Archives for category: Students

 

Gay Adelmann, Parent Activist in Jefferson County and Leader of Save Our Schools Kentucky, writes about the hostile actions of the Kentucky Legislature: 

 

Privatization or Potential Punishment: Are Louisville Teachers Being Forced To Choose The Lesser of Two Evils?

“The beatings will continue until morale improves,” seems to be the mantra of the Kentucky GOP when it comes to public education.

In the latest attack on its teachers, Kentucky’s new pro-charter education commissioner vowed to not punish teachers “as long as there are no more work stoppages.” It’s unclear whether the final day of Kentucky’s legislative session this Thursday will be met with another teacher-led “sick out.” It would be the 7th sickout in Jefferson County in a month. Kentucky Legislature has been on recess the last 14-days, resuming on March 28 for “sine die” and to pass any final legislation.

In addition to other terrible bills that pose a potential risk, nine resolutions stand ready to be passed by the Kentucky Senate, which would confirm the governor’s newest seven appointments to the Kentucky Board of education. The two additional resolutions appear to extend the length of current appointees’ service by swapping their seats (expiring in 2020) with two who would have been appointed to the new slots, possibly a maneuver to protect key players in the event Kentucky’s unpopular governor does mitt win reelection.

The entire 14-member board is now completely made up of privatization-friendly appointees from Kentucky’s charter-pushing, ALEC-backed governor, following an earlier round of appointments two years prior. Last year, the new board ousted the Commonwealth’s highly qualified commissioner, Stephen Pruitt, the day after they were appointed, and replaced him with an 5-year teacher and charter school ideologue who immediately called for a state takeover of the state’s largest district.

Serving nearly 100,000 students, and a $1.7 billion annual budget, Jefferson County Public Schools is by far the largest school district in the state of Kentucky, and the 30th largest in the nation.

Let’s ignore the fact that few, if any, of these board members have experience as educators or parents in the public school sector. In fact, several of the members have direct ties to charter schools and have been working behind the scenes to undermine public schools and/or position themselves to potentially profit from charters, scholarship tax credits and state takeovers of schools and districts.

KBE appointments subject to confirmation include Hal Heiner, Gary Houchens, and Ben Cundiff. Their names, along with that of their chosen commissioner, Wayne Lewis, can be found on formation documents and on boards of existing charter schools dating back to 2011, long before they worked their way into positions of conflict of interest or self-dealing.

Charters, vouchers, “scholarships” and myraid other hedge-fund darling investments have been the law of the land on 43 other states, so these well-funded privatizers know how to penetrate a market. And once they’re in, they can have their way with everything else they want. We know. We’ve heard this from allies in Indiana, Tennessee, Florida, Arizona, California, West Virginia, Massachusetts, New Jersey, Iowa, Washington State, the list goes on and on.

These folks keep telling us, “whatever you do, don’t let them in. It’s much harder to get them out once you have them.” JCPS teachers see it, and they have been literally keeping these most dangerous bills at bay this session and last. “To again fail to (approve charter funding) is pretty shocking and something we’ve never seen in any other state,” according to Todd Ziebarth, a national charter school advocate who helped craft the 2017 law.

But this fight is far from over. So what legislation is still in play that could happen on Thursday?

House Bill 358 would give public universities the option to exit the Kentucky Employees’ Retirement System (KERS). The bill passed the House where the Senate “took a problematic bill and transformed it into an outright dangerous one,” according to Louisville House Rep Lisa Willner. “The Senate version would still permit public universities to opt out of the public retirement system (KERS), and would all but require that “quasi-governmental” agencies – community mental health centers, domestic violence shelters, child advocacy organizations, rape crisis centers, and all 61 health departments statewide – exit the public retirement system altogether. The Senate version of HB 358 threatens the very existence of these lifeline organizations, and could effectively dismantle the statewide system of public protection and crisis support.” The number of Kentucky workers whose inviolable contracts would be broken would expand to nearly 9,000.

Although many legislators have assured us HB205 (Scholarship Tax Credits) and HB525 (Pension Trustee Appointments) are dead this session, it doesn’t mean they won’t continue to bring them back next year and the year after that until they pass, much like they did with charter school legislation, which finally passed in 2017. Our only saving grace has been the fact that there was so much pushback, the general assembly’s been unable to muster enough intestinal fortitude to fund them again this session. The trick is figuring out if we can really trust this latest promise, because those in the minority are usually the last to know what’s going on, and those in the supermajority have broken our trust before.

The same body that passed an unconstititional “sewer bill” on the last day of 2018 session is the same body that called a special session to try to pass it again constitutionally last winter. And now we’re simply supposed to trust them when they say these harmful education bills are dead?

But those bills aren’t the only threat in the near future. As I mentioned, charter school legislation passed in 2017, but has yet to be funded. A looming state takeover of JCPS could open the door to conversion charter schools, without waiting for any funding mechanism to pass.

Could the confirmation of the KBE appointments be checkmate for Jefferson County Public Schools? Or said another way, could a disruption in the confirmation of these appointments derail the privatizers’ agenda to implement charter schools in our most vulnerable communities? If for no other reason, concerned citizens of Jefferson County need to email, call and then head to Frankfort on Thursday to put pressure on the Kentucky Senate to not confirm Bevin’s appointments to the KBE.

Jefferson County teachers are fighting against a “solution” that has been not only proven not to work, but leads to school closures, district bankruptcies, displaced vulnerable students and increased taxes.

If I were a teacher, I would be outraged at Commissioner Lewis’ latest attempts to bully and intimidate teachers. I’d love to see teachers call his bluff and reveal their collective power over him..

But I’m not a teacher. I’m a parent, community organizer, concerned citizen and taxpayer (link:https://www.courier-journal.com/story/opinion/2019/03/26/jcps-parents-students-should-join-teacher-sickout-gay-adelmann/3269349002/) who recognized years ago that her son’s “failing” public school in a high-minority, high-poverty area of town was being groomed for a charter school takeover. And yet, here we are, six years and one helluva fight later, risking watching everything we’ve been warning folks about come to fruition.

The Friday following the last sickout, many parents also kept their children home to show solidarity with teachers who have been fighting for our students, and to exercise the only power they knew how. There is talk of another parent-led action during the week of abusive state testing. It’s time teachers and parents in these red states recognize the power they do hold, and to use it to stop the hostilities coming out of Frankfort.

Whether it’s parents or teachers doing the talking, it’s time to turn the conversation around and say to Lewis, the KBE and our state legislators, “There will be no more closures to our public schools, as soon as you stop the shady attempts to privatize them against the wishes of taxpayers and against the best interest of our most vulnerable students.”

Dear JCPS invites other concerned citizens to Frankfort on March 28 for a Rally in the Rotunda from 10 am – 12 pm. We will also have the table in the annex basement where concerned citizens like myself are happy to answer any other questions you may have about what’s really behind this movement and what are next steps.

Gay Adelmann is a parent of a recent JCPS graduate and co-founder of Dear JCPS and Save Our Schools Kentucky. She can be reached at moderator@dearjcps.com.

 

John Rogers and his research team at UCLA have completed a valuable study of the effect of Trump and his ideology on schools, students, and society. 

If you go to the link, you can open the report.

Here is a summary:

“This study examines how a broad set of social issues at the forefront of the Trump presidency are felt and affect students and educators within America’s high schools.  We look closely at:

  1. Political division and hostility;
  2. Disputes over truth, facts, and the reliability of sources;
  3. Opioid misuse and addiction;
  4. The threat of immigration enforcement;
  5. The threats of gun violence on school campuses.

“In addition to assessing the impact of these challenges on students’ learning and wellbeing, we also report on how high school principals throughout the U.S. are addressing these issues.  Further, we measure how the impact and responses differ across schools depending on student demographics, geographic location, or partisan orientation of the surrounding community.

“The study findings are based on an online survey conducted in the summer of 2018 by UCLA’s Institute for Democracy Education and Access (IDEA) of 505 high school principals whose schools provide a representative sample of all U.S. public high schools. UCLA IDEA also conducted 40 follow-up interviews with principals who participated in the survey selected to be representative of the larger pool of schools.

“Our findings make clear that in the age of Trump, America’s high schools are greatly impacted by rising political incivility and division.

  • Eighty-nine percent of principals report that incivility and contentiousness in the broader political environment has considerably affected their school community.
  • Eighty-three percent of schools see these tensions intensified and accelerated by the flow of untrustworthy or disputed information and the increasing use of social media that is fueling and furthering division among students and between schools and the communities.
  • Sixty-two percent of schools have been harmed by opioid abuse.
  • Sixty-eight percent of the principals surveyed say federal immigration enforcement policies and the political rhetoric around the issue have negatively impacted students and their families.
  • Ninety-two percent of principals say their school has faced problems related to the threat of gun violence

“In the face of these societal challenges, it is students themselves who bear the brunt of the impact.  Many students feel greater anxiety, stress, and vulnerability, and parental opioid misuse and aggressive immigration enforcement have both resulted in greater material deprivation for young people—unstable housing, insecure food supplies, and a lack of other necessary supports.

“School principals are also impacted. The average principal in the study reports spending six and a half hours a week addressing the five societal challenges. One in four principals spend the equivalent of one workday a week responding to the challenges.  That time represents lost opportunity costs, taking time away from efforts to meet students’ academic needs and enhance the quality of teaching and learning.

“The report closes with a call for relationship-centered schools that attend to the holistic needs of young people and their families, while building social trust and understanding.  We recommend:

  1. Establish and communicate school climate standards emphasizing care, connectedness, and civility and then create practices that enable educational systems to document and report on conditions associated with these standards.
  2. Build professional capacity within educational systems to address the holistic needs of students and communities and extend this capacity by supporting connections between school-based educators and other governmental agencies and community-based organizations serving young people and their families
  3. Develop integrated systems of health, mental health, and social welfare support for students and their families.
  4. Create and support networks of educators committed to fostering care, connectedness, and strong civility in their public education systems.”

 

 

Craig Harris of the Arizona Republic is part of the Polk Award-winning team that investigated charter school frauds, scams, and abuses.

This is the second part of an article in which he describes the mistreatment of students and the state’s failure to investigate complaints.

He writes:

“Charter and district schools are both publicly funded schools, but they are vastly different in how they’re governed.

“School districts have boards elected by local voters. Those boards hire superintendents who are responsible for personnel and policies. Board meetings are typically held at least monthly and are open to the public.

“Charter schools boards, meanwhile, are appointed by the charter owner, who in some cases is also on the board. Some Arizona charter schools have only two board meetings a year, each lasting 10 minutes. In some cases, a charter owner determines who is allowed to address the board.

“A Brown University study from 2014 found charter schools, in general, because of their autonomy face less scrutiny of their finances, and the lack of oversight has led to numerous cases of fraud across the country.

“Anabel Aportela, a research director for the Arizona School Boards Association who had a similar role with the Arizona Charter Schools Association, said members of district school boards are “accountable to their communities and voters in their districts,” but charter school board members are not.

“A bill advancing in the Legislature would change the governance and financial oversight of charter schools, but critics say it does not go far enough toward true, independent oversight.

“The proposed changes would not necessarily help a situation like the Georges’ because the bill does not guarantee parents access to a charter school’s board of directors. It also does not prevent a charter owner from stacking a board with friends and relatives.

“The bill has passed the Senate Education Committee and is working its way through that chamber.

“In Arizona, with minimal access to a local charter board to air complaints, typically the public’s only recourse is to appeal to the state Charter Board, an 11-member body mostly appointed by the governor.

“The Charter Board, with just 11 employees, is tasked with monitoring more than 500 Arizona charter schools. That means only a small fraction of complaints are investigated, The Republic has found.

“An analysis of 89 public complaints to the Charter Board from the past four years released to The Republicunder the state’s Public Records Law, showed only 12 percent were investigated. The rest were closed after the charter operator responded in writing, often denying the allegations.

“Among the cases that went without investigation were complaints of bullying, refusal to provide student transcripts, a 5-year-old boy leaving campus unsupervised, violations of the Open Meetings Law, failure to provide special education services, classroom temperatures being too cold, and a teacher cutting a girl’s hair without parents’ permission.

“In some instances, schools changed course following a complaint to the Charter Board. The student who was unable to get his transcripts from Arizona Call-a-Teen Center for Excellence obtained them after he filed a complaint.

“The state’s Charter Board not only investigates few cases, it also lets parents see little information about the complaints themselves. The Charter Board does not make public on its website the number of complaints against a charter school, nor does it post them online even though complaints are public record.

Viewing complaints requires submitting a formal public records request with the Charter Board. The wait for those requests to be fulfilled can be indefinite.

“Gov. Doug Ducey — following a yearlong investigation by The Republic that found widespread financial abuses, profiteering, and insider deals at charter schools — has proposed adding 10 additional regulators to the Charter Board. The additional staff could result in more complaints being investigated.

“Ducey’s office estimates the new Charter Board staff will more than quadruple the number of visits to schools to investigate fraud. Currently, just 15 percent of Arizona’s charter schools receive a site inspection each year to make sure a school is accurately reporting its finances and enrollment to the state.

The kinds of cases the Charter Board doesn’t investigate

“After a 5-year-old boy wandered away from Mesa Arts Academy on Aug. 15, 2016, while on “time out” his parents complained to the Charter Board.

“In its response to the August 2016 complaint, Mesa Arts Academy confirmed the child had left campus, and that police had been called before a staff member found the child. The school added it had since installed security cameras.

“The Charter Board elected not to investigate further.

“The Charter Board also took a pass when a 15-year-old girl at Heritage Academy Gateway said a male classmate put his hand under her shirt and groped her.

“The girl told her parents about the alleged incident in early September, and the parents notified the school. School officials, in turn, reported the incident to the Maricopa County Sheriff’s Office.

“The Republic typically does not disclose the identity of alleged victims of sexual abuse.

“The day after the incident was reported, the boy transferred from Heritage Academy to another charter school.

“The girl’s family said that allowed the boy, whose mother is a Heritage administrator and member of its board, to avoid discipline.

“According to the girl’s parents, the boy continues to visit the Heritage Academy Gateway campus every afternoon.

“Calls to Heritage for comment were not returned.

“The girl said the incident has caused her to see a therapist for anxiety.

“I don’t like seeing him on campus,” she told The Republic.  “It’s kind of scary to see him in that situation.”

“Her father said the family asked Jared Taylor, Heritage Academy’s charter holder, CEO and board chairman, to keep the boy off campus.

“It’s pretty little what we have asked for,” the father said in an interview.

“Records the school provided to the Charter Board in response to the complaint indicate Heritage Academy denied their request.”

Texans Advocating for Meaningful Student Assessment (TAMSA) [aka Moms Against Drunk Testing] needs your help to fight abusive testing. We learned recently that the state tests (STAAR) is set two grade levels above where children are. Third-graders are tested on fifth-grade material and vocabulary, fifth-graders on seventh-grade material and vocabulary, etc. The tests are rigged to fail the kids. This is madness with no purpose other than to make kids and schools look bad so that the state has a rationale for closing public schools and opening charter schools.

 

URGENT: TAMSA needs your voice!

The Texas Monthly article got the attention of the House Public Education Committee. The committee is meeting Tuesday, March 5, 2019 on issues related to STAAR. Several assessment bills are on the agenda.

If you have a child that has been adversely affected by the STAAR test and are willing to testify in Austin, please email boardmember@tamsatx.org.

 

The newly appointed chair of the California State Board of Education Linda Darling-Hammond spoke to the national conference of the American Association of School Administrators (the School Superintendents Association) and denounced the American reliance on high-stakes testing as a reform strategy.

If America wants to be the world leader in education, then it should look to other countries as a model for success, says Linda Darling-Hammond, a leading educational researcher, in her Thought Leader session Thursday at the AASA national conference.

Countries such as Finland and Singapore have been among the highest-scoring countries in international comparisons. Unlike the United States, these countries provide broad support for children’s welfare, said Darling-Hammond, president and CEO of the Learning Policy Institute in Palo Alto, Calif.

“They take care of children. Health care is usually universal. There is income security and (state-paid) preschool,” she told a room full of superintendents, education advocates and business leaders at the AASA conference. In effect, those countries educate “the whole child,” she said.

Darling-Hammond was the keynote speaker for the AASA Sobol Lecture, named for the late New York education leader Thomas Sobol, a vehement supporter of equity in education and for involving parents and teachers in policymaking decisions affecting classrooms. Sobol passed away in 2015.

With more than 25 books and research articles on education, Darling-Hammond is influential in policymaking circles. Once rumored to be a potential candidate to lead the U.S. Department of Education during the Obama administration, Darling-Hammond this week was named by Gov. Gavin Newsom to lead the California State Board of Education. The board’s responsibilities range from school financing to testing requirements and teaching standards. She is the first African-American woman to take the helm.

Darling-Hammond noted that economic conditions for many families and schools nationwide worsened in the post-No Child Left Behind policy era, particularly in the wake of the 2007 Great Recession. Wages stagnated. Poverty is on the rise and more families are homeless now, she said. Such factors contribute to poor educational outcomes.

The Bush administration’s No Child Left Behind policy, passed by Congress in 2002, increased testing requirements for schools nationwide and set penalties for schools that failed to demonstrate improvements in student achievement, she contended. Proponents then said the policy would hold teachers, schools and school districts accountable for closing gaps in student achievement, or they would risk federal funding cuts or even closure of failing schools.

The fallout is apparent. Schools began testing children more frequently. They music, art and even recess — despite neuroscientific research demonstrating that they are critical for a child’s emotional and social development, Darling-Hammond said.

“If all of that testing had been improving us, we would have been the highest achieving nation in the world,” she said.

Now, that’s the Linda Darling-Hammond we all know and love!

 

Fred Smith is a testing expert in New York who worked for the NYC Board of Education for many years. He advises the opt out movement.

He writes:

“For five years, 2012 – 2016, Pearson Inc. had a free ride that cost taxpayers $38 million for tests aligned with the Common Core blah blah. Pearson was shielded in completing its run by the State Education Department, which allowed the company to operate without having to provide information about how its exams were functioning. There would be no timely or complete disclosure of data about test materials, such as item statistics, thwarting the opportunity for independent review of their quality; a gag order that prevented teachers from discussing flaws in the exams; top-down engenderment of fear and confusion among parents abetted by compliant superintendents and too many jittery administrators, denying parents information about their right to opt out, effectively keeping most parents marching along blindly to the annual testing beat; and all the while Pearson and NYSED flouting professional standards for educational testing, while most of the academic world watched silently.

“But by 2014 and 2015 a growing opt out movement arose on Long Island and upstate outside of New York City—brilliantly spearheaded by a few indignant parents activists who summoned the courage to say “NO” and drew on a well of leadership skills and organizing ability–the extent to which, perhaps, they did not know they possessed. And 20% of the children targeted for the tests sat them out. Evidence finally obtained from the state and the city revealed that the opposition the exams was fully justified. I urge readers of this influential tide-turning blog to Google a series of reports (“Tests Are Turning Our Kids Into Zeroes”) posted by the Benjamin Center for Public Policy Initiatives at SUNY, New Paltz.

“So where does that leave us? I would hope that parents and other interested parties draw upon our experience with Pearson. A two-stage plan of action is needed as Questar (Pearson’s successor) is about to enter the third year of its five-year, $44 million agreement with SED this April. Before this occurs, a reasonable demand by parents and advocates would be for immediate information about how Questar’s exams worked in 2017 and 2018. To date, such information has not been forthcoming. Lack of transparency and lack of accountability must no longer be accepted as SOP. Stage 2 would follow: If, in two weeks, we don’t get information that we know is already in hand, that should help drive home the message that opting out in April is a rational alternative and a direct way for the voice of parents to be heard. I believe that pushing back against the tests could unify grass roots groups throughout the city on a number of issues that focus the well-being of all children.”

 

David Gamberg is a child-centered, progressive school superintendent on Long Island. He was superintendent in Southold on the North Fork of the Island and was so highly regarded that when a vacancy occurred in Greenport, the district next door, Gamberg was invited to become superintendent of both districts.

His districts have high opt out rates, not because he tells them to, but because he tells parents they have the right to opt out.

Now, because of the high opt out rate at Greenport High School, where 83% of the students did not take the test, the state has labeled GHS a failing school. 

This is the work of the State Education Department and State Commissioner MaryEllen Elia, who never met a test she didn’t love.

How can a school be punished because parents and students exercised their right to opt out?

Ask Commissioner Elia.

 

 

Mark Zuckerberg and the Chan Zuckerberg Initiative funded the Summit learning program, which is computer-based online instruction. not personalized learning.

Students in Kansas sent a message to Zuckerberg:

 

Another student #walkout vs #SummitLearning – this time at McPherson MS in Kansas. Like earlier one in Brooklyn, protest was sparked by students’ frustrations about inadequacies of the online Learning program http://midkansasonline.com/news/?id=23280

https://www.mcphersonsentinel.com/news/20190130/mms-students-stage-walkout-to-protest-summit

Waving signs and chanting “No Summit, No Summit, No Summit,” the students spent their afternoon out of class venting their frustration with the changes in their curriculum…. “It’s a learning program that is supposed to be a better way, but you are just on a computer,” said Drake Madden, a seventh grader. “Every time I get home, my head starts hurting.” he said.

Video here: https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/1738023228

https://www.kwch.com/content/news/Students-at-McPherson-Middle-School-walk-out-to-protest-new-curriculum-505062721.htm

 

Who deserves more money? Amazon or Virginia’s teachers and children?

In Virginia, many students are learning in trailers while the state offers Amazon a huge tax break.

The Guardian reports that teachers are about to strike sue to low salaries and a huge underinvestment in facilities over the years.

“Due to overcrowding, more than 22,000 students in Fairfax county receive their education in cheaply constructed plywood trailers, often with visible signs of green mold, like those parked next to the baseball fields next to McClean high school.

“Those trailers, the poor state of school funding in general, low teacher pay and now the huge tax breaks the state is giving to lure in Amazon have led the teachers to strike on Monday, the start of the latest in a series of strikes by educators across the US.

“In Fairfax county, the third richest county in America, there are over 800 trailers serving as temporary classrooms because the school district cannot afford to build new classrooms….

”Throughout Virginia, school districts own thousands of cheaply constructed trailers that present health and safety risks. The trailers are often poorly heated, their plywood construction makes them susceptible to mold, and in some schools, students have even reported accidentally falling through their floors.”

The Governor Ralph Northam supports education, but is not offering the schools as much as Amazon.

”While Virginia’s Democratic governor Ralph Northam is proposing to increase education funding by $269m, he has proposed to spend nearly three times as much, $750m, to lure Amazon to northern Virginia. The offer was made to secure Amazon’s “HQ2” – the tech company’s second headquarters which it split between Virginia and a second – equally controversial – site in Long Island City, New York.

“Teachers are pushing back and now are going out in the first statewide teachers’ strikes in Virginia’s history.

“Inspired by a wave of #RedforEd strikes that have swept the nation, teachers in Virginia, who make $9,000 less than the national average, are calling on Northam to nix the tax cuts and instead invest the money into eliminating trailer parks outside of so many of Virginia’s schools.”

 

 

This report is a 50-state analysis of privacy laws, compiled by the Parent Coalition for Student Privacy. Its leaders are Rachael Strickland of Colorado and Leonie Haimson of New York.

https://networkforpubliceducation.org/the-state-student-privacy-report-card/