Posted in Article Medleys, Child Development, EdTech, OnlineLearning, Preschool, Privatization, Religion, Science, ScreenTime, Segregation, vouchers

2018 Medley #24

Online Preschool, Children’s Screen Time,
Religion in School, Segregation,
Diverting Public Money to Privatization

 
ONLINE PRESCHOOL – AN OXYMORON

Should Your Three-Year-Old Attend Online School?

If you read only one blog entry from this medley, it should be this one.

The latest “reform” insanity is online preschool.

By preschool, I mean a developmentally appropriate environment where young children can experience social interaction, develop an understanding of literature by being read to, and have direct contact with the real world.

Developmentally appropriate does not mean that three- and four-year-olds do so-called “academic” work on worksheets or computers. It means approaching instruction based on research into how children develop and grow. Preschoolers need clay and water-tables, not worksheets. They need blocks, watercolors, and dress up clothes, not tablets and calculators. They need climbers, sandboxes, and slides, not standardized tests and “performance assessments.” They need to experience the world with their whole bodies and all of their senses.

Why then, would anyone think that young children would benefit from something called an “online preschool?”

We have tried it in Indiana. The legislature wasted $1 million for an online preschool…the same legislature that is filled with lawyers, businessmen, and career politicians who know nothing about early childhood education.

Peter Greene takes on online preschools in this post…including UPSTART, the program in use in Indiana.

Never mind that everything we know says this approach is wrong. Much research says that early academic gains are lost by third grade; some research says that pre-school academics actually make for worse long-term results. If most of your 5-year-olds are not ready for kindergarten, the problem is with your kindergarten, not your 5-year-olds.

Turning to technology does not help. A study released earlier this year by the School of Education at the University of California, Irvine, found that most “educational” apps aimed at children five and younger were developmentally inappropriate, ignoring what we know about how littles actually learn.

 

CHILD DEVELOPMENT AND TECHNOLOGY

“Disruption” Using Technology is Dangerous to Child Development and Public Education

Nancy Bailey discusses “disruption,” technology, and how “reformers” are finding new ways to damage the learning process.

Early childhood teachers express concern that tech is invading preschool education. We know that free play is the heart of learning.

But programs, like Waterford Early Learning, advertise online instruction including assessment for K-2. Their Upstart program advertises, At-home, online kindergarten readiness program that gives 4- and 5-year-old children early reading, math, and science lessons.

Technology is directed towards babies too! What will it mean to a child’s development if they stare at screens instead of picture books?

Defending the Early Years recently introduced a toolkit to help parents of young children navigate the use of technology with children. “Young Children in the Digital Age: A Parent’s Guide,” written by Nancy Carlsson-Paige, Ed.D., describes the kinds of learning experiences that will help them develop to be curious, engaged learners…

 

SOLVING THE SCREEN TIME PROBLEM FOR YOUR LITTLE ONE

Young Children in the Digital Age: A Parent’s Guide

Nancy Carlsson-Paige, senior advisor to Defending the Early Years, has written a guide for parents who are struggling with technology issues for their children. The Parent’s Guide is an easy to read summary of what young children need and how much screen time is appropriate. It includes tips on how to put the concepts into practice.

Many parents find it hard to make decisions about screen time for their kids because advice comes from different directions and often conflicts. In the field of child development, we have decades of theory and research that can be very helpful as a guide for screen and digital device use with young kids. These ideas can be a resource for you to depend on when you are trying to figure out about any screen, app, or digital device your child might want to use.

 

READING, NOT RELIGION, IN SCHOOL

Counterpoint: Don’t preach, teach

We live in a pluralistic society…and the founders decided that every citizen has the right to their own religious beliefs. The nation’s judicial system, charged with interpreting the Constitution, has taught us that government must remain neutral in religious questions. To that end, public schools are not allowed to indoctrinate children in a particular religion. Some teachers and administrators try, but, while they believe they are doing “the work of the Lord” they are actually breaking the law of the land.

While teaching about religion is allowed, and beneficial, there are places for religious preaching in American life…the home…the church, not the public school.

The reason for this becomes clear when you stop and think about the mandate of public education in a pluralistic society. Public schools should give all kids an equal sense of belonging and respect their rights. In the United States, where religious freedom is woven into our cultural and historical DNA, thousands of religions have flourished — and a growing number of Americans choose no faith at all. School boards, principals and teachers must embrace this reality, and this means they must not be in the business of deciding which religious beliefs matter for students, and which don’t. Decisions about when, where, how and if we pray are among the most intimate and personal ones we make. They are for families and individuals to decide.

 

SEGREGATION YESTERDAY. SEGREGATION TODAY…

We can draw school zones to make classrooms less segregated. This is how well your district does.

This is a long, but fascinating look at why and how our schools are still so segregated. You can even use the interactive chart to see how segregated your local school system is.

Will humans ever lose the “us” vs. “them” attitude. Americans haven’t lost it yet. People still move their families in order to get away from, and reduce the fear of “the other.” Sadly, we’re not yet mature enough to understand that we are all one people…on one planet.

Once you look at the school attendance zones this way, it becomes clearer why these lines are drawn the way they are. Groups with political clout — mainly wealthier, whiter communities — have pushed policies that help white families live in heavily white areas and attend heavily white schools.

We see this in city after city, state after state.

And often the attendance zones are gerrymandered to put white students in classrooms that are even whiter than the communities they live in.

The result is that schools today are re-segregating. In fact, schools in the South are as segregated now as they were about 50 years ago, not long after the landmark Brown v. Board of Education Supreme Court decision.

 

INDIANA, GET OUT OF THE PRIVATE SCHOOL BUSINESS

Public schools’ struggle correlates directly to state voucher support

Thanks to Tony Lux, former local superintendent in Indiana, for this list of ways Indiana has neglected its public schools, and how the state’s voucher program has damaged public education.

• Since 2010, the total state budget has risen 17 percent.

• Since 2010, the consumer price index (cost of living) has risen 17 percent.

• Since 2010, the education budget has only risen 10 percent.

• Vouchers cost $150 million a year, and the cost is diverted from public school funding, resulting in an actual 7 percent increase in public school funding. (More than half the Indiana voucher recipients never attended public schools.)

• Without vouchers, every public school would get an additional $150 per student.

• Property tax caps have resulted in millions of dollars lost for many school districts.

• Public schools in poor communities annually experience a 10 percent to 60 percent property tax shortfall, equaling tens of millions of lost dollars for some.

• Remedies for lost revenue are no longer provided by the state. Districts now depend on local referendums.

• Lost property taxes that pay for school debt, construction and transportation must be replaced from state dollars intended for student instruction.

• A portion of state tuition support called the “complexity index” provides special funding to meet the needs of the poorest students. Not only has the complexity index dollar amount been decreased to “equalize” the dollars per student among all schools, but the state has decreased the number of students qualifying – for some schools – by half.

• Forbes magazine points out that Indiana is ill advisedly attempting to fund three systems of schools – traditional public, charters and vouchers – with the same budget it once used for only traditional public schools.

• The “money follows the student” mantra for charter school students creates a loss of school funding that is significantly and disproportionately more damaging than the simple sum of the dollars. If a district loses 100 students, the loss can be spread over 12 grades. A classroom still needs a teacher if it has 25 students instead of 30, but the district has lost $600,000 in funding.

• Of the 20 schools or districts receiving the highest per-pupil funding, 18 are charter schools, none of which are required to report profit taking.

• Since 2010, teacher salaries have dropped 16 percent.

There needs to be an end to the expectation that the only solution for schools, especially those in the poorest communities, in response to uncontrollable losses of revenue, is to cut, cut, cut programs, teachers, support staff and salaries regardless of the negative effect on students.

 

INTERESTING EXTRAS FROM THE WORLD OF SCIENCE

Kindergarten difficulties may predict academic achievement across primary grades

Identifying factors that predict academic difficulties during elementary school should help inform efforts to help children who may be at risk. New research suggests that children’s executive functions may be a particularly important risk factor for such difficulties.

Humpback whale songs undergo a ‘cultural revolution’ every few years

Like any fad, the songs of humpback whales don’t stick around for long. Every few years, males swap their chorus of squeaks and groans for a brand new one. Now, scientists have figured out how these “cultural revolutions” take place.

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Posted in ADHD, Article Medleys, DeVos, Election, Evaluations, ISTEP, McCormick, reading, SchoolFunding, Testing, vouchers

2018 Medley #23

For Kids-Not For Profit,
McCormick Asks For Accountability,
Teacher Evaluations, Income and Testing,
The Reading Wars, Elections Matter,
DeVos’s Ignorance,
October is ADHD Awareness Month

PUBLIC EDUCATION: FOR KIDS, NOT FOR PROFIT

IRS Should Close Tax Loophole That Allows Private School Voucher “Donors” To Profit With Public Funds

Indiana has a tax credit of 50% for donors to scholarship granting organizations which means that half the donations to those organizations come from the state. It’s worse, however, in ten other states,  Alabama, Arizona, Georgia, Kansas, Montana, Oklahoma, Pennsylvania, Rhode Island, South Carolina, and Virginia. I must admit that I’m surprised Indiana hasn’t gone this far…

For example, imagine that a wealthy South Carolinian who is in the top tax bracket gives $1 million to a “scholarship organization” that funds the state’s private school voucher program. South Carolina will reimburse that donor $1 million – this means the donor hasn’t spent anything. Nonetheless, the federal government considers that $1 million a charitable donation and therefore not taxable. At the top federal income tax bracket of 37 percent, the donor saves $370,000 on their federal taxes. But because the donor was reimbursed by the state for every dollar of their $1 million donation, that extra $370,000 savings is pure profit. It’s outrageous.

 

STATE SUPER CALLS FOR CHARTER AND PRIVATE SCHOOL ACCOUNTABILITY

Superintendent of Education, Dr. Jennifer McCormick Supports Conditions on Receipt of Public Funds; Won’t Run for Re-Election

Jennifer McCormick, a Republican, ran for Indiana Superintendent of Public Instruction in 2016. Her opponent was the incumbent Glenda Ritz. During her tenure, Superintendent Ritz tried to use her position to support public schools and protect public education from the privatizers in the legislature and the Indiana State Board of Education (SBOE). Dr. McCormick professed to have a similar educational platform as Ritz, but she claimed that, as a Republican, the Governor, Legislators, and members of the SBOE, would listen to her.

They didn’t.

…Superintendent McCormick believes that “any school that takes public money should be an inclusive place for LGBT students and staff.” It seems pretty clear that she does not see eye-to-eye with her Republican colleagues on what the Superintendent of Public Instruction’s role should be or with how charters and private schools should be held accountable for their receipt and use of public money. This news came as Dr. McCormick discussed the Department of Education’s legislative priorities for the upcoming session. Among the priorities she announced for the Department were providing an inclusive environment for K-12 students, holding charter school authorizers accountable both fiscally and academically, and reducing testing time.

 

TEACHER EVALUATIONS

An Open Letter to NJ Sen. Ruiz, re: Teacher Evaluation and Test Scores

There are too many out-of-school factors for teachers to be held 100% responsible for the achievement of their students.

– You can’t hold a teacher accountable for things she can’t control. Senator, in your statement, you imply that student growth should be a part of a teacher’s evaluation. But a teacher’s effectiveness is obviously not the only factor that contributes to student outcomes. As the American Statistical Association states: “…teachers account for about 1% to 14% of the variability in test scores, and that the majority of opportunities for quality improvement are found in the system-level conditions.”(2)

Simply put: a teacher’s effectiveness is a part, but only a part, of a child’s learning outcomes. We should not attribute all of the changes in a student’s test scores from year-to-year solely to a teacher they had from September to May; too many other factors influence that student’s “growth.”

 

HIGH INCOME – HIGH SCORES

ISTEP results are a non-story

Speaking of test scores…ISTEP scores are finally here…delayed again…and still worthless for anything other than giving schools full of high-income students another “A” banner for their hallway. Meanwhile, schools full of low-income students fight to get equitable funding for wrap-around services. Where are the “F” banners for the legislators who fail to take responsibility for inequitable funding?

It’s a lousy week to be an education reporter in Indiana. ISTEP-Plus test results were released Wednesday by the State Board of Education, so editors are assigning – and readers are expecting – the usual stories. Which schools did best? Which did worst? Which improved, and which didn’t?

Reporters who spend their work lives visiting schools and talking to educators and experts know this is the epitome of a non-news story. They know that years of experience and research tell us that affluent schools will have higher test scores than schools serving mostly poor students.

 

THE READING WARS

The Reading Wars? Who’s Talking About Reading and Class Size?

“The ‘reading wars’ never go away — at least not for long.” — Valerie Strauss

There are more than two sides to The Reading Wars. Actual practitioners, reading teachers, understand that teaching reading is a nuanced process. You can’t ignore context and you can’t ignore sound-symbol correspondence.

A good teacher finds out what her students need and what helps her students learn. She then tries different approaches and chooses that combination which most benefits the student.

Class size matters. The larger the class the more difficult it is to focus on the needs of each student. Large classes force teachers into focusing on the approaches which meet the needs of the majority of students…which means some students miss out.

Any teacher who has studied reading, understands that both phonics and whole language are important. A great reading teacher is capable of interweaving the two, depending on the instructional reading needs of every student in their class.

Some students need more phonics. Other students don’t need as much phonics. Teachers are better able to address the individual needs of their students, while bringing the class together, if they have manageable class sizes. Questions involving how to teach reading are important, but class size is critical no matter how reading is taught.

Lowering class sizes enables teachers to create an individualized reading prescription, like an IEP. It enables teachers to provide more one-on-one instruction which we also know helps students. It also provides them with more time to work with parents.

 

VOTE FOR PUBLIC EDUCATION

Education — and Betsy DeVos — are issues in key political races this November

While it may not top the list of issues motivating voters to go to the polls, education is a key factor in some big races. (Depending on age, location, political affiliation or time of survey, other matters may come out on top, including the economy, immigration or health care.) And while Education Secretary Betsy DeVos isn’t on the ballot anywhere, her priorities are.

Americans have long cited education as a key concern when asked by pollsters to list issues important to them, but it has never been seen as one that could affect their vote. But for a combination of reasons, including the inevitable swing of the political pendulum, things seem different this year.

Hundreds of teachers and retired educators — an unprecedented number — are running for political office on the local, state and federal levels. There are hundreds of teachers — most of them Democrats — running for state legislative seats alone.

 

DEVOS DOESN’T KNOW WHAT SHE DOESN’T KNOW

Betsy DeVos doesn’t know what she doesn’t know about education

The Dunning-Kruger effect “…occurs where people fail to adequately assess their level of competence — or specifically, their incompetence — at a task and thus consider themselves much more competent than everyone else. This lack of awareness is attributed to their lower level of competence robbing them of the ability to critically analyze their performance, leading to a significant overestimation of themselves. In simple words, it’s ‘people who are too ignorant to know how ignorant they are’.”

Betsy DeVos is too ignorant about education to understand that she knows nothing about education.

“Parents, by their very nature, should decide what, when, where and how their children learn,” DeVos said.

But even amidst the barren, dystopian landscape of Ms. DeVos’ vision of American education, the quote above somehow caught my eye. You have to give it to her: Betsy has a real knack for distilling complicated, complex problems down into a single ignorant, nonsensical nugget of edu-drivel.

And she’s just clever enough to remember who her audience is here–and it’s not teachers, or teacher educators, or the 75+% of parents who are happy with their kids’ schools. No, her audience is the conservative base who believe that nothing public is better than anything private, who refer to public schools as “government schools,” and believe that paying even a single dollar in taxes is a form of robbery….

 

OCTOBER IS ADHD AWARENESS MONTH

7 Facts You Need To Know About ADHD

October is ADHD Awareness Month. It’s sad that we even have to post the following…

1. ADHD is Real

Nearly every mainstream medical, psychological, and educational organization in the United States long ago concluded that Attention-Deficit/Hyperactivity Disorder (ADHD) is a real, brain-based medical disorder. These organizations also concluded that children and adults with ADHD benefit from appropriate treatment. [1,2,3,4,5,6,7]

 

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Posted in Anti-Intellectualism, Article Medleys, Charters, climate change, Politics, Privatization, Public Ed, Racism, TeacherPay, vouchers

2018 Medley #23: Seven Disturbing Reads

Climate Change, Teacher Pay,
Privatization: Vouchers and Charters,
The U.S. Mistrusts Education,
Politics Matters, Ethnic Labels

I added a number to the title of this post because I read the latest by Nancy Flanagan, an education blogger who is ending her tenure at Education Week to go out on her own. Read her stuff…

THE SIXTH EXTINCTION

The Sixth Extinction by Elizabeth Kolbert

Winner of the 2015 Pulitzer Prize for General Nonfiction.

Kolbert shows us, without a shadow of a doubt, that the Earth is warming. Our food supplies and oxygen supply are at risk.

Simply put…There is just one country in the entire world – the United States, a wholly-owned subsidiary of the fossil fuel industry – which refuses to accept the truth. The ecosystem which has allowed humans to survive and thrive is dying; we’re killing it. We need to pay attention to the world’s scientists before it’s too late.

…having freed ourselves from the constraints of evolution, humans nevertheless remain dependent on the earth’s biological and geochemical systems. By disrupting these systems – cutting down tropical rainforests, altering the composition of the atmosphere, acidifying the oceans – we’re putting our own survival in danger. Among the many lessons that emerge from the geologic record, perhaps the most sobering is that in life, as in mutual funds, past performance is no guarantee of future results. When a mass extinction occurs, it takes out the weak and also lays low the strong. V-shaped graptolites were everywhere, and then they were nowhere. Ammonites swam around for hundreds of millions of years, and then they were gone. Richard Leakey has warned that

“Homo sapiens might not only be the agent of the sixth extinction but also risks being one of its victims.”

 

THE PAY GAP

Teacher Pay Gap Reaches a Record High

Teachers are compensated at a lower rate than other professionals. Ironically, the teacher pay gap is approximately the same as the gender pay gap. Women earn less than men for the same work. The teaching profession, which is traditionally filled by women, receives less than those professions traditionally filled by men.

When adjusting only for inflation, the researchers found that teachers, compared to other college graduates, are paid nearly $350 less per week in salary in 2017, or 23 percent less.

When they adjusted for education, experience, and demographic factors, the gap had barely shrunk – 18.7 percent, up from 17 percent in 2015.

While benefits such as health insurance and retirement improved for teachers relative to other professionals during that period, the total compensation (wage and benefit) penalty for public school teachers grew from 10.5 percent to 11.1 percent in 2017.

 

VOUCHERS DIVERT PUBLIC MONEY TO RELIGIOUS INSTITUTIONS

The False Promise Of School Vouchers

Schools which accept vouchers in Indiana have a choice. They can either accept or reject your child. They don’t have to justify their choice. They can reject your child because of your family’s religious beliefs, your child’s sexual or gender preference, your child’s academic achievement level, or his or her behavior problems. The only “choice” parents have is whether or not to fill out an application for a private school. After that, it’s up to the school to choose the child.

Vouchers do not improve school achievement. Voucher schools are not subject to public oversight as are public schools.

…new studies have shown, not only do the claims made by voucher supporters fail to withstand closer scrutiny, these programs also allow private, often religious, schools to receive a skyrocketing volume of taxpayer funds without oversight. These facts should be enough to dissuade anyone from the notion that private school voucher programs are what’s best for America’s students.

First, public schools are under legal obligation to be open and nondiscriminatory in their acceptance of all students, regardless of race, sexual orientation or ability. Voucher programs, on the other hand, are governed by different laws in different states, but most allow private schools to accept taxpayer dollars but reject students with vouchers for a variety of reasons, ranging from disability to ability to pay.

That’s right: voucher programs actually fund discrimination. According to an analysis by the Huffington Post of the Florida Hope Scholarship Program—a voucher program aimed at public school students who have undergone bullying—10 percent of the schools participating in the program have “zero tolerance policies” for LGBTQ students. And nearly 20 percent of participating schools have dress-code policies that lead to disproportionately punish students of color.

 

CHARTER SCHOOLS: PRIVATE SCHOOLS DIVERTING PUBLIC MONEY TO PRIVATE WALLETS

Charter School Corruption Is Changing Education Policy And Politics

Lack of public oversight has yielded a charter industry full of corruption and cheating. Public money should go to public schools…and all schools accepting public funds ought to subject to the same oversight, restrictions, and requirements.

As scandalous news stories and scathing reviews of the charter industry continue to emerge, the negative impacts these schools have on families and communities will prompt more to question the wisdom of expanding these schools and draw more attention to the need to ratchet up regulations for the charters already in existence.

 

THE U.S. DOESN’T VALUE AN EDUCATED CITIZENRY

Let’s fund education like we value it

In OECD nations, funding for education increased an average of 4% from 2010 to 2014. In the U.S. it dropped by 3%.

The United States has always had a national undercurrent of suspicion with respect to education. During the 2016 campaign, then Candidate Trump even went so far as to claim that “I love the poorly educated.” What he meant to say was that he loved everyone who supported him, but the implication, which has been borne out in his administration’s attitude towards public education, is that there was no need to improve the education of those who needed it the most — as long as they voted for him.

And Trump wasn’t the first to bring in the education level of voters to the campaign. In the 1952 campaign, Adlai Stevenson was branded an “egghead” by V-P candidate Richard Nixon. Richard Hofstadter, in his Pulitzer Prize-winning Anti-Intellectualism in American Life, wrote that the term was coined because “the country seemed to be in need of some term to express that disdain for intellectuals.”

School teachers have frequently been accused of being agents who disrupted tradition and taught children politics. A school board member (and local Eagle Forum member) in my district once accused staff members of exercising “mind-control” over students (something many of the teachers wished they could actually do in order to increase student attention to their assignments!). In another example, a Texas state school board member once proclaimed that “Somebody’s gotta stand up to experts” when educated people tried to explain why actual science needed to be included in the state science curriculum.

The title of this piece hits the nail on the head. We, as a nation, don’t value education and we don’t want to pay for it.

The Thomas B. Fordham Institute is a conservative think tank focused on education policy issues. One of their frequent contributors is a person named Dale Chu…

• Chu: Finally, there are those who argue that the system as it currently exists works perfectly fine for the era it was designed for (think the G.I. Bill and universal high school). In this view, education is wrongly perceived as broken. Moreover, the thinking goes, we won’t make any headway unless we solve larger societal issues like poverty or institutional racism—though for better or for worse, reformers tend to part ways when it comes to race.

 

VOTE YOUR INTEREST

Why Politics Matters

Why do the poorest, sickest Americans vote for candidates who promise to take away their health-insurance? Why do struggling workers vote for candidates who promise to move their jobs overseas? Why do middle-class taxpayers vote for candidates who give tax breaks to the wealthy, reducing services for those who need it?

That was the astonishing conclusion of a study reported by Inc. The study ranked life expectancy in all 50 states, and came to some truly eye-opening conclusions. Among them: residents of Mississippi have the same life expectancy as residents of Bangladesh.

 

LABELS AND ETHNICITY

Disowning the Lie of Whiteness

“Nazis march unmasked in our streets…too many of our police use murder and atrocity to ensure the social order.”

Labels reduce us to one thing: black, Hispanic, Jewish, Socialist. We’re all much more complicated than that.

I don’t want to live in a world where human beings are tattooed and numbered and sent to their deaths.

Because the Holocaust is not over.

American slavery is not over.

Neither is Jim Crow or lynching or a thousand other marks of hatred and bigotry.

Nazis march unmasked in our streets. Our prisons are the new plantation. And too many of our police use murder and atrocity to ensure the social order.

As long as we allow ourselves to be white, there will be no justice for both ourselves and others.

 

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Posted in Article Medleys, Duncan, Lead, poverty, Privatization, Public Ed, reform, SchoolFunding, Teaching Career, vouchers

2018 Medley #22

Still Poisoning Our Children,
Public Education, Teachers Get Angry, Vouchers,
School Improvement,
Arne Duncan Wasn’t a Good EdSec (but you knew that). 

 

WHO IS ACCOUNTABLE FOR POISONING OUR CHILDREN?

Still a problem and still outrageous: Too many kids can’t drink the water in their schools

History will likely reflect negatively on how we Americans have treated our children. Take their health, for example.

We know that lead causes damage, especially to young children. It causes things like developmental delay, learning difficulties, hearing loss, and seizures (It’s also not that great for adults causing high blood pressure, mood disorders and reproductive problems). There is no safe level of lead in the bloodstream.

Are we doing enough to eliminate lead from the environment? Not according to this article. We spend billions on military defense, but can’t afford to keep our children safe from poisoning at home. The problem is that most of those who are affected by environmental toxins like lead are poor children of color. Chances are if we had lead poisoning in areas where wealthy white people lived, it would be taken care of immediately.

…it’s not just in Michigan: A new U.S. government report says millions of children were potentially exposed to unsafe drinking water at their schools, but nobody really knows how many. Why? Because many states don’t bother running the tests.

A July 2018 report by the U.S. Government Accountability Office, which surveyed school districts across the country on testing for lead in drinking water in 2017, found:

● 41 percent of districts, serving 12 million students, had not tested for lead in the 12 months before completing the survey.

● 43 percent of districts, serving 35 million students, tested for lead. Of those, 37 percent found elevated levels and reduced or eliminated exposure.

And then there was this: 16 percent of the districts replied to the nationally representative survey by saying that they did not know whether they had tested.

 

PUBLIC EDUCATION: A RIGHT, A PUBLIC GOOD, OR A CONSUMER PRODUCT?

Why School Reform Flounders

Is education a Right, a Public Good, an American tradition, a vehicle for fixing social inequities, an imposition on non-White/non-middle class children, or a public utility? Is it a private matter, a religious affair, a consumer product, or a national security imperative?

It would seem that the Indiana Constitution, quoted above, considers it a right.

Here is an interesting read about public education and its place in our society…

As historians like Prof. Cuban have long pointed out, the question of whether or not education is a basic right needs to take its place in line with all the other fundamental questions about education. Is it a right? Is it a public utility? Is it a tool of class domination?

 

TEACHERS GET ANGRY

The Teachers Movevement: Arizona Lawmakers Cut Education Budgets. Then Teachers Got Angry

It’s been a long time coming, but teachers are finally standing up for themselves and their students. Read this excellent piece on the Arizona teacher uprising.

The attacks seemed only to galvanize teachers. “They called us socialists, Marxists, communists! I’m a Republican!”

ANTI-PUBLIC EDUCATION: FUNDING

Arizona Supreme Court Blocks Ballot Initiative to Fund Public Education

Years of budget slashing, tax cutting, and lack of support for the public good, has left Arizona schools underfunded and struggling.

Paying taxes for the common good? That time has, apparently, passed us by.

From Jan Resseger

Paying taxes for the common good. What a novel idea these days—and something blocked last week by the Arizona Supreme Court. Failing to connect the taxes we pay with what the money buys, many of us find it easy to object to more taxes, but the case of Arizona makes the arithmetic clear. After slashing taxes for years, Arizona doesn’t have enough money to pay for public schools and universities. Not enough for the barest essentials.

 

TEACHERS MUST STAY ANGRY

Standing Up

The test-and-punish, micromanagement, and belittling of teachers/public schools, has been a constant for decades. It doesn’t work to help children learn, but it’s apparent now that children’s learning has never really been the reason for so-called “education reform.” It’s all been done for privatization.

Privatization is not just for better schools any more (since it’s been shown that it doesn’t help). Now it’s for “choice.” The privatizers believe that parents should get to choose where their education tax-dollars are spent, and to hell with the common good.

I wonder how many of those pro-choice parents and politicians are pro-choice when it comes to women’s reproductive choice, or a parent’s choice to opt out of “the test.”

Public school teachers — and those who are hoping to become public school teachers — have to accept the fact that it is up to them (along with parents and pro-public education citizens) to fight for the survival of public schools.

Teachers, you can’t just close your doors and teach anymore.

After twenty years of ed reform, teachers have arrived at a point where they cannot shut the door and teach. Every teacher has to be an advocate for her profession, her school, and the institution of public education. Every policy and directive that descends from above has to be examined for its various effects, both on education and the profession, because teachers can no longer trust the People In Charge. The people who should be helping to smooth the road are building speed bumps and brick walls instead. To shut your door and teach is to the door to your room in a burning building; you may not feel the heat yet, but if you do nothing, you will surely feel it soon.

When we talk about reasons that so many fewer people pursue or stay with a teaching career, I’m not sure we discuss this point enough. You may want to Just Teach, but that will not be an option. You will have to fight constantly just to get to do your job. It’s a huge disincentive– “I would really like to do that job, but it looks like I won’t really get to do the job I want to do.”

 

PRIVATIZATION: VOUCHERS

Ready, Fire, Aim: Vouchers Hurt Math Scores for Low Income Students

After seven years of running the nation’s most expansive voucher program…

After a half billion dollars of public money diverted to private, religious, schools…

We now hear policy makers suggesting that we “study and evaluate” the concept of vouchers.

Now?

Low income students were the ostensible reason for Indiana’s aggressive voucher policy. I’ve argued for a long time that this was a pretext — the real reason was 1) subsidizing religious education; 2) hurting teachers unions; and 3) diverting money to friends and well-wishers of policymakers — but, if you take lawmakers at their word that this was being done to help low income students, then it looks like we’ve wasted a lot of money and done some harm in the process.

Says State Board of Education member, Gordon Hendry, “The conclusions are somewhat concerning. It demonstrates the need for further study and evaluation so we can have more data about the results of this program.” With all due respect (and at least Hendry responded to the South Bend Tribune), the time for study was before we jumped into the voucher pond with both feet…

 

SCHOOL IMPROVEMENT

Indiana officials didn’t have to go far to find a new model for improving schools

I’m all for school improvement and it’s possible that this program will provide needed help, although I’m not sure that Chicago should be our role model for improving schools. You can learn about 5Essentials here and here.

My big fear with this program, and others like it, is that politicians and policy makers will impose a program on the public schools and then blame students, teachers, and schools if and when it doesn’t work. They don’t accept their share of the responsibility. Accountability is never taken by the policy makers, it’s only imposed, along with the mandates, on those in the schools.

Politicians and Policy makers, try this program, to be sure, but accept responsibility for our state and nation’s shamefully high rate of child poverty and it’s impact on school achievement!

The 5 Essentials model focuses on five qualities that strong schools share — effective leaders, collaborative teachers, involved families, supportive environment, and ambitious instruction. The Indiana Department of Education has built its own evaluation around these attributes. The state will start using its model based on the 5 Essentials at low-performing schools in their annual school quality reviews, which begin in October and are done by a team of experts, local educators, and school administrators or board members.

Arne Duncan with his boss…lest we forget that the Democrats are/were complicit in school “reform.”

THE EDUCATION LIES

Duncan and DeVos Are Both Wrong, We Need Old School Reform

The education lies discussed in this article are

  • money does not matter
  • ineffective teachers are ruining public schools
  • charter schools will outperform public schools
  • federal leadership on rigorous standards will save us all

Rod Paige and Margaret Spellings may have been worse. Betsy DeVos might be the VERY worst. But Arne Duncan was no slouch when it came to running a damaging U.S. Education Department!

The “education reforms” that Duncan says worked—desegregation and more equalized school funding—preceded his tenure as Secretary. He did nothing to further those reforms. Instead, he routinely pushed through reforms that didn’t work. An honest appraisal of the past decade reveals that Duncan caused more harm than good.

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Posted in Article Medleys, Choice, Darling-Hammond, Lead, poverty, Privatization, read-alouds, Segregation, vouchers

2018 Medley #21

The New Segregation, “Choice,” Vouchers,
Environmental Toxins: Lead,
Read-aloud to Big Kids

THE NEW SEGREGATION

The New Segregation of Schools

The 1954 Brown v. Board of Education decision was, for all practical purposes, reversed in 1999 when a federal court ruled that forced integration was no longer necessary because “intentional” segregation no longer existed.

The result is that the U.S. has returned to separate schools for rich and poor, separate schools for black and white…and the schools are not “equal.”

When some students walk through the door, they will take their first steps toward an endless potential of possibilities.

Their schools have been cleaned and polished, new textbooks and computers await them, and their long-tenured teachers will comment on how much they look like their older siblings.

Other students will walk into an entirely different setting. Students and teachers will be forced to learn in hot classrooms because the air conditioning has not been looked at since last spring. Their textbooks will have broken spines and the inscriptions of graduates from 1992.

Some of the teachers who greet them at the door are kind enough, but they are scared to death because they just received their emergency certificate last week due to the dwindling teacher pool.

Realistically, as students return to class after the summer break, they will be walking into two different public school systems.

There is the public school system for the privileged, another for the poor and powerless.

 

School Choice Is the Enemy of Justice

“Choice” has become the new tool of segregation.

Choice and innovation sound nice, but they also echo what happened after the 1954 Brown v. Board of Education Supreme Court decision, when entire white communities in the South closed down schools to avoid the dread integration.

This kind of racial avoidance has become normal, embedded in the public school experience. It seems particularly so in Los Angeles, a suburb-driven city designed for geographical separation. What looks like segregation to the rest of the world is, to many white residents, entirely neutral — simply another choice.

How America’s public schools keep kids in poverty by Kandice Sumner, Boston Public School teacher.

If we really, as a country, believe that education is “the great equalizer,” then it should be just that — equal, and equitable. Until then, there’s no democracy in our democratic education.

PRIVATIZATION: VOUCHERS

More Bad News For Private School Vouchers In Florida And Indiana

The success or failure of students no longer matters to education “reformers.” Now it’s all about the “choice.” Unfortunately, most school “choice” advocates don’t mention that it is the school that makes the “choice,” not the student.

Public schools accept all students.

The latest study highlighting vouchers’ poor academic results looks at Indiana’s program, the nation’s largest. Researchers studied thousands of low-income Indiana students who used a voucher to switch from public to private schools beginning in the 2011-12 school year.

Focusing on students in grades five through eight over the course of four years, the study found the voucher students consistently scored worse in math than their public school peers. The results for English proficiency were a wash; “there were no statistically significant positive effects after four years,” was how the education blog Chalkbeat described it. These study results echo those from an Indiana voucher study released last year.

So, Indiana diverts more than $150 million per year in taxpayer money away from public schools and into private schools with little to show for it. “Although school vouchers aim to provide greater educational opportunities for students, the goal of improving the academic performance of low-income students who use a voucher to move to a private school has not yet been realized in Indiana,” wrote the study’s authors.

 

PUBLIC EDUCATION

Improving education Across America with guest Linda Darling-Hammond

What kind of schools and teachers do we need for our children? Linda Darling-Hammond lists the top five actions we need to take to improve education in the U.S.

tl;dr More money is needed to reduce out-of-school factors which interfere with achievement.

How do countries that have built an education system that is really strong, do it? And what’s the difference between what they’re doing and what we see in the united states right now?

Number 1, they take care of children. They have a child welfare system. They don’t allow high rates of child poverty. In the United States, one out of four children lives in poverty — homelessness has increased astronomically, children with food insecurity and so on, raggedy early childhood system for learning in the United States. And these nations…Canada is one of them, also, by the way, that’s near the top…take care of children. They have food and housing and they have early learning opportunities that are high quality.

Number 2, they fund schools equally…[in the United States] the rich get richer, the poor get poorer…

EDUCATIONAL MALPRACTICE: LEAD POISONING

Educators Demand Safe School Water as Nationwide Lead Crisis Comes to Light

Policy makers have long held public schools solely responsible for their students’ achievement. The A-F school grading system in Indiana and other states places the burden on schools alone to solve the problems of low test scores — as if tests alone were an adequate measure of student achievement…as if there were no out-of-school factors that had an impact on student achievement.

Policy makers must be held accountable as well as schools.

From John Kuhn

Educational malpractice doesn’t happen in the classroom. The greatest educational malpractice in the Unites States happens in the statehouse not the school house.

If we truly cared about how our students end up, we would have shared accountability, where everyone whose fingerprints are on these students of ours, has to answer for the choices that they make.

One of the out-of-school factors having an impact on student achievement is the presence of environmental toxins in neighborhoods, like lead.

Exposure to lead has an impact on children’s school achievement and behavior. Public schools in areas with high levels of lead exposure (according to the CDC any exposure to lead is too much) are labeled “failures” because of the students’ low achievement. Yet, in many cases, it’s public policy which allows exposure to lead.

And it’s not just the children. Adults who work in schools are also exposed to high lead levels.

According to a new study by the Government Accountability Office that was also prompted by the Flint crisis, only 43 percent of school districts test for lead in drinking water. About a third of districts that do test reported elevated lead levels.

That means tens of millions of students and educators could be exposed to lead—a proven neurotoxin that is especially devastating to children’s developing brains—through water they consume at school. Educator unions are leading the charge in many communities to demand water testing and access to the results and advocating for policies to ensure future monitoring.

 

READ-ALOUD

Read Aloud in Middle and High School? Of Course

Russ Walsh presents the case for read-aloud after elementary school.

If we want students to value reading we need to let them know that we value reading.

Research supports the use of read aloud for motivation. Qualitative studies by Ivey and Broadus (2001) and Ivey and Johnston (2013) found that student read-aloud was an integral part of a reading engagement strategy. As the authors said in the 2001 study

For the students in our survey, it is clear that high-engagement reading and language arts classrooms would include time to read, time to listen to teachers read, and access to personally interesting materials [emphasis mine].

 

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Posted in Article Medleys, books, Charters, DollyParton, Duncan, Early Childhood, Evaluations, Privatization, Segregation, Testing, Walsh, WhyTeachersQuit

2018 Medley #20

Segregation, Testing Toddlers, VAM, Duncan Still Unqualified, Why Teachers Quit, Giving Kids Books, Charters

SCHOOL SEGREGATION

Why Is This Happening? Investigating school segregation in 2018 with Nikole Hannah-Jones: podcast and transcript

The U.S. gave up on integrattion. Public school systems are more segregated than when Brown vs. Board of Education was handed down sixty-four years ago. This is all complicated by our underfunding of public education, especially for black and brown students.

So where is the concept of the public good — where is the concept of “promote the general welfare”?

Nikole Hannah-Jones is one of the few voices calling for Americans to teach their children…all their children…together.

…who the hell pays your social security one day?

Right, when we’re a country that is very quickly going to be a minority white country and you’re gonna continue to under-educate half of the population of your country, then what jobs are they gonna get that are gonna help pay for the infrastructure of this country, that are gonna help pay your social security.

 

TESTING

Toddlers and Preschool Testing? Don’t Steal the Joy of Reading!

From the makers of DIBELS comes a new test…this one for toddlers. The next step in educational malpractice.

A child three years old is still a toddler. What demands, if any, should be placed on a child this young when it comes to learning to read? Will it harm their chances of enjoying reading in the future? This is what we should ask when it comes to the new PELI testing.

The same creators of DIBELS (Dynamic Indicators of Basic Literacy Skills), the controversial assessment started with the controversial program Reading First, following the recommendations of the controversial National Reading Panel, now have reading assessment for children as young as three years old.

DIBELS uses nonsense syllables which might not mean anything to a child. There are other problems with the assessment according to reading expert Ken Goodman who edited Examining DIBELS: What it is What it Does.

 

Top 10 Reasons You Can’t Fairly Evaluate Teachers on Student Test Scores

Using student test scores to evaluate teachers isn’t appropriate, yet we still do it. There’s no rational reason for continuing a practice that even the American Statistical Association says is statistically unreliable and invalid. This ignorant use of numbers is just another example of America’s anti-science and anti-intellectualism.

Steven Singer lists 10 reasons why VAM is junk science…

2) You can’t assess teachers on tests that were made to assess students.

This violates fundamental principles of both statistics and assessment. If you make a test to assess A, you can’t use it to assess B. That’s why many researchers have labeled the process “junk science” – most notably the American Statistical Association in 2014. Put simply, the standardized tests on which VAM estimates are based have always been, and continue to be, developed to assess student achievement and not growth in student achievement nor growth in teacher effectiveness. The tests on which VAM estimates are based were never designed to estimate teachers’ effects. Doing otherwise is like assuming all healthy people go to the best doctors and all sick people go to the bad ones. If I fail a dental screening because I have cavities, that doesn’t mean my dentist is bad at his job. It means I need to brush more and lay off the sugary snacks.

 

Former Education Secretary Arne Duncan says U.S. education system “not top 10 in anything”

I agreed with some of what Duncan had to say in his interview on Face the Nation. Unfortunately, when he had the chance to change things he made them worse.

In 2015 I wrote,

Look what we got…Arne Duncan — who never set foot in a public school as either a student or a teacher — and Race to the Top which doubled down on No Child Left Behind’s labeling of low test takers as losers. Arne Duncan, who cheered when an entire school full of teachers in Rhode Island were fired because the school was “low achieving” (aka filled with high poverty students). Arne Duncan, who manipulated federal dollars meant for low income students so that it became a contest to see which states could raise the caps on Charters fast enough and evaluate teachers based on test scores.

It’s the ultimate of ironies that this man wrote a book called “How Schools Work.”

“We say we value education, but we never vote on education. We never hold politicians accountable — local, state or national level — for getting better results,” Duncan, the education secretary under President Obama, said on “Face the Nation” on Sunday. He added that the “toughest lie” for him personally is that “we say we value kids, and we’ve raised a generation of young people, teens, who have been raised on mass shootings and gun violence, and that simply doesn’t happen in other nations.”

“I don’t look at what people say. I look at their actions, their policies. I look at their budgets. Our values don’t reflect that we care about education or we care about teachers or that we truly care about keeping our children safe and free of fear,” Duncan said.

 

WHY TEACHERS QUIT

Brittani Pollock: “I Left Teaching. I Had To.”

Here is yet another story about a teacher who left teaching. In this case it’s because of lack of funding in poorly funded Oklahoma. Americans are so intent on paying no taxes that we’re sabatoging our future.

I’m donating my blog today to a former student, now friend, Brittani. She was my student and an officer in my club, Teen Volunteers, at Norman North. I always knew she wanted to be a teacher, you could see her deep love of children when she volunteered. I watched her get her teaching degree and watched as she began what we both thought would be a long career in the classroom. I planned to watch her become a National Board Certified Teacher. Things did not work out the way we hoped. And my heart is broken for every student who will never know Miss Pollock’s love.

 

GIVE KIDS BOOKS

Dolly Parton’s literacy program donates its 100 millionth book to Library of Congress

Before LeBron James, there was Dolly Parton. She started the Imagination Library in 1995. From the Imagination Library web site

…a book gifting program that mails free, high-quality books to children from birth until they begin school, no matter their family’s income.

After launching in 1995, the program grew quickly. First books were only distributed to children living in Sevier County, Tennessee where Dolly grew up. It became such a success that in 2000 a national replication effort was underway. By 2003, Dolly Parton’s Imagination Library had mailed one million books. It would prove to be the first of many millions of books sent to children around the world.

Earlier this year the Imagination Library sent out its 100 millionth book.

Alongside Carla Hayden, who heads the Library of Congress, the iconic country singer dedicated the 100 millionth book from her Imagination Library to the research library. Through the nonprofit, she has been donating millions of books to children for more than 20 years.

 

…as of August 1, 2018

The 4th Annual National Give-A-Kid-A-Book Day

Speaking of giving kids books, last July 6 was the fourth annual Give-A-Kid-A-Book day. Did you remember? Russ Walsh reminds us every year.

It’s not too late…give-a-kid-a-book today.

Literacy research has shown that the single best way to combat summer reading loss is to get books in kids hands. One way to do this is to give children books.

Participation is easy. All you need to do to is find a child and give that child a book. The child could be your own, a neighbor’s child, a student, a grandchild, one of your own kid’s friends, children in a homeless shelter. Just give the child a book and say, “I thought you might enjoy this.” Some participants like to include a lollipop or other small sweet treat to send the message, “Reading is Sweet!”, but the most important thing is to give a kid book.

 

CHARTERS

In the Public Interest’s weekly privatization report

In the Public Interest posts a weekly privatization report. The reports cover more than just the privatization of public schools. Here is just one of eleven different reports about charter schools from this week’s report.

You might also be interested in taking a look at Breaking Point: The Cost of Charter Schools for Public School Districts.

29) Pennsylvania Just a few weeks before the start of the new school year, Wonderland Charter School in Ferguson Township is closing its doors, sending students and parents scrambling after they received email notification. “During the charter review, several people associated with Wonderland, including board members, teachers and parents, informed the board of directors of their concerns with the charter: ‘long-standing, calculated, inappropriate, and unlawful practices with respect to students with special needs,’ according to a letter to the board from Superintendent Bob O’Donnell.”

 

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Posted in Article Medleys, Public Ed, SchoolFunding

2018 Medley #19: LeBron James and the Promise of Public Schools

LeBron James, Public Education,
Public School Funding.

 

INVEST IN PUBLIC EDUCATION AS IF THE FUTURE DEPENDS ON IT

The multimillion-dollar school: Support and resources pour into LeBron’s I Promise School opening Monday

LeBron James is a millionaire…but unlike others among the super-rich who stick their wallets into America’s education infrastructure, The LeBron James Family Foundation, along with community partners, is helping to fund a public school run by a public school system, and staffed with unionized public school teachers. The taxpayers are paying for the school, teachers, and the usual expenses just like they do for all public schools, while the Foundation and its partners are providing funds for building renovations, wraparound services, and other extras.

This kind of investment is what all our children need and deserve. The Finns, when they decided to improve their schools, invested in education as if their future as a nation depended on it. We should do the same. This article describes the benefits provided by an outpouring of community help…volunteers and local businesses. This should be the design for all local public schools…a community effort for the community’s (in this case, the larger community) children.

What does it take to get some of education’s best practices into one school and off the ground?

For the I Promise School, it’s taken one superstar athlete, one force of a foundation, one willing school district, one traveling food truck and at least 35 other community partners that provide an army of volunteers — and millions of dollars in funding.

And that’s just the beginning.

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Props to LeBron James and his new Akron public school — but what about the other kids?

The effort going into the I Promise School reflects the understanding that a community’s children are the community’s future. Public schools provide continuity and stability which privatization does not. When a community invests in their public schools they are building a foundation for the future, not lining the pockets of privatizers.

Why is it that we are only able to provide this type of program for children when there’s a wealthy individual behind it? LeBron James and other donors for the I Promise School have stepped forward to help the most at-risk students in Akron, but what about the other students in Akron? What about students in Chicago, or New York, or Oakland?

Our children should be our highest priority — all of them. As Jersey Jazzman asked (see below), “Why do we give disadvantaged children what they need only when an exceptionally generous celebrity leads the way?”

…James’s focus on building a school within a traditional public district suggests he understands the importance of the traditional public education system in the United States, which some argue is the country’s most important civic institution and which is under assault from school “reformers” who want to privatize it.

Still, the fact that this school opened only because of the good graces of a very wealthy, civic-minded athlete underscores the continuing problem with education funding in this country. And it highlights the push for school “choice” that has Betsy DeVos, President Trump’s education secretary, as its chief advocate.

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LeBron’s Education Promise Needs to Become This Country’s Promise

All public schools…all of them. [empasis added]

A school funded by LeBron James in Akron, Ohio, is a beautiful example of what all our public education should look like.

SUPPORT PUBLIC SCHOOLS

LeBron James might not know about this latest study showing that private schools are no better than public schools. He might not have read Steven Singer’s blog post…

Wealth – Not Enrollment in Private School – Increases Student Achievement, According to New Study.

Instead of spending tax-payers’ money to support private and religious schools we should make sure that all of our public schools are fully resourced and are responsive to the needs of the students who attend.

A new peer-reviewed study from Professors Richard C. Pianta and Arya Ansari of the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.

The study published in July 2018 attempts to correct for selection bias – the factors that contribute to a student choosing private school rather than the benefits of the school, itself.

No, private schools aren’t better at educating kids than public schools. Why this new study matters.

It’s encouraging that James understands that public schools serve communities well. Public schools provide stability for children and, when well resourced, provide their students with the best education America has to offer.

Despite evidence showing otherwise, it remains conventional wisdom in many parts of the education world that private schools do a better job of educating students, with superior standardized test scores and outcomes. It is one of the claims that some supporters of school choice make in arguing that the public should pay for private school education.

The only problem? It isn’t true, a new study confirms.

 

A Decade of Neglect: Public Education Funding in the Aftermath of the Great Recession

“Why do we give disadvantaged children what they need only when an exceptionally generous celebrity leads the way?” Because we still haven’t committed to giving our children the resources they need to secure their…and our…future. Our leaders are so hell-bent on starving the government of tax revenue, that they are starving our future.

Instead of investing in our children we’re stripping public education of needed funds.

…this analysis will show how policies of austerity have had a negative impact on education and have not produced the promised boost in economic growth.

 

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