not enough.

 

So the reformers prefer to crow about their victories then to do anything that helps the kids who are stuck and falling farther behind. That might be an admission of failure, and admissions of failure can get your school closed. Rewards go to those who reach their goals, by hook or by crook. Punishments are meted out to those who deal honestly with the kids who are failing. There are no miracle fixes. Caleb Rossiter knows it. Not in public schools, not in charter schools. The people who believe in magical incantations about “raising the bar higher” and expecting every child to clear it should find another field of activity. Certainly not sports, where a few teams win and most lose; where not every batter hits over .300 and not every pitcher can pitch a no-hitter every time.

 

Until we get away from magical thinking (remember Professor Howard Hill in “The Music Man” who taught music by the “think method”?), we will continue to hurtle towards fraudulence as our national education policy. The irony is that Secretary Duncan’t favorite mantra is that “we have been lying to our kids.” Who is lying to our kids now, after 15 years of test-based accountability?

Historians and teacher John Thompson wonders whether Arne Duncan and other reformers will ever be held for the failed reforms of the past 14 years?

“To try to protect every patient, doctors order screening tests. Accountability systems exist to ensure the quality of those systems and their proper usage. It would make no sense to punish doctors and technicians for the results that their tests produce (although some healthcare reformers sound like they want to do so). Accountability systems also monitor the professionalism and practice of the healthcare providers who use them. Doctors, however, would not submit to the type of output-driven accountability regimes that are being imposed on teachers.”

When will reformers admit that test-and-punish policies have failed?

When will they be accountable?

More than any other person, with the possible exception of President Obama and Secretary Duncan, Bill Gates controls American education. He has promoted charter schools (a passion he shares with ALEC, Obama, and every rightwing governor); VAM; high-stakes testing; Common Core; and whatever promotes free-market fundamentalism. His billions are the tiller that guides the ship.

Anthony Cody reproduces an interview in which Gates shows zero knowledge of how his pet reforms have failed. He shows no recognition of charter scandals or the effect of charters on the public schools who lose their top students and funding. He seems unaware that VAM has failed everywhere.

Cody points out that Gates uses the same talking points he used years ago. He lauds mayoral control and cites NYC and Chicago as successful school systems (he dropped DC from his standard line about the glories of top-down decision making).

What comes clear is that he doesn’t care about evidence or lives in a bubble where sycophants protect him from bad news.

It is time for him to stop meddling in school reform. His efforts, though well intentioned, have failed. The backlash will grow as parents react against Gates’ obsession with testing and free market economics.

You can meet Anthony Cody at the following events:

“Note: I will be doing three Educator and Oligarch book talks this week, starting Weds. May 13, at Copperfield’s Books in San Rafael, California, then on to Spokane, Washington on Thursday, May 14, and wrapping up the series in Seattle, Washington on Friday, May 15. All events are free and open to the public.”

Paul Thomas of South Carolina calls out the charter industry for its spiraling frauds, hoaxes, profits, and resegregation.

At the end of his post, he includes a list of readings:

“It’s Charter Scam Week again—time for the annual corporate Charter School Week P.R. campaign. Time to point out how that charter advocacy has revealed itself in the following ways:

“Charter advocacy cannot be about improving student achievement since charter schools consistently have a range of outcomes similar to public schools.

“Charter advocacy cannot be concerned about resegregation of schools by race and class since charter schools are significantly segregated.

“Charter advocacy is a thinly veiled attempt to introduce school choice as “parental choice” despite the U.S. public mostly being against channelling public funds into privately run schools.

“Charter advocacy is tolerating at best and perpetuating at worst schools for “other people’s children”—a system that subjects minority and high-poverty children to limited learning experiences, extensive test-prep, and authoritarian/abusive disciplinary policies.

“Charter advocacy chooses to ignore that charters eject some the most challenging students, ELL and special needs students.

“Charter advocacy also ignores that nothing about “charterness” distinguishes charter from public schools.

“Charter advocacy has committed to the (dishonest) “miracle” approach to demonizing public schools, and abandoned the original ideal of charter schools as pockets of experimentation (means and not ends) for the improvement of the public school system.

“The problem for charter advocacy is that the evidence is overwhelmingly counter to nearly every claim in favor of charter schools.”

– See more at: http://www.progressive.org/news/2015/05/188123/charter-scam-week-2015#.dpuf

Juan Gonzalez has been watching the evolution of charter schools in Néw York for over a decade. He has recorded the growth of an industry that gets public funds with no oversight or accountability. Now a new report confirms his worst suspicions.

When the state of Misaouri took control of the struggling, segregated school district of Normandy, it allowed students to escape to other districts and promised to transform what was left of the Normandy district. The takeover has been a flop.

 

 

Cameron Hensley is an honors student at Normandy High School with plans for college. But this year his school quit offering honors courses. His physics teacher hasn’t planned a lesson since January. His AP English class is taught by an instructor not certified to teach it.

 

The first-period English class is held in a science lab because the room across the hall smells like mildew and lacks adequate air conditioning. Stools sit upside down on the lab tables.

 

On a recent day, Hensley looked at an assigned worksheet. He wrote “positive” or “negative” beside 15 statements, depending on their connotation. “This is pretty easy,” he mumbled.

 

When Missouri education officials took over the troubled Normandy School District last summer, they vowed to help its 3,600 students become more college- and career-ready. About a quarter of the enrollment had already left for better schools under the controversial Missouri school transfer law, extracting millions of dollars from Normandy in the form of tuition payments to more affluent districts.

 

Even so, state education officials promised a new dawn in the district, with new leaders, better faculty and an unprecedented degree of attention from their department in Jefferson City.

 

But Hensley’s experience suggests things have gotten worse for many students who remain in Normandy schools.

 

Hensley, 18, began his senior year to find his favorite teachers gone. Electives such as business classes and personal finance were no longer offered.

 

He has written no papers or essays since fall, he said, aside from scholarship applications. He started reading a novel that the class never finished. Partly because of a lack of electives, he ended up taking fashion design first semester. He has no books to take home. He’s rarely assigned homework.

 

His one challenging class is precalculus.

 

“Last school year I was learning, progressing,” Hensley said. “This school year, I can honestly say I haven’t learned much of anything.”

Ken Derstine is a blogger in Philadelphia:

Divide and Conquer: The Philadelphia Story

By Ken Derstine

Everyone concerned about corporate education reform and the influence of various venture “philanthropists” in their drive to privatize public schools should be following the Democratic primary on May 19th for the next mayor of Philadelphia. Neoliberal and conservative financiers, in a drive to make Philadelphia public schools like the New Orleans school system, are investing millions of dollars in the mayoral race.

Most prominent is the Susquehanna Investment Group (SIG) that is funding state Senator Anthony Williams. SIG made an initial investment of $250,000 for television ads at the beginning of his campaign. In the final weeks of the campaign, they have boosted their funding to $800,000 per week.

The Susquehanna Investment Group makes no bones that their goal is the privatization of public schools in Philadelphia. For a full description of SIG see #Hedgepapers No. 11 – High Frequency Hucksters

The other major contender in the Philadelphia mayoral election is Democratic City Councilman James Kenney. Kenney has no problem with the expansion of charters as long as the state reimburses for their cost.

Williams backers, beside the outside financial interests investing millions in Williams campaign, include Black Clergy of Philadelphia and Vicinity, and union leadership of sheet metal workers, laborers, operating engineers, and transit workers.

Kenney has been endorsed by much of the Democratic Party machine in Philadelphia, the Philadelphia local AFL-CIO leadership, including the Philadelphia Federation of Teachers and a carpenters union, State Representative Dwight Evans and a coalition of African American leaders.

The splintering of Philadelphia’s labor movement is in marked contrast to 1973, when the PFT was on strike for 7 ½ weeks, the teachers union leadership and dozens of PFT members were jailed for contempt of court without bail, but the strike ended with a victory for the teachers as the city labor movement was preparing a general strike in support of the teachers.

On April 30th, Philadelphia political activist Helen Gym who is running on the Democratic ticket for a City Council-at-Large seat, criticized the Susquehanna billionaires for trying to buy Philadelphia’s election. Gym was viciously attacked at an April 30th rally by Antony Williams for “duplicity” and a personal attack was made on some of her supporters. Williams was joined in the attack by School Reform Commission member Bill Green. Green is a former Democratic City Councilman who was appointed by former Governor Corbett to the SRC. Rather than administer the beleaguered School District, he is taking sides in the mayoral election to promote his privatization agenda and his attack on Philadelphia teachers. See Bill Green’s Education Agenda: Hidden in Plan Sight | Defend Public Education

On May 3rd, Williams was endorsed by the Editorial Board of the Philadelphia Inquirer. They said the deciding factor was Kenney’s union support. Critics of the endorsement pointed out that the Inquirer is owned by Gerry Lenfest who is strongly pro-charter, a supporter of Teach for America, and corporate education reform as a whole. Reports are that the endorsement caused a lot of dissension on the staff at the Inquirer. Asked if she was concerned, Williams campaign spokeswomen Barbara Grant said in a statement “that Kenney and his allies will learn that both the Inquirer editorial board and voters don’t think that Kenney’s union supporters “need a seat in the mayor’s office.”

Both State Senator Williams and State Representative Evans support the Education Improvement Tax Credit Program. This program is a form of voucher that gives businesses a tax credit for providing scholarships for students to attend private or parochial schools in lieu of paying state taxes that would be going to public schools. This method of circumventing the Pennsylvania Constitutional mandate which says government cannot fund sectarian schools was pioneered by Florida Governor Jeb Bush after vouchers were declared unconstitutional by the Florida Supreme Court. Funding for Florida’s Corporate Income Tax Credit Scholarships program has risen dramatically since its inceptions.

Both Williams and Evans are on the board of the Black Alliance for Education Options. Its founder, former civil rights activist Howard Fuller, has been a promoter of vouchers and charters in low-income communities since August 24, 2000. Among its funders are the Lynde and Harry Bradley Foundation, the Bill & Melinda Gates Foundation, the Institute for the Transformation of Learning, and the Walton Family Foundation.

On February 5, 2015, Fuller participated on a panel at the right-wing American Enterprise Institute during which he said, “We (BAEO) wouldn’t exist without John Walton and this is one of the reasons I love that man.” Fuller is indifferent to the fact that the money given to BAEO by the Walton Foundation comes from the low-wage exploitation of Walmart workers!

The state takeover of the Philadelphia School District in 2001 grew out of a civil rights lawsuit in1998 in which the city of Philadelphia charged that Pennsylvania funding practices discriminated against non-white students. In retaliation, the legislature passed Act 46 that set up a School Reform Commission that eventually took over the School District in 2001. The city withdrew the lawsuit when it was given two of the five seats on the SRC. The architect of the Act 46 was Philadelphia Representative Dwight Evans who was chair of the House Appropriations Committee.

Both PA Representative Dwight Evans and PA Senator Anthony Williams are on the board of the Black Alliance for Education Options. On the BAEO website it says:

“In Pennsylvania, the support and leadership of BAEO board members Representative Dwight Evans and Senator Anthony Williams were crucial to the creation, protection, and expansion of the tax credit and charter programs. They were also instrumental in passing the law that led to the state takeover of the School District of Philadelphia, which has led to an increase in quality educational options for poor families.”

Like Williams, Evans has tried to start charters schools while he voted on education legislation as a Philadelphia Representative in Harrisburg. In 2011 he came into conflict with Broad Foundation board member Philadelphia Superintendent Arlene Ackerman over which charter company should take ownership of Martin Luther King High School. The clash led to a chain of events that lead to Ackerman’s resignation as Superintendent.

Early this year a pro-charter, anti-public school political organization descended on Philadelphia. Philly School Choice has appeared to counter-protest rallies of the Philadelphia Federation of Teachers and to organize parents with children in charter schools to speak at SRC meetings in support of charter expansion. It does not reveal its funding sources, but it’s leader, Bob Bowden, is well known in right-wing libertarian, corporate privatization circles.

On August 30, 2014 Bob Bowden interviewed Senator Anthony Williams about his agenda. State Senator Anthony Williams Discusses School Choice with Bob Bowden | Change the Game (video)

Many of the American civil rights leaders of the ‘60’s, like Howard Fuller, have followed in the footsteps of Booker T. Washington, and made their peace with the 1%. They promote a corporate education reform that undermines the civil rights gains of the ‘60’s. National leadership of groups like the National Urban League and NAACP have sold out for a price to the 1% and joined the promotion of the privatization of public schools. The Broad Foundation has trained urban superintendents, many from minority communities, to turn urban school districts over to private interests. (See “Who is Eli Broad and why is he trying to destroy public education?”)

The National Urban League has received $5,286,017 from Gates over the last few years.

Gates Foundation Awarded Grants

Put other organizations, like BAEO, NAACP, AFT, etc., in the search window to see what they have received from the Gates Foundation.

The infusion of corporate and hedge fund money into all levels of government for the purpose of privatizing public education is a grave danger to democratic rights in the United States. Recently twenty-five civil rights groups joined Arne Duncan and endorsed the continuation of standardized testing in the reauthorization of the Elementary and Secondary Act (ESEA). This is a direct response to the burgeoning Opt Out movement where parents are saying they do not want their children to be used in the national social experiment being undertaken by corporate education reform.

As part of her collaboration with corporate education reform, Randi Weingarten, President of the American Federation of Teachers has endorsed the call for annual testing in ESEA. On a panel at the recent conference of the Network for Public Education, Weingarten said of standardized testing (47:04 in the video):

“We are fighting for a reset to get rid of high stakes. The civil rights community and the President of the United States of America is fighting very hard to have annual tests for one purpose. They have seen in states for years that if they didn’t have them that states would ignore children. They agree with us now that they have been misused, but they fought very hard in the last few months to actually have annual tests as opposed to grade span (in ESEA).”

A few days after the NPE conference, Weingarten spoke in support of Common Core at event sponsored by supporters of Common Core.

It is not necessary to torture children with standardized testing in order to see if a school needs funding. All you need to do is look at the income level of families in a school and you will know what funding is needed to meet the needs of students at that school. In addition to testing company profits, standardized testing is used by corporate education reformers to decide which public schoolsshould be “turned around” to charters to advance a privatization agenda.

Based on the experience of the oppressive conditions in many urban areas, the explosion in Baltimore against police repression to those fighting the oppression is causing many youth to reject the social and political forms that have been holding them down. The fragmentation of the Democratic Party in Philadelphia is a harbinger of great changes coming nationally. Nature abhors a vacuum. A political party with a program that meets the needs of the 99% needs to be built out of the struggles on which the youth have embarked so we do not descend into a social disaster.

Thanks to politico.com for highlighting this shameful story.

Politicians in the Florida legislature love to regulate public schools, demanding accountability. They live to launch charters and vouchers that are deregulated, to prove that deregulation is a very good thing, except for public schools.

But now we learn that the politicians have been busy deregulating for-profit colleges while sweeping in campaign contributions from these institutions and their sponsors.

“The rules are different for for-profit colleges. Despite fraud lawsuits and government investigations involving for-profit colleges all over the country, Florida’s Legislature continues to encourage the industry’s growth while reducing quality standards and oversight. Florida’s attorney general has been less aggressive than some counterparts in pursuing the schools when they skirt laws involving the hundreds of millions they receive in state and federal money.

In one city, Homestead, a school owner gained enormous influence with the local government, working through the mayor, whose wife the owner secretly hired as a $5,000-a-month consultant. The Miami-Dade state attorney’s office looked into the connection but decided it was no crime.”

The groups with the biggest checkbook tend to set the agenda, said one critic.

Is this helping American education? Of course not. Is it helping students? Nope.

Read more here: http://www.miamiherald.com/news/local/education/article19191054.html#storylink=cpy