Archives for category: Testing

You may have heard that former Governor Jeb Bush regularly parades the “Florida miracle,” perhaps preparing for a 2016 run at the presidency. The formula, we hear, is testing and accountability, grading schools, charters and vouchers, and of course, online courses and schools.

This Florida teacher wrote a comment and gives a different view from the trenches:

I will go out on a limb here and argue that there IS no “Florida miracle.” I taught in a Miami-Dade high school for 6 years and I watched our school grade go from a C to a D back to a C, stay a C, and then up to a B…I think it was also an F at some point in there. During that time, did I see any change in the “quality” of student? Nope. Did I see any change in the quality of the teachers? Nope. Did I see any change in the quality of the coursework? YES. It went DOWN year after year, as more and more emphasis was placed on testing, and less and less on everything else. As end-of-course exams were introduced, the quality went down still further, as classes were disrupted even more for testing and test prep. And while the class size amendment was the one and ONLY good thing left in FL education, that too has pretty much gone out the window, at least in high school, as “core classes” were redefined to mean “FCAT classes.” My last year teaching (last year) I had up to 38 students in my French classes. The quality of my classes definitely went down, though not because I was lazy or incompetent or any of the other things teachers are called all the time…but simply because to keep a class of 38 from dissolving into chaos, you have to have a pretty teacher-centered class going on all the time. That is not ideal for a language class, but then again, neither is having a class of almost 40 kids all doing their own thing (which, as any teacher knows, means each one playing with a phone or worse).

There is no Florida miracle. Education has only gotten worse over the past few years, no matter how schools, districts and the state itself game the system. And, contrary to what the media will tell you, it is NOT teachers’ fault, unions’ fault, and I won’t even blame it on the kids or their parents this time. It is the fault of education “reform” led by Jeb Bush et al.

Want to know who is pulling the stings of he corporate reform movement?

Keep your eye on ALEC, short for the American Legislative Exchange Council.

This is a secretive group of about 2,000 state legislators, major corporations and far-right think tanks.

The goal of ALEC is privatization and advancing the interests of corporations.

ALEC drafts model laws and its members introduce them in their state, sometimes verbatim.

ALEC has model was for charter schools, vouchers, online charter schools, for-profit schools, and laws to weaken or eliminate collective bargaining, teacher tenure, and certification. It wants a free market.

Recently, ALEC debated Common Core and came close to passing a resolution opposing the standards as a federal takeover. But Jeb Bush intervened and persuaded his friends to remain neutral.

Some of the corporate sponsors dropped out last year because of ALEC’s sponsorship of the “Stand Your Ground” legislation in Florida, invoked by the man who killed an unarmed black teen.

Here is a list of ALEC’s education task force members.

You may see some of your state legislators on the list.

To learn more about ALEC, read this informative article by Julie Underwood, dean of the school of education at the University of Wisconsin-Madison.

ALEC Exposed is the best website to learn about ALEC’s ambitious plans to privatize and deregulate many spheres of American society while benefitting big corporations.

When I blogged at Education Week, I wrote a post about ALEC. Its policy director wrote to say that President Obama shares many of ALEC’s goals. It is a strange time we live in.

Last week, Bill Gates wrote an opinion piece for the Wall Street Journal in which he explained how to solve the world’s biggest problems.

The article was titled, modestly, “My Plan to Fix the World’s Biggest Problems.”

The answer is simple: Measurement.

To prove his point in education, he pointed to the Eagle Valley High School, near Vail, Colorado. He said that the school adopted his recommendations about measuring teacher quality, and test scores went up.

He wrote:

Drawing input from 3,000 classroom teachers, the project highlighted several measures that schools should use to assess teacher performance, including test data, student surveys and assessments by trained evaluators. Over the course of a school year, each of Eagle County’s 470 teachers is evaluated three times and is observed in class at least nine times by master teachers, their principal and peers called mentor teachers.

The Eagle County evaluations are used to give a teacher not only a score but also specific feedback on areas to improve and ways to build on their strengths. In addition to one-on-one coaching, mentors and masters lead weekly group meetings in which teachers collaborate to spread their skills. Teachers are eligible for annual salary increases and bonuses based on the classroom observations and student achievement.

What he didn’t mention was another interesting and sad fact about the school.

Last May, it laid off its three foreign language teachers and replaced them with a computer program.

The school has money to pay bonuses, but apparently cannot afford to retain foreign language teachers.

One teacher had been in the school for 21 years and was four years away from retirement.

The community turned out to support her, but the board voted to dismiss her in the middle of Teacher Appreciation Week.

The board bought a foreign language teaching program. The students will have to pay $150 per semester to take the computer course.

Is this good education? Would they do that at Lakeside Academy in Seattle, where Bill Gates went to school?

Or would they boast of their foreign language department?

The Education Policy Analysis Archives is releasing a series of articles about VAM that you should read.

Here are links to the first three. Forgive the formatting. I am copying the email I received. There are more on the way, including a dissection of the much over-hyped Raj Chetty, et al, analysis that made the front-page of the New York Times and was cited by President Obama in his State of the Union address last year.

Education Policy Analysis Archives has just published the introduction and two articles of EPAA/AAPE¹s Special Issue on Value-Added:What America’s Policymakers Need to Know and Understand, Guest Edited by Dr. Audrey Amrein-Beardsley and Assistant Editors Dr. Clarin Collins, Dr. Sarah Polasky, and Ed Sloat 

>>http://epaa.asu.edu/ojs/article/view/1311
>>
>>Baker, B.D., Oluwole, J., Green, P.C. III (2013) The legal consequences
>>of
>>mandating high stakes decisions based on low quality information: Teacher
>>evaluation in the race-to-the-top era. Education Policy Analysis
>>Archives,
>>21(5). Retrieved [date], from http://epaa.asu.edu/ojs/article/view/1298
>>
>>Pullin, D. (2013). Legal issues in the use of student test scores and
>>value-added models (VAM) to determine educational quality. Education
>>Policy
>>Analysis Archives, 21(6). Retrieved [date], from
>>http://epaa.asu.edu/ojs/article/view/1160.

EduShyster has discovered a brilliant program for highly effective teachers who don’t plan to hang around for very long. Read it and get a good laugh, as you always do when you read EduShyster.

Here is the sales pitch:

Do you dream of CRUSHING the achievement gap but aren’t sure that a 14 hour work day is right for you? Are you MAD passionate about training the next generation of test takers but worry that you lack the hand gestures to keep a large class of minority students on task? Reader: I’ve got excellent news. Thanks to our excellent and innovative friends atMATCH Education you can test drive your dream with absolutely no obligation to buy.

This coming Wednesday, February 6, 2013 educators, students, parents and supporters of public education nation-wide will take action in support of Garfield High School teachers and all teachers in Seattle Public Schools who are refusing to administer the MAP test.

Learn more at the Day of Action Facebook event page and on the Scrap The Map Blog.

Supporters of the boycott will be wearing red on February 6th to show solidarity for the historic effort to put an end to the inappropriate use of the MAP testing scheme.

In response to a post about the New York State tests, a teacher in Virginia sent this comment:

As a VA public school teacher, let me assure you that the VA state tests are as bad as the NY State tests. I did my undergraduate degree in NY. It was very hard for my university to find me a second special education student teaching placement since I did the last 2 placements in spring semester, and none of the classroom teachers wanted to turn their rooms over to a novice just before state testing.

Virginia schools have the Standards of Learning (SOL; as a non-native of VA, I was stunned at the names of their state tests. In military parlance, SOL stands for Sh___ Out of Luck). The 8th grade tests are not used for promotion, but until recently they could count for high school graduation in the case of students with disabilities.

Students in VA start testing in grade 3, and test every year thereafter until they are high school seniors. We had major issues with testing software and a new math test last year, as well as a new 8th grade Reading test. The year before that, it was the history exam.

A teacher at my school went from a 87% pass rate in self-contained and team-taught special education classes to less than 35% pass rate in a regular education class (he is dual-certified and changed to primarily regular education 2 years ago). I am also dual certified and teach primarily self-contained special education history classes; until this year, I taught all 4 of our history classes, plus case managed students with significant developmental disabilities (as opposed to learning disabilities).

None of my students in my self-contained classes have ever passed the exams, which is now 30% of my evaluation score (and due to rise to 40%). I can’t imagine why anybody would willingly teach special education… Especially significant disabilities since our state test for those students is now aligned identically to the regular education grade level tests. Blech.

Jonathan Pelto wrote this guest post. A former state legislator, he blogs about politics and education in Connecticut at “Wait, What?” –which can be found at jonathanpelto.com. I think the title of his blog refers to the fact that what is happening these days is often unbelievable.

During the 2012 election cycle, we saw the corporate “education reform” lobby begin to play their hand when it comes to the notion of local control of public education.  Their approach is a simple one.  If you don’t agree with our position, we’ll simply change the rules or work to defeat your local elected board of education.

As far as the corporate education reformers are concerned, the end justifies the means and if the cost of getting what you want requires destroying our nation’s age-old commitment to local control of education, so be it.

And we certainly aren’t talking about local parents banding together to ensure that their voices are heard.  We are talking about billionaires and millionaires and the major education reform companies, organizations and foundations dumping tens of millions of dollars into state and local efforts to elect handpicked accomplices or even, where necessary, changing the rules to make it easier to open charter schools and dismantle the core elements of a broad-based public education system.

Take for example the political involvement of education reformer and New York City Mayor, Michael Bloomberg.  Mayor Bloomberg has been a very busy guy.  Not only is he the Chief Executive Officer of New York City where he is leading a successful effort to privatize much of that city’s public education system, but he has become a leading example of this “my way or the highway” approach to destroying local public education.

In Bloomberg’s case there was his $20,000 check for Residents for a Better Bridgeport, a political action committee seeking to do away with the democratically-elected board of education and replace it with one appointed by the local pro-education reform mayor.  There was also the $75,000 check to California Charter Schools Association Independent Expenditure Committee, and on the same day in October, Bloomberg wrote a check for $10,000 to Neighbors for School Board 2012 (Oakland). The three “education reform” candidates that the group was supporting in Oakland also received checks from Bloomberg for the maximum allowable amount.

Meanwhile, Bloomberg dropped a check to Education Voters of Idaho for $200,000 to defend a set of reform proposals and $80,000 to Indiana’s Superintendent of Public Instruction, reformer Tony Bennett, who has now moved his destructive activities to the State of Florida.

In state after state, the super-rich, corporate executives and education reform entities spent millions to influence local elections.  When the final reports were filed in Bridgeport, the corporate education reform industry and its supporters spent more than $560,000, a state record, in their effort to take away the right of local citizens to elect their own board of education.  In that case, they failed, but they are already moving forward on efforts to undermine what’s left of the democratically-elected board.

In “So You Wanna Buy a School Board Seat…,” fellow pro-public education blogger, Edushyster, wrote about the situation in Minneapolis, Minnesota while another pro-public education blogger Jersey Jazzman wrote “How To Buy a School Board Race 3000 Miles Away,” about the same thing happening in Perth Amboy, New Jersey.

In Minnesota, the push to elect a pro-charter school, TFA alumnus came from Teach for America and 50CAN, a national charter school lobbying group, as well as, other corporate executives.  50CAN was set up by Connecticut resident and education reform activists Jonathan Sackler, a corporate director of Purdue Pharma. The present Chairman of 50CAN is Mathew Kramer, the President of Teach for America. 

It will come as no surprise, but Sackler, with a check for $50,000, was also the largest donor to the Bridgeport effort that is mentioned above.

And in New Jersey, Jersey Jazzman asked, “Why would California multi-millionaires be interested in a school board race in the small city of Perth Amboy, NJ?

It seems absurd, and yet it’s true: four wealthy Californians and one wealthy Coloradan – heavy hitters in the tech, financial, and health care sectors – have contributed tens of thousands of dollars to a slate of candidates running for the school board in Perth Amboy, a city of 50,000 with a majority Hispanic population.

 

From Connecticut to California and New Jersey to Idaho, the story is the same.  The charter school industry is spending record amounts to lobby government officials and buy local boards of education. 

 

But their tactics are very clear.   Backing up their lobbying effort is a broader strategy to change the rules and change the players as a way of ensuring they can build their charter schools and further privatize America’s public education system.

 

If General Eisenhower were alive today, it wouldn’t simply be the military-industrial complex he’d be warning us about, it would be the even more devious and dangerous education-industrial complex.

 

Keep your eyes open and don’t be surprised to find these corporate reformers playing their politics with your local boards of education

 

Coach Bob Sikes reports here that Jeb Bush’s Foundation for Educational Excellence is under fire by groups who claim that it is promoting the for-profit interests of its corporate sponsors.

The Bush foundation, which presumably has a tax exemption, claims that 90% of its funding comes from philanthropic donors, not corporations.

This investigation in Maine shows the relationship between the Bush foundation, its chief strategist, and the corporations that stood to benefit financially from the activities of the Bush team.

And any investigation into the connection between the Foundation for Education Excellence and its sponsors should definitely look at the Ten Elements of Digital Learning. (Notice the long list of corporate sponsors, all in the business of selling digital products.)

Arthur Goldstein is a high school teacher in New York City. He blogs at New York City Educator.

The New York State Legislature gave Mayor Bloomberg control of the New York City public schools in 2002. Here is Arthur Goldstein’s assessment of Mayor Bloomberg’s decade of near-total control:

When Michael Bloomberg came into office, there was quite a lot of talk about mayoral control. After all, as always, the schools were in crisis. Op-eds warned end of the world was imminent if we did not address this crisis immediately. Mayor Bloomberg’s predecessor, Rudolph Giuliani, had attempted to procure control, but was frequently preoccupied with lawsuits (like the one demanding the right to bring his mistress into the home he shared with his wife and young children).

Bloomberg had a vision, a vision in which our Board of Education was replaced with a Panel for Educational Policy. In order to give some semblance of democracy to this vision, each borough president was allowed to select a representative. But Mayor Bloomberg would get 8 of the 13 votes, and any borough that stood in his way could go to hell. Also, any mayoral rep that voted against Bloomberg’s wishes, or contemplated doing so, would be fired. Thus, we learned much about Michael Bloomberg’s interpretation of democracy.

Also, to fix the supposed problem of educators presuming to run schools, Bloomberg would do away with the quaint notion of a master educator becoming principal, traditionally short for “principal teacher.” Instead, he’d get more business-oriented types to whip teachers into shape. I’ve only met one Leadership Academy grad, but I was amazed at his ability to speak jargon and slogans in lieu of English. Most teachers, like me, would much rather place their faith in someone who spent at least a good decade in the classroom.

To improve education, Bloomberg would close schools, and their problems were to magically disappear with their names. Large Neighborhood High School would become four schools, the International School of Niceness, the Michael Bloomberg School of Basket Weaving, or what have you. Only by the time the school opened, the Niceness principal was replaced with a Leadership Academy principal, and the basket-weaving principal would be replaced by someone who couldn’t tell a basket from a bucket.

New York City’s neediest kids, like the ESL students I serve, failed to disappear as planned and continued to pull down test scores, apparently the only thing Mayor Bloomberg cared about. No matter how many schools he closed, kids who didn’t speak English persisted in answering questions incorrectly. Being a lowly teacher, incapable of thinking out of the box, my instinct would have been to teach them English. But Mayor Bloomberg deemed it more productive to close more of their schools. As he closed schools in their neighborhoods, high-needs kids moved to nearby schools, which would soon close as well.

But Mayor Bloomberg (after getting Christine Quinn to help revoke a term-limit regulation twice affirmed by voters) had good news while purchasing term three. Miraculously, state scores had gone up! Diane Ravitch examined NY State’s NAEP scores and said it was too good to be true. And after she endured much criticism from Bloomberg and his minions, it turned out she was right.

Sadly, after having elected Mayor Bloomberg for yet another term, his much-vaunted accomplishments melted right before our eyes. Yet he was determined to stay the course, and went right on closing schools. I attended hearings at Jamaica High School where virtually the entire community got out and no one was in favor of its closing. UFT chapter leader James Eterno made a very persuasive case that the closing was based on false statistics. Yet Eterno, and indeed Jamaica’s entire community were ignored as the PEP rubber-stamped its closing (as it does for every closing).

More recently, Mayor Bloomberg tried one of President Obama’s initiatives, the turnaround model, for some schools. This, apparently, would draw funding and give kids who don’t speak English a chance to pass tests (or something). However, he was displeased when the UFT failed to agree with how to use junk science to evaluate teachers, and thus planned to close dozens of schools instead.

When the UFT finally agreed on a junk science framework, Bloomberg was horrified that 13% of poorly rated teachers could get impartial hearings, and decided to close the so-called turnarounds anyway. An arbitrator ruled against that. Though the mayor decided that the arbitration he’d agreed to was unfair, having not gone his way, he was shut down in court.

Even now, Mayor Bloomberg is still not satisfied the new junk science plan will realize his long-cherished wish of firing teachers arbitrarily and capriciously. That’s why he shot down the plan his DOE agreed upon on the last day it could’ve save $250 million, or 1% of NYC’s education budget. (Not much coverage was given to the fact that Mayor Bloomberg had already cut 14% of the budget, all by himself, since 2007.)

I have been teaching in a trailer for most of the time Mayor Bloomberg has been in office. Mayor Bloomberg promised to get rid of them by 2012. In 2007, there were about 400 trailers. Now, there are about 400 trailers.

That’s symbolic of Mayor Bloomberg’s educational progress. A less visible symbol is the disappearing neighborhood school. To me, a school anchors a neighborhood much better than, say, a department store, or even a Moskowitz charter school. Francis Lewis High School, for my money the best neighborhood high school still standing, is one of the few large high schools Bloomberg has spared. Our neighborhood, our students, and our staff are better off for that. Nonetheless, we survive despite how the mayor treats us, not because of it.

And since Mayor Bloomberg does not believe in satisfactory or unsatisfactory ratings, I’ve devised a new one just for him—completely ineffective. I’m quite sure history will vindicate that rating, if only Michael Bloomberg is not paying the salary of whoever writes the history book.