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 Choice, Mitch Daniels, Public Ed, SchoolFunding, TeacherShortage, vouchers

Back to School in America, 2018-2019 Indiana Edition

It’s August and the back-to-school march has begun. In many cases, America’s public school students are going to schools whose funding is at levels lower than a decade ago and whose teachers’ chores have continued to expand. Indiana is one of those places.

It happens every year. The responsibilities of teachers and schools increase mostly from legislated mandates and “accountability.”

Mr. Fitz, a teacher, author, and comic strip artist, listed his Top Ten Cognitive Dissonances That Give Teachers Headachesthings like,

Number 8: You should teach creatively, as long as you can be creative just like everybody else.

and

Number 5: You should promote love of learning for its own sake, but also push students to focus on getting grades, scoring well on tests, and collecting credits so they can get a diploma.

His number one cause of cognitive dissonance headaches is

You hear them say they want to hire and retain the best teachers, even as they create a system that drives the most passionate teachers out of the profession.

 

MORE WORK…

Increased responsibility — often for things outside of a teacher’s control — lower salaries, lowered expectations of salary increases, less autonomy, insufficient building or classroom resources, lack of wraparound services and support, and larger class sizes, are only a few of the millions of tiny cuts contributing to a nation-wide teacher shortage.

Teachers are leaving the classroom…new teachers, experienced teachers. Here’s what former teachers had to say about why they left teaching…from Florida

I have become more and more disturbed by the misguided reforms taking place which are robbing my students of a developmentally appropriate education. Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it. However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective but actively harmful to child development and the learning process

from here in Fort Wayne, IN

While [former Indiana Governor] Daniels promised that reform would bring good teachers higher pay, it never happened. Instead, great teachers perform unrealistic legislative mandates only to receive minuscule stipends. Years of experience? Higher education? Doesn’t matter. Since the teacher rubric model was implemented, teachers’ salaries stay around $35,000. Forever.

A teacher’s paid work day is only 7 or 8 hours long…but for the vast majority of teachers, the workday doesn’t begin when the students arrive, or end when they go home. Homework and after-hours work is part of everyday life for teachers. I have seen teachers stay at school 4 or 5 hours after the students leave, carry home hours of paperwork every night, or spend every weekend in their classroom, not trying to get ahead, but trying to keep up. I have been that teacher.

And each year the legislature adds something new…

Are Indiana school districts required to do too much?

“There’s more and more and more put on the plate of the schools and eventually something has to give…said [TSC Superintendent Scott Hanback]…

“Our day hasn’t increased, our school year hasn’t increased but our requirements have increased,” said [Lafayette School Corporation Superintendent Les Huddle].

Teachers are overworked, and with the stagnation of school funding, underpaid. Is there any wonder why there’s a teacher shortage?

 

…AND LESS PAY

Legislators in our state will quickly claim that “52% of the budget goes towards education spending.”

Unfortunately, that 52% includes public school losses due to corporate tax incentives, the constitutional requirement of a property tax cap, and money being diverted from public schools to private and charter schools.

Since its inception in 2011, Indiana’s voucher program has accounted for a half billion dollars of public money being taken away from the state’s public schools…quite a lot for a program that was supposed to save money for the state.

When the voucher plan was first implemented then-Governor Mitch Daniels said,

Every child deserves an equal chance to be all they can be. Regardless of race, regardless of income, every child and every parent deserves an equal chance…

By “equal chance” Daniels was implying that public schools were “failing” and private schools were better…a falsehood then, and now.

Study: Learning loss persists for voucher students

“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,” the authors write.

Much news coverage last year of the preliminary results focused on the finding that voucher students regained the learning they lost. But that finding disappeared, Waddington and Berends said, as they fine-tuned their statistical analysis in response to suggestions from reviewers and editors at the academic journal.

In addition, public funds are now being spent by schools which are allowed to discriminate in hiring, blurring the separation of church and state…

Roncalli High School defends why a counselor would lose job over same-sex marriage

“As role models for students, the personal conduct of every teacher, guidance counselor and administrator and staff member, both at school and away from school, must convey and be supportive of the teachings of the Catholic Church,” Roncalli officials posted on the school’s official Facebook page Sunday night.

Should a private church school be allowed to choose who their teachers are based on their own standards and beliefs? If so, should they be allowed to use public tax dollars to do it? If not, shouldn’t the state have something to say about how its money is spent? Mixing public money with religious schools seems to be damaging to both the church and the state.

Trying to support three separate school systems, a public one, serving 90% of the students in the state, and two private school systems through vouchers and charters, has made it difficult for Indiana to support schools and pay teachers. Can we really afford that?

Only one school system is mandated by the state constitution…the one that serves all students who enter — no exceptions.

 

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Public Ed, Choice, vouchers, Daniels, TeacherShortage, SchoolFunding,

Posted in Accountability, Article Medleys, Choice, poverty, Public Ed, retention, TeacherShortage, Testing, vouchers

2018 Medley #14

Testing Rules from Amateurs,
“Fixing” Brains, Public Education,
Teacher Shortage, Your Tax Dollars at Work,
Accountability Double Standards,
Retention in Grade

 LEAVE THE TESTING ANALYSIS TO THE EXPERTS

MI: When Legislators Don’t Understand Testing

When I was teaching, I administered individual diagnostic tests to students. The instructions for every one of the tests reminded me that the test was to be used for its intended purpose. No conclusions unrelated to that intended purpose were considered valid.

Standardized achievement tests, however, are frequently (at this point, more frequently than not, I would wager) used for making conclusions unrelated to their intended purpose.

The reason? Legislators and politicians have taken over the responsibility of choosing how to evaluate children…and, for the most part, they don’t know what they’re doing.

Tests should not be given for any purpose other than that for which it was intended. To do so, as most states are doing, is invalid, irresponsible, and a form of educational malpractice.

In this post we learn of Michigan legislators who consider a bill which requires teachers to “pass the SAT” before earning a teaching certificate. If that sounds odd to you, it’s because you cannot “pass” the SAT. Nor can you “fail” it. It’s not a spelling test, or a final exam.

Pass the SAT? What does that even mean? The SAT gives you a score, which as I told my students every year, is neither “good” nor “bad” until the college you’re applying to says so. I talk to someone on line with ties to the testing and data biz and she absolutely hates it when people talk about passing or failing test. And yet, here we are, demonstrating once again that civilians (even elected ones) don’t understand that tests are produced for very specific purposes and can’t just be swapped to whatever purpose you like as if all tests are fundamentally the same. And instead of seeing some rich source of nuanced data that can be carefully decoded for a wealth of information, these citizens just see a thing that you either pass or fail. No more nuance or richness than a light switch.

And these are the people who legislate how tests must be used and what rewards and punishments will be doled out because of them. Yes, one of the biggest problems with modern ed reform is that it’s amateur hour in education. Knowing what the heck you’re talking about– that’s the test that people in power keep failing.

 

BILLIONAIRES WANT TO “FIX” BRAINS RATHER THAN ADDRESS POVERTY

Billionaires Want Poor Children’s Brains to Work Better

Gates and his billionaire friends are determined to find the cause of low achievement anywhere but with poverty (just like DeVos, and other NRA shills, look for the answer to gun violence anywhere but with the actual guns). The billionaires are afraid that the solutions might cost money (see The Schools Chicago’s Students Deserve).

They want to fund research in executive functioning and why students who live in poverty have such trouble. How about if they start with these reports of actual research already done…

The U.S. does not have an education problem. It has a poverty problem.

…the billionaires reason that not only can executive malfunctioning cause substantial classroom learning problems and school failure, it also can adversely affect socio-economic status, physical health, drug problems, and criminal convictions in adulthood. Consequently, if teachers of poor students know how to improve executive function, their students will do well academically and reap future “real-world benefits.” For Gates, who is always looking for “the next big thing,” this can be it in education.

Most people looking at this reasoning would likely think, “If executive functioning is poorer in poor children, why not eliminate the apparent cause of the deficiency, i.e., poverty?” Not so for the billionaires.

 

THE WAR AGAINST PUBLIC EDUCATION AND PUBLIC EDUCATORS

Our Schools Are Not Failing; Our Policy Makers Are : Raleigh’s Amorphous Way of Measuring Schools

With the exception of “class size caps” the words “North Carolina” in the following quote (and its source blog post) can be replaced with “Indiana” (or any number of other states).

And when you are the North Carolina General Assembly that is trying to privatize the public school system, you undertake a series of actions that weaken public schools such as school performance grades aligned with achievement, intentionally not fully fund schools, create class size caps with no funding of new classrooms, and throw millions of dollars into vouchers.

You try and disenchant the teaching profession by removing due-process rights and graduate degree pay from new teachers to a point where state education programs have experienced a significant drop in candidates.

And yet public schools are still doing the job.

 

PAYING FOR EDUCATION: THE TEACHER SHORTAGE

Fact Sheet: Yes, Increase the Salaries of All Teachers

Indiana and other states need to do something to reverse the growing teacher shortage. The number of students enrolled in teacher education programs in Indiana in 2015-16 has dropped by half since 2010-11. In 2010-11 there were 13,493 students enrolled in teacher training programs. That number was 6,813 in 2015-16.

For the last few decades public school teachers have been made the scapegoat for the failure of students to achieve.

The state government under Mitch Daniels began the punishment of teachers in 2011. Since then

  • collective bargaining rights for teachers have been restricted.
  • the state began what is now the largest private/parochial school voucher program in the nation, and increased funding for privately owned and operated charter schools.
  • the state passed a property tax cap amendment to the constitution, and shifted state funding of public education to the state legislature.
  • teachers have lost tenure (due process) and seniority protections.
  • the importance of experience and education level as a factor in teacher salaries has been reduced.
  • accountability measures requiring teacher evaluations to be based on student test scores despite lack of validity have been instituted.

A raise in teacher pay is only the first step towards restoring the teaching profession.

Note that the legislature, policy makers, and politicians are not held accountable for societal issues leading to lowered achievement such as funding, class size, and the effects of poverty.

The annual pay for teachers fell sharply from 1995 to 2015 in relation to the annual pay of similar workers. According to the Economic Policy Institute, public school teachers are paid less than other comparable workers in every state, and they earn 11 percent less on average, when accounting for nonwage benefits. This calculation is based on comparable weekly wages [emphasis added].

 

MONEY LAUNDERING FOR SCHOOL “CHOICE”

FL Schools Using Taxpayer Money to Teach Ridiculous Lies

Should tax dollars be used to fund schools which teach that “dinosaurs and humans lived together, that God’s intervention prevented Catholics from dominating North America and that slaves who ‘knew Christ’ were better off than free men who did not.”

This report from Florida discusses what’s taught in private schools using textbooks from Abeka, BJE Press, and Accelerated Christian Education (ACE). Some of Indiana’s parochial schools use the same books.

Where is your educational tax dollar going?

The constitutional issues here are rather complex. There are two arguments that can be made here on either side. On the one hand, giving taxpayer money to religious entities seems like a clear violation of the Establishment Clause, especially when it’s used to teach things that advocate very sectarian ideas, something the government is clearly forbidden from doing.

On the other hand, the voucher is not aimed specifically at religious schools. Parents get a voucher and can use it to send their kids to any kind of school, religious or secular. The fact that the money is “laundered” through parental choice does make a difference constitutionally because it’s akin to someone getting public assistance and then using a portion of it to tithe at church, or buy some religious product or service. The government is not funding the religious activity directly, so that does mitigate, at least to some degree, the Establishment Clause problem.

Either way, we can be appalled by the fact that our tax dollars are used to promote vile and dishonest ideas like this.

 

THE DOUBLE STANDARD IN SCHOOL ACCOUNTABILITY

‘Wild West of education’

Where is the accountability for all non-public schools which receive state tax dollars? You know that if a public school was avoiding accountability the “reformers” in the state would be all over them. Yet accountability somehow doesn’t seem to matter when it comes to F rated charter or voucher schools.

Indiana grades schools with an A-F system, and according to the state grades, IVS is a failing school. In fact, all virtual charter schools in Indiana received F grades from the state in both 2016 and 2017, according to the State Board of Education’s recent report. Any one of them could be closed by its authorizer, only to be replaced by yet another virtual school.

As Cavazos’ recent explorations of the peculiar origins of the new Indiana Agriculture and Technology School show, Indiana is the Wild West of education. There are few rules for virtual schools to follow, but lots of money to be made.

This past session, our legislators killed three bills regarding accountability for charter school authorizing, even though Gov. Eric Holcomb and State Superintendent Jennifer McCormick called for improved accountability in virtual charter schools.

 

LA FINALLY ACCEPTS YEARS OF RESEARCH INTO RETENTION

Louisiana ends policy that held thousands of students back a grade or more

Being forced to choose Social Promotion or Retention is a false dichotomy. It doesn’t have to be either one or the other. Investing in education and providing students the help they need (not just what they can afford), is the answer. Not every child will succeed…but many, many more children won’t fail.

“But then when I got the numbers for New Orleans and for Louisiana – and you know a lot of Louisiana was not affected by Katrina – New Orleans was a little bit worse but Louisiana was still really bad on retention,” she says. “And as I talked to more people it was clear that it was an effect of standardized testing.”

Reckdahl recently wrote about overage students in Louisiana and investigated the impacts of retention for The Hechinger Report. So many students have been held back due to mandatory retention that in 2017 the Louisiana State Legislature decided to end it. Now, schools offer summer classes, online classes and help from specialized teachers as alternatives for students who don’t pass the LEAP test.

Reckdahl says there’s one big takeaway from the state’s “experiment” with retention.

“It’s not enough to scare a kid into performing,” she says. “You can’t just say I’m going to hold you back.”

 

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Posted in Choice, DeVos, Public Ed

DeVos Gets it Wrong – Again

In a recent address to the Alfred E. Smith Foundation, U.S. Secretary of Education Betsy DeVos attacks the very concept of public education. Her inability to understanding the “Public Good” is proof of her lack of qualifications for the office she purchased. America’s children deserve better.

THE MYTH OF AMERICA’S FAILING PUBLIC SCHOOLS

In her remarks DeVos denounced public schools for low scores on the most recent PISA test, yet ignored, or is ignorant of the fact that the low achievement averages of our children are the result of America’s high rate of child poverty. When poverty is taken into account, America’s scores are among the highest in the world.

More than half of America’s public school children live in low income homes. The effects of poverty on achievement are well known, but DeVos doesn’t know or care about that. She is pathetically ignorant of how children learn and how public schools work.

THE FALSE CHOICE OF SCHOOL CHOICE

As we knew she would, she turned her attention to the lie of so-called “school choice,” and claimed that “choice” is the answer to our children’s low achievement. According to her, the addition of the Blaine amendments to state constitutions, those amendments which forbid the usage of public money for sectarian purposes, was a “bigoted” attempt to “force” the government to control the lives of children.

Wrong.

In the interest of the “Public Good” children are required to attend school. The choice is available for anyone to attend a private school or to be schooled at home, but it is in the interest of the state for all its citizens to be educated. In the past – before vouchers – parents worked with parish councils and churches to help pay for a parochial education for their children if that’s what they wanted.

An educated populace, is necessary to a free society. President Jefferson wrote,

If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.

Public education serves everyone and is available for everyone. Public education provides the means to eliminate the ignorance of the entire populace. We only need to support our public schools and give them the means to do their job. Tax dollars should be reserved for public schools. We can’t afford to support two school systems – one public and the other private.

President (John) Adams wrote [emphasis added],

The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves.

Meanwhile, the private and religious schools that DeVos claims parents want to “choose” do not give a “choice” to parents. It is these same private schools, which take tax dollars in the form of vouchers, who are free to “choose” to reject the behavior problems, the learning problems, and the insufficiently pious.

In her remarks, DeVos refers to America’s “ugly history of unjust laws” which prevent tax dollars from going to parochial interests. She’s got it wrong. The ugly history associated with American education is the state sponsored segregation of children of color – despite Brown vs. Board of Education – into enclaves of neglect.

The “choice” needed by the parents of America’s children, is the “choice” of a fully funded, professionally staffed, and well maintained public school in every neighborhood.

DeVos is woefully ignorant of what public schools are for, what public schools do, and what public schools need. She doesn’t belong in the office she holds.

Prepared Remarks by Secretary DeVos to the Alfred E. Smith Foundation

Our country has an ugly history of unjust laws that force families to violate their consciences or that disrespect their preferences. In the late 1800s, anti-Catholics tried to amend the U.S. Constitution. They failed at the federal level, but they maneuvered to enact the amendment in state constitutions throughout the country. 

These Blaine provisions prohibit taxpayer funding of “sectarian” – a euphemism at that time for “Catholic” – activities, even when they serve the public good. Activities like addiction recovery, hospice care, or — the amendments’ primary target — parochial education. 

These amendments are still on the books in 37 states. They were bigoted then, and they still are today. 

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Posted in Charters, Children'sLiterature, Choice, Finland, Privatization, Quotes, Segregation, Shock Doctrine, TeacherShortage, vouchers

Listen to This #1: Don’t be a Malfoy!

Random quotes…

DON’T BE A MALFOY

From a sign at the Women’s March, January 20, 2018, in Oklahoma City. Published in The Oklahoma Observer, February 2018.

In a world full of Malfoys, be a Hermoine.

PRIVATIZATION: PUERTO RICO

Crippled Puerto Rico Offered School Privatization as Quick Fix for Woes

America’s inadequate response to the hurricane damage done to Puerto Rico has opened the door to the vulture capitalists who have decided that the solution should include school privatization – because it worked so well in Chile and New Orleans.

It’s time to reread The Shock Doctrine by Naomi Klein.

Whose interest is being served by privatizing the schools of Puerto Rico? I guarantee, it’s not the students.

From Steven Singer

Corporate school reform is not about making better schools. If it was, you would see plans like this being proposed in Beverly Hills and rich white neighborhoods across the country.

But somehow that never happens.

These schemes only show up in poor communities populated predominantly by people of color.

How the Shock Doctrine works.

PRIVATIZATION: CHOICES

Oklahoma pastor: Standing in the gap for our school children

“reformers” don’t mention that the “choice” of attending a school on a voucher belongs to the school, not the student; the “choice” in the management of a charter school belongs to the corporate board of directors, not the voters through an elected school board.

From Rev. Clark Frailey

…children in public schools deserve the choice not to be marketed and sold as investments in profiteering schemes.

PRIVATIZATION: SEGREGATION

Charter Schools Are Driving Segregation in Charlotte-Mecklenburg Schools

The nation has reneged on the promise of Brown vs. Board of Education, and has stopped trying to integrate public schools. Corporate school “reform” has brought on more segregation. I’d say it was an unintended consequence, but…

From Roslyn Arlin Mickelson, UNC Charlotte’s Chancellor’s Professor and professor of Sociology, Public Policy and Women’s and Gender Studies at UNC Charlotte, quoted by The Civil Rights Project at UCLA

…Charlotte-Mecklenburg Schools were once the nation’s bellwether for successful desegregation. Today, the district exemplifies how charter schools can impede districts’ efforts to resist re-segregation…This research has important implications not only for schools and communities in the Charlotte Mecklenburg region, but for the national debate over the growth and role of charter schools in our nation’s education system.

PRIVATIZATION: VOUCHERS

ALEC and Indiana’s Voucher Program

Millions of Indiana’s tax dollars are going to subsidize parents who wish to send their children to a religious school. Vouchers are no longer directed towards the poor. Voucher recipients no longer have to “try” the public schools or have come from a “failing” public school. And voucher schools can choose their students. These tax dollars are spent with no public oversight.

From Sheila Kennedy

Indiana’s voucher program has “become increasingly affluent and white,” which shouldn’t surprise us, since these schools “set their own admission standards and can reject students for any reason.”

FOCUS ON LEARNING, NOT TESTING

No school until age seven: Finland’s education lessons for the future

We can’t duplicate Finland’s educational system in the U.S. for a variety of reasons, but we can learn from them…

From Kristiina Volmari from the Finnish National Agency for Education

We want our teachers to focus on learning, not testing. We do not, at all, believe in ranking students and ranking schools…

DEMORALIZATION, NOT BURNOUT

Teacher Burnout or Demoralization? What’s the Difference and Why it Matters

The teacher shortage; this is why.

From Doris Santoro in NEA Today

This teacher was not burned out. This woman was saying ‘I can’t teach the way I know I’m supposed to be teaching.’ The profession had changed. This isn’t burnout. This is demoralization.

NO QUICK FIX

New Jersey Orders Closure of Trenton Charter School

This!

Instead of trying to “fix” education by privatizing public schools and throwing money to private and privately run schools that don’t do any better than neighborhood public schools, we should be doing a better job of supporting local public schools.

Privatization of public education is an example of policy makers refusing to accept their share of  responsibility for supporting the children of our nation. Improving the lives of our young people is not the sole responsibility of public schools…nor should it be.

From Russ Walsh

…Learning happens best in consistent, predictable environments. The disruption that often accompanies the charter sector is antithetical to learning. Adults in charge need to stop looking for quick fixes like charter schools and vouchers and get down to the serious work of addressing income inequity, segregation, and the wise investment of funds and educational expertise in the public schools.

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Posted in Accountability, Article Medleys, Charters, Choice, Preschool, vouchers

2018 Medley #2

Choice, Accountability, Preschool

WHOSE CHOICE?

Americans United for Separation of Church and State supports keeping public money in public schools. Here are two articles about so-called “school-choice”.

Don’t Fall For the School Choice Week Hype: Private School Vouchers Are Bad For Everyone

Starting this week, proponents of private school voucher schemes will be touting National School Choice Week – but what they won’t be touting is all the ways that vouchers harm public education and religious freedom.

We’re Fighting Private School Voucher Programs To Keep Public Money In Public Schools

Public schools are open to all students regardless of race, religion or ability. They are a unifying force in our society. Private school vouchers undermine our public schools by funneling desperately needed public resources away from them to fund the education of a few students at private, religious schools.

Selling Choice

Supporters of so-called “school-choice” generally neglect to tell parents that the school chooses the student, not the other way around.

…what people support in voucher policy is not what voucher fans are prepared to offer. Voucher programs don’t offer nearly enough money for families to send their children to top private schools– assuming those schools are even interested in accepting their child in the first place. Private schools are not flinging wide their doors to enroll students that offer any sort of expensive challenge (or they may discriminate for other reasons), and while voucher advocates can brand themselves champions of choice till the cows come home, the fact remains that it is the schools that get to choose– not the parents. And while folks from many subgroups (minorities, millennials, rural folks) say yes to major changes in public schools, the only major change to come from vouchers would be public schools that are more strapped for resources. Meanwhile, the voucher schools are accountable to nobody– if you think they need changes, you are welcome to just walk out the door. Shut your mouth and vote with your feet.

Weekly Privatization Report 1-22-2018

In the Public Interest provides information about privatization throughout the country. In this week’s edition they report on a charter school that “chooses” to exclude a student due to medical issues.

13) Arizona: A Phoenix mother is suing a public charter school that she says illegally turned away her daughter because she had Type 1 diabetes. “‘Everybody was on the same page,’ says Kohnke. ‘It seemed like it was only the principal that saw the stuff and was like, “No, no, no, no.” Kohnke says the principal sent her away with a yellow Post-it note with a list of other schools. ‘Once she handed me this I was like, OK, so I kind of understood where we were standing at that point,’ says Kohnke.”

School choice reality much less appealing

Can we afford to fully fund a dual system of education? Phyllis Bush, a co-founder of both the Network for Public Education (NPE) and Northeast Indiana Friends of Public Education (NEIFPE), explains what’s wrong with “school choice”.

The expansion of choice is creating two separate school systems. In this parallel system, one pathway will be for those who can afford quality choices. The other pathway will be an underfunded, separate-but-unequal road, marked by poverty and by ZIP codes. As most people know, public schools are required to accept all students, while “choice schools” have the option of choosing the students who fit their agenda. Choice schools are allowed to reject students with behavior issues, students with low scores, students with disabilities, and students who don’t speak English.

The probable result of this further expansion of choice schools will be that the children with the most difficulties will be housed in the least well-financed schools. Sadly, many legislators have chosen to be willfully unaware of the consequences of “school choice.”

School choice no substitute for well-funded schools

Instead of funding a dual system of schools by using public funds to pay for private schools, religious schools, and privately run charter schools, states should fully funded public schools, based on the needs of the students. This would allow every public school to provide an excellent education for their students.

The mantra for privatization is that students of poverty deserve an equal chance for a better school. The deception here is that it’s not the parents who choose, it’s the charters and private Schools who choose. The neediest and most underperforming students are not being selected or kept by charters and private schools. In fact, more than half of all vouchers go to students already in private schools, not the poorest from public schools. Private schools are allowed to discriminate in their selection/retention of students resulting in intensified segregation — all with public tax dollars.

What do schools need to provide their students? Fully funded, fully supported education with wrap-around services where needed. Here’s an excellent model still waiting for implementation:

MISSING: SHARED ACCOUNTABILITY

Public schools are not responsible for the child poverty rate in the communities they serve. Legislators and policy makers have abdicated their responsibility for childhood poverty and dumped it on schools. When the schools are unable to overcome the effects of poverty they get labeled as failures.

All community stakeholders must accept their share of responsibility and be held accountable for the success or failure of schools – including legislators and policy makers.

Test-and-Punish Just Hangs on as Failed Education Strategy

…If our society were intent on helping the children who have been left behind, we would invest in ameliorating poverty and in supporting the hard working teachers in the schools in our poorest communities. Things like reauthorizing the Children’s Health Insurance Program would help! The ESSA plans being submitted to the Department of Education aren’t having much impact at all. The old, made-over NCLB jacket is slowly slipping to the back of the closet.

PRESCHOOL

Why Are Our Most Important Teachers Paid the Least?

Increasing access to high quality preschool is on the ESSA list of things-to-do. Yet, we still consider the job of preschool teacher to be akin to that of babysitter – and preschool salaries show it.

Preschool is important. We need to invest in well trained teachers. We need to invest in our future.

…But if teachers are crucial to high-quality preschool, they are also its most neglected component. Even as investment in early-childhood education soars, teachers like Kelly continue to earn as little as $28,500 a year on average, a valuation that puts them on par with file clerks and switchboard operators, but well below K-12 teachers, who, according to the most recent national survey, earn roughly $53,100 a year. According to a recent briefing from the Economic Policy Institute, a majority of preschool teachers are low-income women of color with no more than a high-school diploma. Only 15 percent of them receive employer-sponsored health insurance, and depending on which state they are in, nearly half belong to families that rely on public assistance. “Teaching preschoolers is every bit as complicated and important as teaching any of the K-12 grades, if not more so,” says Marcy Whitebook, a director of the Center for the Study of Child Care Employment at the University of California, Berkeley. “But we still treat preschool teachers like babysitters. We want them to ameliorate poverty even as they live in it themselves.”

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Posted in Article Medleys, books, Choice, Immigrants, poverty, Public Ed, Quotes, Teaching Career

My Year-End Favorites

The “Year’s Bests” and “Year’s Mosts” list…images, blog posts, quotes, podcasts, and books.

Thanks for reading…

MY FAVORITE BLOG POST OF THE YEAR: by SOMEONE ELSE

The Success of America’s Public Schools

U.S. Public Schools Are NOT Failing. They’re Among the Best in the World

In which Steven Singer teaches us how well our public schools are doing. Facts matter.

From Steven Singer

…America’s public schools are NOT failing. They are among the best in the world. Really!

Here’s why: the United States educates everyone. Most other countries do not.

We have made a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home. Heck! We even provide education to children who are here illegally.

FAVORITE BLOG POSTS: MINE

My Own Favorite Blog Post of the Year

The Myth of America’s Failing Public Schools

I follow Steven Singer’s post with one of my own about the amazing success of America’s public schools.

When she looks at the U.S. international test scores, Secretary DeVos, and other policy makers see “failing schools.” This is wrong. The low average scores, and the even lower scores aggregated for low income students, indicate that economic inequity is overwhelming the infrastructure of our public school systems. Instead of blaming public schools, politicians and policy makers must take responsibility for ending the shameful rate of child poverty and inequity in America.

My Most Popular Blog Post of the Year

Kill the Teaching Profession: Indiana and Wisconsin Show How It’s Done

This post about how Indiana and Wisconsin are destroying the teaching profession,  received the most attention of anything I wrote this year, picking up several thousand hits.

From Live Long and Prosper

…in order to offset the loss of teaching staff in the state, rules for becoming a teacher have been relaxed…

…because nothing says increased achievement more than hiring under qualified personnel.

FAVORITE IMAGE

Trump fires Lady Liberty.

Retired Chicago-area teacher Fred Klonsky provides an editorial comment about the nation’s immigration policy. This sums up the year accurately…

From Fred Klonsky

FAVORITE ED PODCAST

Have you Heard: Truth in Edvertising

With a “market-based” education economy comes advertising. Jennifer Berkshire, Jack Schneider, and their guest, Sarah Butler Jessen, discuss “edvertising”. If you are at all concerned about the privatization of public education you owe it to yourself to listen to this.

From Jennifer Berkshire and Jack Schneider

…in schooling certainly there is a private good aspect to it. But schooling is also a public good. It’s something that benefits our society, our neighborhoods, our communities. It benefits the most advantaged, but it also benefits the least advantaged at least theoretically. So when we acting as consumers, we’re only acting in alignment with the private good aspect of education.

So think for instance, buying an alarm for your house versus trying to cultivate safer cities or safer neighborhoods. Whereas one of those is an inherently private good. The alarm is only going to protect me and my family. The public good is going to benefit everyone in the community and that’s not something I can promote via shopping.

FAVORITE QUOTABLES

My favorite quotes from the year…from actual, real-life educators.

The Hypocrisy of “Choice”

Testing Opt Out: Parent Wants Conference; School Calls Police *Just in Case*

From Mercedes Schneider

One of the great contradictions within corporate ed reform is the promoting of a “parental choice” that stops short of the parent’s choice to opt his or her children out of federal- and state-mandated standardized testing.

Poverty

School Choice Opponents and the Status Quo

From Russ Walsh

Those of us who continue to point out that poverty is the real issue in education are accused of using poverty as an excuse to do nothing. Right up front let me say I am against the status quo and I have spent a lifetime in education trying to improve teacher instruction and educational opportunities for the struggling readers and writers I have worked with. To point out the obvious, that poverty is the number one cause of educational inequity, does not make me a champion for the status quo. It simply means that I will not fall prey to the false promise of super-teachers, standardized test driven accountability, merit pay, charter schools, and vouchers, all of which are futile efforts to put a thumb in the overflowing dyke that is systematic discrimination, segregation, income inequity, and, yes, poverty.

2 School Districts, 1 Ugly Truth

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.

MOST IMPORTANT BOOK I READ IN 2017

On Tyranny: Twenty Lessons From the Twentieth Century

We need to learn from history.

By Timothy Snyder

Lesson 10: Believe in Truth: To abandon facts is to abandon freedom. If nothing is true, then no one can criticize power, because there is no basis upon which to do so. If nothing is true, then all is spectacle. The biggest wallet pays for the most blinding lights.

Publisher’s Description

The Founding Fathers tried to protect us from the threat they knew, the tyranny that overcame ancient democracy. Today, our political order faces new threats, not unlike the totalitarianism of the twentieth century. We are no wiser than the Europeans who saw democracy yield to fascism, Nazism, or communism. Our one advantage is that we might learn from their experience.

Here’s a video of Timothy Snyder talking about his book, HERE.

2018 TO-READ BOOK LIST

Books I hope to get to in 2018…

The Testing Charade: Pretending to Make Schools Better, by Daniel Koretz

Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America, by Nancy MacLean

These Schools Belong to You and Me: Why We Can’t Afford to Abandon Our Public Schools, by Deborah Meier and Emily Gasoi

Addicted to Reform: A 12-Step Program to Rescue Public Education, by John Merrow

The Color of Law: A Forgotten History of How Our Government Segregated America, by Richard Rothstein

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