Posted in Lead, Politics, poverty, Preschool, Privatization, Public Ed, retention, SchoolFunding, Testing, vouchers

2017 Medley #9 – I Have No Words

Poverty, Lead, Public Education, PreSchool, Funding, Food vs. Testing, Vouchers, Retention, Hate Crimes

Well…I have few words. Luckily, others have more…

YOUR BRAIN ON POVERTY

Jennifer Garner urges Congress to fund early-childhood education: ‘A brain in poverty is up against it. I’m telling you.’

Let’s start with poverty since it’s from poverty that nearly all the major problems with American education begin.

Actress, Jennifer Garner tells Congress what they should already know, that poverty affects a child’s life. Will they accept their share of the responsibility for the embarrassingly high rate of child poverty in the U.S.?

“A brain in poverty is up against it. I’m telling you. A child who is not touched, who is not spoken to, who is not read to in the first five years of his or her life will not fully recover.

“Neglect can be every bit as harmful as abuse.

“When many of these children enter kindergarten, they don’t know their letters or numbers. They don’t know how to sit in a circle and listen to a story. They don’t know how to hold a book — they may have never even seen a book!

“That’s shocking, isn’t it? That 1 in 5 children in this country live in the kind of poverty that they could enter kindergarten never having seen a book.

“It’s easy to escape responsibility for disgrace like that by blaming the parents.

“Who doesn’t talk to a child or sing to a child?

“I’ll tell you who: parents who have lived their whole lives with the stresses that come with food scarcity, with lack of adequate shelter, with drug addiction and abuse. Parents who were left on the floor when they were children — ignored by their parents who had to choose — as one-third of mothers in this country do — between providing food or a clean diaper.

“Poverty dulls the senses, saps hope, destroys the will.

How lead poisoning affects children

HOW MUCH IS THE FUTURE OF THE NATION WORTH

Lead Task Force Launches as Milwaukee Poisoning Levels are Higher than Flint

A year ago I might have said, “If a foreign power had poisoned the number of American children who currently live in lead infested environments we would consider it an act of war.” In today’s  political climate of antagonism towards anything which would benefit the “have-nots”, however, I don’t know if I can truthfully say that.

The most recent data shows over 25,000 children were tested in Milwaukee. More than 2,000 had lead poisoning.

“That’s 8.6 percent of the children tested. In Flint, Michigan, it was 4.9,” said Senator LaTonya Johnson, District 6 (D – Milwaukee).

THE FALSEHOOD OF “FAILING” SCHOOLS

Media Consensus on ‘Failing Schools’ Paved Way for DeVos

The delegitimization of public education began before Betsy DeVos…

…George W. Bush, Rod Paige, Margaret Spellings, Barack Obama, Arne Duncan, John King…

The language of “school choice” turns students into customers and schools into the marketplace. It turns public education into an oppressive, vaguely Soviet bureaucracy. In this framing, charters and vouchers represent freedom from oppression.

The papers that print these arguments don’t provide a definition of what they mean by “failing” schools—they don’t need to. Years of amplifying the pro-reform movements rhetoric has made “public schools” synonymous with “failing schools” when poor students of color are the subject. The words “failing schools” appeared in the New York Times 611 times between 2002 and 2014.

The rhetorical work of delegitimizing public education has already been done. While DeVos may be far to the right of the bipartisan vision of corporate education reform, the path towards privatization has already been paved.

PRESCHOOL PROBLEMS

The New Preschool Is Crushing Kids

What should the focus of preschool be?

Conversation is gold. It’s the most efficient early-learning system we have. And it’s far more valuable than most of the reading-skills curricula we have been implementing: One meta-analysis of 13 early-childhood literacy programs “failed to find any evidence of effects on language or print-based outcomes.” Take a moment to digest that devastating conclusion.

…One major study of 700 preschool classrooms in 11 states found that only 15 percent showed evidence of effective interactions between teacher and child. Fifteen percent.

…It’s become almost a cliché to look to Finland’s educational system for inspiration. As has been widely reported, the country began to radically professionalize its workforce in the 1970s and abandoned most of the performance standards endemic to American schooling. Today, Finland’s schools are consistently ranked among the world’s very best. This “Finnish miracle” sounds almost too good to be true. Surely the country must have a few dud teachers and slacker kids!

And yet, when I’ve visited Finland, I’ve found it impossible to remain unmoved by the example of preschools where the learning environment is assessed, rather than the children in it. Having rejected many of the pseudo-academic benchmarks that can, and do, fit on a scorecard, preschool teachers in Finland are free to focus on what’s really essential: their relationship with the growing child.

SCHOOL FUNDING FOR HIGH-POVERTY SCHOOLS

State funding lags for high-poverty schools

Just because Mike Pence moved to Washington D.C., doesn’t mean that Indiana isn’t fully complicit with the new administration’s goal of stripping funds from anything which would support low income families.

The state legislature is continuing previous years’ process of transferring funds from poor public schools to rich ones…all in the name of “equality.”

For over 20 years, Indiana has used a school funding device called the Complexity Index to direct more money to high-poverty schools, which face more complex challenges in educating students. The House budget reduces Complexity Index funding by 15 percent, or $136 million.

The result: High-poverty school districts, those that rely for extra funding on the Complexity Index, could face financial challenges in the two-year period covered by the budget. The legislation is now being considered by the Senate, which could make changes in the House-approved school funding formula.

According to data from Libby Cierzniak, an attorney who represents Indianapolis and Hammond schools at the Statehouse, average per-pupil funding would increase three times as much for the state’s 50 lowest-poverty school districts as for the 50 highest-poverty districts under the House budget.

FEDERAL EDUCATION FUNDING

Trump’s Proposed 2018 Budget for K-12 Education: What It Means

Apparently “drain the swamp” means getting rid of anyone in the federal government who still tries to support anything or anyone other than wealthy nationalists.

Here are just some of the percentage losses reported by the NY Times for departments whose programs are likely directly to affect children and families: Education, -14 percent; Health and Human Services, -16 percent; and Housing and Urban Development, -12 percent. The cuts are likely to affect public housing and subsidies for housing vouchers, may affect support for homeless shelters, and will eliminate after-school programs. Being erased altogether are the Low Income Home Energy Assistance Program, which helps very poor people pay gas bills in the winter and the Legal Services Corporation. School lunch, school breakfast and summer feeding programs have been made into mandatory spending and are not covered by this budget. We’ll have to watch for a later, more detailed budget to observe these programs, and we can hope they will be spared. The Supplemental Nutrition Program for Women, Infants, and Children (WIC) is slightly reduced from $6.4 billion to $6.2 billion in Trump’s proposed budget. There are also significant cuts to health programs and much debate currently about the future of the Affordable Care Act.

FUNDING

It’s not just public schools that are being defunded to death.

It’s not just public schools that are being defunded to death. Betsy DeVos is the tip of merely one crumbling iceberg. Dismantling America’s essential social services is highly profitable for an oligarchy of corporate billionaires and their political cronies. Shock and Awe methods assure that multiple targets are hit fast and hard to keep people divided, to avoid mass resistance for a single cause. Ask Naomi Klein how this works.

For 24 million American men, women and children, a death panel looks like President Trump and Speaker of the House Paul Ryan – with the smiling approval of the majority of Congress. “Healthcare” that condemns 24 million Americans to slow and painful premature deaths is NOT healthcare. If a third world country’s leaders did this while dismantling public education, America would invade it and overthrow its corrupt governing officials.

FOOD OR TESTING? WHAT’S IMPORTANT?

Food Is Overrated

The first sentence in this post from Peter Greene hits the nail on the head. We still focus almost exclusively on test scores. Anything that doesn’t improve test scores – as if a raise in test scores was actually evidence of “improvement” – isn’t worth doing, apparently.

There is no evidence that food helps raise test scores.

Mind you, this is from the administration that wants us to believe that three million votes were cast illegally, that Obama wiretappppped Trump Towers, that microwaves can be used to spy on us– all this and more, without a shred of evidence. But children doing better in school because they have gotten food to eat– that is some wildass crazypants conspiracy nutbaggery. You think being able to eat food helps children do better in school?? Woah– just let me check you for your tin foil hat.

Reformsters, this is at least partly on you. This is the logical extension of the idea that only hard “evidence” matters, and only if it is evidence that test scores go up. We’ve dumped play, understanding of child development, and a whole bunch of not-reading-and-math classes because nobody can prove they help raise test scores to the satisfaction of various reformsters. It was only a matter of time until some literal-minded shallow-thinking functionary decided that there was no clear linkage between food and test scores.

FED’S VOUCHER PLAN

Here’s The Skinny: Trump’s Trying To Push A Voucher Plan On Us

This morning, President Donald J. Trump revealed his skinny budget, and it’s both skinny on details and in its support for public education. The Trump plan would cut the Department of Education’s budget by 13.5 percent, which according to The Washington Post, would be “a dramatic downsizing that would reduce or eliminate grants for teacher training, after-school programs and aid to ­low-income and first-generation college students.”

At the same time, the budget would funnel $250 million of taxpayer dollars into a private school voucher program and use an additional $1 billion to fund a reckless experiment called “portability” that could be a stepping stone to even more voucher plans.

There are so many reasons to oppose Trump’s $250 million voucher program. Vouchers divert desperately needed resources away from the public school system to fund the education of a few voucher students. They are ineffective, lack accountability to taxpayers, deprive students of rights provided to public school students, and threaten religious liberty, among other things.

SHARE THE RESPONSIBILITY

Opinion: Georgia won’t improve its schools until it stops teacher blame game

Politicians and policy makers need to step up and accept their share of the responsibility for fixing the problems which beset America’s public schools. Closing schools, diverting funds, or punishing students and teachers, won’t help to relieve the high rate of poverty in the U.S. It’s time to face the facts. Poverty impacts a child’s ability to learn and numerous out-of-school-factors can’t be controlled by teachers no matter how good they are. The best teachers in the world can’t help children learn if they are hungry, sick, or lack access to books.

The rhetoric about “fixing” failing schools is only political posturing until the real discussion about what is happening in the communities and homes of those students is addressed. EVERY CHILD should have access to equitable education – that was the intent of the Education and Secondary Education Act originally authorized in the 1960’s (now called Every Student Succeed Acts), and that is the belief of EVERY TEACHER I ever met. However, there are many influences impacting schools that are not being considered by these tests. The teachers cannot fix all of the societal issues plaguing these schools.

RETENTION HASN’T AND DOESN’T WORK

Keep Flunking the Little Brats!

Invest in preschool and early intervention instead of wasting time and damaging children with the failed “intervention” of retention-in-grade.

Students who struggle with reading in third grade are more likely to get into issues down the road, like academic failure, discipline issues, poor attendance, drop-outs, etc. These problems might be connected to reading issues, or both the problems and the reading issues could be related to some other factor like – oh, let’s just go out on a limb and say … poverty.

…As Stanford researcher, Linda Darling Hammonds, has written:

“We have had dozens and dozens of studies on this topic. The findings are about as consistent as any findings are in education research: the use of testing is counterproductive, it does not improve achievement over the long run, but it does dramatically increase dropout rates. Almost every place that has put this kind of policy in place since the 1970s has eventually found it counterproductive and has eliminated the policy. Unfortunately policy makers often are not aware of the research and they come along years later and reintroduce the same policies that were done away with previously because of negative consequences and lack of success.”

THE STATE OF THE NATION

With hate crimes against Jews on the rise, one community grapples with how to respond

Hate crimes against Jews (and Muslims, Latinos, other immigrants of color, the LGBT community) continue to rise. Nationalism rears its ugly, bigoted head. Those who say, “It’s not me because I’m not [insert ethnicity],” do so at their own peril.

My grandparents came here to escape the Tzar’s pogroms in the early 20th century. This could be their cemetery.

“The thing that’s most painful, the thing I keep thinking… is, they came to America, they had so much hope,” she said. “And I just keep thinking about the shattered gravestones and the shattered hopes.”

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Posted in Article Medleys, Holcomb, Lead, Pence

2017 Medley #5: Lead – Just a Few IQ Points

Poisoned Futures

FLINT, MICHIGAN, Part 1

Flint Weighs Scope of Harm to Children Caused by Lead in Water

Emails released by the office of Gov. Rick Snyder last week referred to a resident who said she was told by a state nurse in January 2015, regarding her son’s elevated blood lead level, “It is just a few IQ points. … It is not the end of the world.” Dr. Hanna-Attisha and others who have studied lead poisoning have a sharply different view of lead exposure, for which there is no cure. “If you were going to put something in a population to keep them down for generations to come, it would be lead,” Dr. Hanna-Attisha said. [emphasis added]

OVERCOMING THE EFFECTS OF LEAD POISONING

My last post, The Common Knowledge is Wrong, was my attempt to defend public education in America. I maintain that public education is not failing. What is failing is our inability and/or unwillingness to take on the problems facing our children and their schools: a high rate of child poverty, inequitable resources in schools serving high-poverty students, and policy makers who choose to deflect their responsibility thereby dumping the problem on public schools. I wrote,

We don’t exclude economically disadvantaged students from our schools. We don’t exclude students with special needs from our schools. We don’t exclude students with behavioral challenges. America’s public schools, unlike private and privately run schools, must accept everyone.

Instead of blaming schools for societal problems…instead of privatizing…we ought to spend our time, energy, and resources on improving the schools we have. All of us, politicians included, should accept responsibility for the national shame that is our high child poverty rate.

It’s well known that poverty has an impact on student achievement. My contention in the above referenced post is that teachers and schools can’t overcome the affects of poverty in their students without additional help. What is the impact of poverty on students? In We Have a Poverty Crisis in Education on the Science of Learning Blog, Kristina Birdsong explains…

Students living in poverty struggle in ways most others do not. They face a plethora of issues, including but not limited to the following:

  • Increased risk for behavioral, socioemotional, and physical health problems
  • Decreased concentration and memory
  • Chaotic home environment
  • Higher rates of suspension, expulsion, absenteeism, and drop out
  • Poor hygiene and malnutrition
  • Lack of preparedness for school

Out-of-school factors like those listed by David C Berliner in his research study, Poverty and Potential: Out-of-School Factors and School Success, have a definite and powerful impact on student achievement. One of the out-of-school factors Berliner discusses is that of environmental pollutants. Of the six issues listed above in Birdsong’s article, the first two can be directly caused by lead poisoning. The other four can be indirect results of lead poisoning.

The Centers for Disease Control and Prevention tells us that there is no safe blood lead level and the effects of lead poisoning are permanent.

…there is no safe blood lead level and the effects of lead poisoning are permanent.

NO SAFE LEVEL

Centers for Disease Control and Prevention (CDC): Lead

No safe blood lead level in children has been identified. Lead exposure can affect nearly every system in the body. Because lead exposure often occurs with no obvious symptoms, it frequently goes unrecognized.

Educational Interventions for Children Affected by Lead (CDC)

Lead is a developmental neurotoxicant, and high blood lead levels (HBLLs) in young children can impair intellectual functioning and cause behavioral problems that last a lifetime. Primary prevention of HBLLs remains a national priority and is the only effective way to prevent the neurodevelopmental and behavioral abnormalities associated with lead exposure. Unfortunately, hundreds of thousands of children already have experienced blood lead levels known to impair academic performance.

Lead can cause brain and nervous system damage, slowed growth and development, hearing and speech problems, and thus, lowered school achievement. Dealing with children who have lowered ability, behavioral difficulties, or attention problems caused by lead is something schools have some experience with, but interventions can be expensive. The costs must be shared by the communities, states, and the federal government.

EAST CHICAGO, INDIANA

I’m not going to reproduce the entire history of the rise and fall of East Chicago’s industry and the subsequent discovery that the land in some areas of the city were contaminated. You can see an excellent timeline with details at Timeline: Timeline: History of the USS Lead Superfund site in E.C.

The election of Mike Pence as Vice-President of the United States has had an unintended benefit for the residents of East Chicago. When lead and arsenic contamination was found in the soil in areas around East Chicago, Pence did as little as he could to help the residents. Perhaps he thought because the contamination was in a high poverty area no one would notice. Perhaps he didn’t care because East Chicago and the surrounding urban area (the second largest metro area in the state) usually votes Democratic. In any case, once Pence left office, the new governor, Eric Holcomb, lost little time in getting help for the people.

Thank you, Governor Holcomb

Holcomb grants East Chicago disaster request Pence denied

Gov. Eric Holcomb announced Thursday he will grant a disaster declaration for East Chicago to help address issues at the U.S.S. Lead Superfund site – a request Vice President Mike Pence, the former governor, denied.

Mayor Anthony Copeland had previously requested a disaster declaration from Pence, but it was denied in December. Holcomb agreed to increase state assistance to the city, according to the governor’s office, and help residents of the Calumet neighborhood affected by lead and arsenic contamination.

Whether the Trump Administration’s Environmental Protection Agency will be of any assistance isn’t yet known. The point is, however, that the children of East Chicago, like those in Flint, Michigan, have already been damaged.

FLINT, MICHIGAN, Part 2

State of Michigan to stop subsidizing Flint water bills for water they cannot drink

The state attorney says that the water in Flint is safe now, but people shouldn’t drink it. What gall!

Governor Snyder and his cronies who have punished the citizens of Flint for the last two years ought to be punished themselves. Here’s an idea. Move the Governor’s Mansion, and the State Offices to Flint so they will have to live under the same conditions as the residents.

The state has decided that it will no longer help its people by subsidizing water bills…

“Unfiltered Flint water is safe, just don’t drink it, says state attorney”. That was the headline for a recent MLive.com article. In the article, the state attorney says Flint’s drinking water is “safe” but, “We are still recommending residents don’t drink unfiltered water.”

Despite this fact, the state of Michigan announced this week that it will no longer be subsidizing the water bills for Flint residents who cannot drink the water they are paying for…

…in the city with the highest water rates, and arguably the worst water quality, in the country.

Flint water rates highest in country, study claims

A study released Tuesday, Feb. 16, by Washington, D.C.-based Food & Water Watch showed Flint residents were being charged more for water than any other customers in the nation’s 500 largest community water systems.

HERE, THERE, AND EVERYWHERE

New York Changes How It Tests for Lead in Schools’ Water, and Finds More Metal

And it continues…

When experts said last year that New York City’s method of testing water in public schools for lead could hide dangerously high levels of the metal, officials at first dismissed the concerns. They insisted that the city’s practice of running the water for two hours the night before taking samples would not distort results.

Still, the city changed its protocol, and the results from a new round of tests indicate that the experts were right.

So far, the latest tests have found nine times as many water outlets — kitchen sinks, water fountains, classroom faucets or other sources — with lead levels above the Environmental Protection Agency’s “action level” of 15 parts per billion as last year’s tests found, according to a report released by the state health department last week.

Fort Worth ISD still finding high levels of lead in school drinking water

Three months after Fort Worth ISD announced it would be replacing hundreds of old drinking fountains due to high levels of lead found in school drinking water, a FOX 4 Investigation has uncovered that the problem is more widespread and will cost more money to fix than first believed.

There is no federal, state or local mandate requiring schools to test their drinking water. Fort Worth ISD voluntarily began testing a few schools in June after the lead contamination crisis in Flint, Michigan made national headlines.

Schools around the country find lead in water, with no easy answers

In Portland, Ore., furious parents are demanding the superintendent’s resignation after the state’s largest public school district failed to notify them promptly about elevated lead levels detected at taps and fountains.

In New Jersey, Gov. Chris Christie (R) has ordered lead testing at every public school in the state after dozens of schools in Newark and elsewhere were found to have lead-contaminated water supplies.

TEACHER EVALUATION

Will policy makers continue to blame teachers, teachers unions, or lazy students for low student achievement?

Ask your legislator…

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Posted in Achievement Gap, Article Medleys, Competition, DeVos, Equity, Jonathan Kozol, Lead, poverty, Privatization, Public Ed

2017 Medley #4

Privatization, DeVos,
Public Education: A Common Good,
Poverty, Inequity, Achievement Gaps,
Lead, Competition, Words Matter

PRIVATIZATION

The dangerous rise of privatization and corporate education reform

The passage below is from an excellent post about the “fundamental elements” of the privatization movement.

When we first started fighting the corporate “reformers” in Indiana we were told that, since public schools were “failing” (NOTE: they’re not…see below, U.S. Public Schools: Success), “reform” was necessary in order to help students achieve at a higher level. Providing money to send children to private schools would help those students “stuck” in “failing” schools and give them the opportunity to achieve more.

Once it became clear that privatized schools (charters or private schools) weren’t better at raising student achievement than real public schools, the achievement of children no longer was a legitimate argument for defunding and privatizing public education. Now, the Indiana “reformers” have switched their argument to “choice” for “choice’s” sake. The money should follow the child and parents have complete control of public funds used to send their children to whatever school they choose. This means, of course, that tax money is spent with no public oversight and is no more rational than a citizen “choosing” to use tax money to fund a trip to the bookstore instead of supporting funding of the public library.

It’s also true that in many cases, attendance at a particular privately run school is the school’s choice rather than the parent’s. “Is your child expensive to educate? Sorry we’re not equipped to handle his needs.” “Does your child need special education services? Sorry, we don’t have the facilities to deal with her.” “Are there unaddressed behavior problems getting in the way of your child’s education? You’ll have to take your child to another school until he can behave himself.”

The point of school “reform” has never been about student achievement. It’s about segregation and moving tax money into the hands of private corporations and religious organizations.

The charter school industry and their allies in the corporate education reform movement are making unprecedented gains in their effort to privatize public education in the United States.

With Betsy DeVos on the verge of becoming the United States Secretary of Education and President Donald Trump promising to divert $20 billion in federal funding from public schools to privatization through school choice programs, the movement to undermine public education must be deliriously excited about their prospects over the next four years.

Of course, the proponents of corporate education reform have been riding high for more than two decades thanks to the policies and politics of Presidents George W. Bush and Barack Obama, both of whom used their time in office to promote charter schools and the broader corporate reform agenda.

AS LONG AS WE’RE TALKING ABOUT DEVOS

Here’s How Much Betsy DeVos And Her Family Paid To Back GOP Senators Who Will Support Her

How much did Betsy DeVos spend to buy your senator’s vote?

THE COMMON GOOD

Universal Public Education and the Common Good

Jan Resseger, in her blog, quotes Jonathan Kozol about public education…

“Slice it any way you want. Argue, as we must, that every family ought to have the right to make whatever choice they like in the interests of their child, no matter what damage it may do to other people’s children. As an individual decision, it’s absolutely human; but setting up this kind of competition, in which parents with the greatest social capital are encouraged to abandon their most vulnerable neighbors, is rotten social policy. What this represents is a state supported shriveling of civic virtue, a narrowing of moral obligation to the smallest possible parameters. It isn’t good for Massachusetts, and it’s not good for democracy.”

…and William Barber

In the United States, expanding opportunity for marginalized populations of students in our so-called universal education system has involved two centuries of political struggle —securing admittance and equal opportunity for girls, for American Indians, for African American children of former slaves, for immigrant students, and for disabled students—many of them formerly institutionalized. In the words of the Rev. William Barber of the North Carolina NAACP, “We’ve come too far to go back now.”

See also Vote ‘no’ on charter schools by Jonathan Kozol

POVERTY: NEEDED SUPPORT ABSENT

Priorities In a School System Where Nearly Half of Students Live in Poverty

Technology is an important part of public education, and children from high poverty backgrounds need the benefits of technology just as much as wealthy children, but they also need good teachers, small classes sizes, support services (nurses, social workers, etc), a well-rounded curriculum, quality facilities, well-stocked school libraries, and a host of other social and material benefits which the wealthy insist upon for their own children (See The Schools Chicago’s Students Deserve).

We spend millions of dollars on education every year, but it’s still not a priority. States are scrambling to find the money to support their schools, but the political winds are blowing in the “no more taxes” direction. We don’t want to pay taxes to benefit someone else’s children. Our current plan is to move towards privatization, thinking that some private corporation will pay for educating our children not realizing that the price for privatization is too high.

In its massive diversion of funds towards technology, the proposed Operating Budget of Baltimore County Public Schools does not address the great need of all students for more support staff, and subjects the existing School support staff to ever more crushing workloads.

INEQUITY

Stopping a Disastrous Cycle

To be involved in public education is to be aware of the disparities and inequities in the nation’s schools. Instead of providing more resources where they are needed, American public schools too often provide fewer resources where more are needed. This is because the locations where more resources are needed are, by definition, those places where fewer resources exist. Until we change from a society which provides more for children of the wealthy than children of the poor, our “achievement gap” will remain.

There’s a telling question in this Kappa Delta Pi article. “…why do we send our children into schools every day with…unsafe surroundings, lack of necessary materials and resources, and a staff without the specialities needed…?”

The answer, of course, is that we, as a nation, don’t consider poor kids “ours.” Poor kids are “theirs.” “Ours” vs. “theirs” is why the US is one of three advanced nations to provide fewer resources to poor students than to wealthy students. Americans haven’t learned yet that there is a cost for providing less for some students than others – a cost of continued poverty and the need for welfare, higher rates of incarceration, and more social stratification.

“Ours” vs. “theirs” is the basis for the entire privatization movement. It’s reasonable for every parent to want what is best for their own child, but the “competition theory” which pits private and privately run schools against public schools guarantees that there will be winners and losers. The goal for Americans should be to emulate the Finns and make what is “best for my child” the same for all children. Eliminating “losers” by providing adequate resources won’t hurt the “winners” and it will provide society with a larger pool of productive and participating citizens.

Imagine going into the hospital to have your tonsils removed and the operating room is filthy, the doctor is using decades-old instruments, and there are no nurses available to assist.

Most of us would turn around and run.

So, why do we send our children into schools every day with the same conditions—unsafe surroundings, lack of necessary materials and resources, and a staff without the specialties needed to address critical social-emotional issues that stand in the way of academic success?

Sadly, these students can’t turn around and run away, or at least not until they get older and drop out.

POVERTY: ACHIEVEMENT GAP

FACT – Hunger is a major contributing factor to the Education Achievement Gap.

Instead of focusing on ways to deprive public schools of the resources they need and transfer tax dollars to private corporations, our leaders’ attention ought to be directed to ending the high rate of child poverty in the U.S.

The evidence is overwhelming that the lack of sufficient food undermines an individual’s ability to function and it has an especially devastating impact on children.

And hunger is a very real problem in this country, especially when it comes to a significant number of the nation’s children.

POVERTY: LEAD

House GOP quietly closes investigation into Flint water crisis

The governor’s policies have poisoned thousands of children. The children of Flint – and thousands of other children around the country – are being thrown away because we can’t afford to clean up our water and neighborhoods.

Here’s a plan for Bill Gates, the Walton Family, Eli Broad or any other billionaire who wants to spend money on education…invest your money in cleaning up lead poisoning instead of privatizing public education…you’ll get better results.

Rep. Elijah Cummings of Maryland, senior Democrat on the oversight panel, said he wants Michigan Gov. Rick Snyder to produce key Flint-related documents within 30 days. Cummings said Snyder and his administration have obstructed the committee’s investigation into the Flint crisis for a year, refusing to provide — or even search for — key documents.

Snyder’s intransigence has thwarted committee efforts to answer critical questions about what he knew as the crisis unfolded and why he didn’t act sooner to fix Flint’s water problem, Cummings said.

“Requiring Governor Snyder to finally comply with the committee’s request will allow us to complete our investigation and offer concrete findings and recommendations to help prevent a catastrophe like this from happening again,” Cummings wrote to Chaffetz. “In contrast, allowing Governor Snyder to flout the committee’s authority will deny the people of Flint the answers they deserve.”

U.S. PUBLIC SCHOOLS: SUCCESS

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

It’s common knowledge that America’s public schools are failing. Common knowledge is wrong.

As ever, far right politicians on both sides of the aisle, whether they be Democratic Neoliberals or Republican Tea Partiers, are using falsehoods about our public schools to sell an alternative. They say our public schools are beyond saving and that we need to privatize. They call it school choice but it’s really just an attempt to destroy the system that has so much going for it.

We should strengthen public education not undermine it. We should roll up our sleeves and fix the real problems we have, not invent fake ones.

COMPETITION

Competition vs. Quality

Peter Greene provides us with a beautiful metaphor for our national garden of children…

The goal of public education is excellence for everyone, but competition produces excellence for only a few, and sometimes not even that. It’s a lousy metaphorical framework for education. Better, say, to talk about a garden on which we focus the full resources of the community to plant and water and tend living things to grow and mature without worrying about which one is tallest, sweetest or most vibrantly colored, or how we could best deprive one flower of water so that another can win a greenery contest. Education is not a race, and competition will not improve it.

WORDS MATTER

Five Strategies for Motivating the Student Who was Retained Last Year

I very much want to believe that the author of this article didn’t mean for it to sound the way it did. I want to believe that she doesn’t consider a child with special needs (identified or not) a burden. I want to believe that she doesn’t consider children who struggle an onerous responsibility. I want to believe that she just made a poor choice of words when she said that a teacher is “saddled” with a child who is retained in grade.

Saddle, according to the online Merriam-Webster Dictionary, has as one of its meanings: to place under a burden or encumbrance.

No child, especially those who have special learning needs, should be made to feel like they are a burden to adults whose job it is to educate them.

For my comments on retention in grade as a method of remediation, see Retention.

Have you ever been saddled with a student who failed the previous year in your subject and found that they were either just as motivated or less motivated than the year before? Yeah. Me too. I took some time to research some strategies that will help us motivate those students who just didn’t make it the year before and got retained. These strategies are geared toward students who failed due to lack of work ethic, not lack of ability. That’s an article for another day!

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Posted in Article Medleys, Curmudgucation, DeVos, Edushyster, Lead, music, poverty, read-alouds, retention, Testing

2017 Medley #2

Retention in Grade, Poverty, Lead Poisoning, Testing, DeVos, Read Aloud, Musical Interlude

END RETENTION IN GRADE LAWS

Time to Eliminate 3rd Grade Retention

States continue to adopt third grade retention laws. They do it based on the erroneous reasoning that since kids who don’t learn to read by third grade have the most trouble in school, it makes sense to retain the ones who can’t read by third grade. This is another case of confusing correlation with causation. Promoting third graders with reading problems to fourth grade is not the cause of poor reading skills. The problem begins much earlier than third grade.

The answer to the “reading problem” is twofold First, we need to spend enough money to catch children with problems early in their school career, pre-school, if possible. Intensive intervention, when started early enough, can help most children. Second, many school failures are caused by the conditions of poverty…emotional or physical trauma, lead poisoning (see Lead Exposure and Racial Disparities in Test Scores, below), etc. Dealing with the high rate of childhood poverty in the U.S. will go a long way to solving our low achievement problems.

Rob Miller discusses the issue on his blog…

Please don’t tell me that “third grade retention is working” because state reading scores in 3rd or 4th grade have increased slightly. One or two years of data based on a multiple choice test with constantly changing standards is not convincing.

As I’ve shared before, recent short-term increases in fourth grade state or national reading scores are thoroughly predictable, given the fact that most of the lower scoring readers have been removed from the sample, or are tested a full year later than normal.

Who will be around eight to ten years from now to talk with these same students about the long-term effects of grade retention? Will they come back to share with us the number of dropouts in the class of 2025 who were subjected to retention in third grade?

Long term studies show that short term gains drop away after three or four years, and by the time a child is four years past his “retention year” he is just as far behind – or further – than before.

Miller says that he has misgivings about social promotion, but in my experience, there are very few cases where retaining a child is the best option. The best option is usually intensive intervention.

Retaining students is a shortcut answer to a problem that actually works against our goals as educators. We would do better to attend to struggling students with programmatic changes than with this mean-spirited “hold them back” approach.

Don’t misread what I am saying. I also have misgivings relative to blanket practices of social promotion. There are children for whom grade retention is the best option to address the unique social and academic needs of a child.

This issue simply illustrates the problems associated with bureaucrats at the state and national level establishing mandates that strip local teachers and administrators from making the best decisions for individual children.

POVERTY MATTERS

The Long Shadow of Poverty and School Segregation by Income

Teachers struggle daily to help children learn. We could help them by focusing on the high level of child poverty in America.

Family background is of great importance for school achievement; the influence of the family does not appear to diminish over the child’s school years. Neither the impact of one school or another nor the impact of facilities nor the impact of curriculum is as great as the impact of the student’s family background. Of in-school factors that matter to children, the teacher is the most important. Finally, “the social composition of the student body is more highly related to achievement, independent of the student’s own social background, than is any school factor.”

Lead Exposure and Racial Disparities in Test Scores

If we were serious about helping our children learn, we would be dealing with the causes of low achievement, child poverty and its concomitant problems.

One major issue facing children who live in poverty is environmental toxins in general, and lead poisoning in particular. It’s expensive to clean up, but which of our children aren’t worth some expense to ensure healthy brain development?

We find that since 1997, when the state of RI instituted measures to reduce lead hazards in the homes of RI families, lead levels fell across the state, but significantly more so for African American children. This is likely because their lead levels were considerably higher than other children in the state in 1997, including other low income children, and African American families were disproportionately located in high concentration poverty areas where outreach efforts were focused. We find that this translated into reductions in the black-white test score gap in RI witnessed over this period.

“REFORM”

7 Educational Reforms Needed in 2017

“Standardized tests shold only be used to track student progress, not to indicate teacher accountability.” Exactly.

1. Decrease the Number of Standardized Tests
Notice I suggest fewer standardized tests as opposed to no standardized tests. Standardized tests do have their place in education, but like with anything else, too much is overkill. Perhaps student progress can be tracked every 3 years as opposed to every year. This would save many states a great deal of money and students a great deal of stress. Furthermore, standardized tests should only be used to track student progress, not to indicate teacher accountability. There are other, more effective means to measure a teacher’s worth, such as observations, lesson plan reviews, and student surveys.

Op-Ed Forget charter schools and vouchers — here are five business ideas school reformers should adopt

“Cease dependence on inspection to achieve quality,” Deming wrote. “Routine inspection becomes unreliable through boredom and fatigue.” That recommendation should be applied to the annual testing of students in reading and math mandated by the No Child Left Behind Act in 2001 and reauthorized by the Every Student Succeeds Act in 2015.

Instead of “routine inspection,” Deming urged detailed analysis of small samples. Bucking widespread practice, the Finns do exactly that, with high-quality exams administered to small groups of students. Teachers consequently feel no pressure to “teach to the test,” students get a well-rounded education and administrators gain superior understanding of student progress. Finnish teens score at or near the top of international educational assessments.

MORE ON DEVOS

The Red Queen

One of the most complete exposés of the oligarchy in Michigan led by the DeVos’s. This is a long article…worth spending the time it takes to read!

By the measures that are supposed to matter, Betsy DeVos’ experiment in disrupting public education in Michigan has been a colossal failure. In its 2016 report on the state of the state’s schools, Education Trust Midwest painted a picture of an education system in freefall. *Michigan is witnessing systematic decline across the K-12 spectrum…White, black, brown, higher-income, low-income—it doesn’t matter who they are or where they live.* But as I heard repeatedly during the week I recently spent crisscrossing the state, speaking with dozens of Michiganders, including state and local officials, the radical experiment that’s playing out here has little to do with education, and even less to do with kids. The real goal of the DeVos family is to crush the state’s teachers unions as a means of undermining the Democratic party, weakening Michigan’s democratic structures along the way. And on this front, our likely next Secretary of Education has enjoyed measurable, even dazzling success.

More Baloney in Support of DeVos

The Finnish philosophy of education is that you may choose whatever public school you want for your child, but because they are all excellent you can be assured that choosing your local school will be a good choice.

Instead of closing schools, wasting money on vouchers and charters, and disrupting children’s education, we need to invest in all our public schools. If children are struggling to achieve, then we need to give their school more resources, not strip it of funding.

All children should NOT have “access” to high performing schools. Every passenger on the Titanic had “access” to a lifeboat, but only a few got to ride in one (or on a door). All children should have a good school. All children should be in a good school. Why the hell is the formulation always, “We think this school si failing, and that’s unfair to the students in it, so we’re going to rescue 5% of those children and do nothing to help the rest, including doing nothing to improve the school we’re leaving them in.” How is that a solution??!!

READING ALOUD

MUSICAL INTERLUDE

For your encouragement.

Bob Dylan wrote “The Times They Are a Changin'” in 1963.  I think that after fifty-three years we need it again…

“This song was written at a moment in our country’s history when people’s yearning for a more open and just society exploded. Bob Dylan had the courage to stand in that fire and he caught the sound of that explosion. This song remains as a beautiful call to arms…” – Bruce Springsteen, 1997

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Posted in David Berliner, Evaluations, ISTEP, Lead, poverty, reform, Testing, Uncategorized

Where Toxins Meet Testing

ISTEP

Indiana’s state test, the ISTEP, is misused in the same way many states misuse standardized tests. It’s used to grade schools on an A to F scale and it’s used to determine which teachers get bonuses, which are deemed unsatisfactory, and which are to be fired. (I suppose that it’s also possible that in some places it’s used to see how well students have learned the state standards, but I doubt the state really cares about that.) In addition, another test, the IREAD-3, is misused to retain third grade students who are struggling with reading.

Currently the state is struggling over the ISTEP. A committee looked into problems with the test and made recommendations. Last year’s tests were so screwed up that the legislature agreed to not hold schools and teachers accountable for the results. For the results to be so bad that even Indiana’s “reformist” legislature “pauses accountability,” you know it must be bad.

The committee was charged with coming up with something that didn’t have as many problems as the ISTEP. That task was not accomplished.

‘ISTEP’ Name May Change, But Test Itself May Not For 2 More Years

“We need about two-and-a-half to three years to get a new test that is sound, based on our standards, thought out and vetted clearly through the education system,” says Sen. Dennis Kruse, chair of the Senate committee on education. “That’ll [be] a better test at the end of that time.”

…Rep. Bob Behning, chair of the House committee on education, wants the board to extend that contract. If extended, it would leave ISTEP+ in place through the 2018-19 school year.

The test is a failure, yet it has high stakes consequences for schools, teachers, and students. So, according to the chairs of both the Senate (Kruse) and House (Behning) education committees, we should keep using it.

TEACHER BONUS PAY BASED ON SCHOOL’S FAMILY INCOME

In the area of teacher bonus pay, the results of the state testing shows exactly what one would expect. Those teachers who work in wealthy districts have students who score higher on the ISTEP, and therefore get larger bonuses. In an earlier post, I wrote that

…standardized test scores measure family income. So when you base a teacher “bonus” plan on student standardized test scores you get a plan that favors teachers of the wealthy over teachers of the poor.

And that’s just what happened here.

Indiana’s wealthiest districts get most teacher bonus pay

Data released Wednesday by the Indiana Department of Education shows Carmel Clay Schools leading the state in the most performance money per teacher at more than $2,400. Zionsville Community Schools came in second at more than $2,200, The Indianapolis Star reported.

Comparatively, Indianapolis Public Schools will receive nearly $130 per teacher. Wayne Township Schools will see among the lowest payments, at just more than $40 per teacher.

The amount of the “bonus” doesn’t prove that teachers in high-poverty schools aren’t as good as teachers in low-poverty schools. It is just more proof that family income determines school success.*

TOXIC ENVIRONMENTS

One (of many) out-of-school factors which contributes to lowered academic achievement of children in poverty is an environment filled with toxins. Pollutants such as mercury, PCBs, toxic pesticides, and air pollution are all factors contributing to the health and brain function of children living in high-poverty areas. The most prevalent problem is, of course, lead.

In 2009, David C. Berliner, Regents’ Professor Emeritus at Arizona State University, wrote in Poverty and Potential: Out-of-School Factors and School Success

It is now understood that there is no safe level of lead in the human body, and that lead at any level has an impact on IQ.

The Centers for Disease Control sets the “safe lead exposure” levels and recently has suggested that the “safe” level should be lowered.

CDC considers lowering threshold level for lead exposure

The CDC adjusts its threshold periodically as nationwide average levels drop. The threshold value is meant to identify children whose blood lead levels put them among the 2.5 percent of those with the heaviest exposure.

“Lead has no biological function in the body, and so the less there is of it in the body the better,” Bernard M Y Cheung, a University of Hong Kong professor who studies lead data, told Reuters. “The revision in the blood lead reference level is to push local governments to tighten the regulations on lead in the environment.”

The federal agency is talking with state health officials, laboratory operators, medical device makers and public housing authorities about how and when to implement a new threshold.

…Any change in the threshold level carries financial implications. The CDC budget for assisting states with lead safety programs this year was just $17 million, and many state or local health departments are understaffed to treat children who test high.

In other words, according to the CDC, the “safe” level is whatever level the bottom 2.5% of American children exhibit. The actual “safe” level is much lower (in fact, the only “safe” level of lead in a child’s system is 0.00), but the cost of reducing lead levels in every child in America is too high.

Children attending schools in high poverty areas are exposed to lead at a much higher rate than in low poverty areas.

Children suffer from lead poisoning in 3,000 U.S. neighborhoods

A new study of public health records has discovered 3,000 neighborhoods in America where children suffer from lead poisoning. The study, by the Reuters news agency, found lead poisoning twice and even four times higher than what was seen in the recent contaminated water crisis in Flint, Michigan.

That exposure has an impact on school success. Again, Berliner…

The neurological damage caused by lead pollution has been common knowledge for about a century, but even over recent decades, tragic effects such as this have been documented in families and communities around the world. Even after some obvious sources of lead in the environment were finally banned, reducing the numbers of children showing effects, too many children in the United States are still affected.

MAKING A CONNECTION

Our overuse and misuse of testing during the last few decades has led to over identifying schools in high poverty areas as “failing” without any regard for environmental toxins. Take the case of East Chicago schools…

Turnaround Meetings for Gary and East Chicago Schools

“If the school does receive a sixth F, and we expect those grades to come out this winter, then the board can begin looking at what options it wants to if any, take,” said [State Board of Education chief of staff, Brian] Murphy.

At the same time, the schools being labeled as “failing” exist in an area where lead poisoning is ubiquitous.

East Chicago Lead Contamination Forces Nearly 1,200 from Homes

Both the EPA and the Department of Housing and Urban Development are trying to deal with the contamination and moving residents, but the two agencies aren’t exactly working together well. The mayor of East Chicago and the residents are also concerned about how the EPA handled the situation and worried about the long-term ramifications of lead exposure as well as the costs of moving.

Do legislators read newspapers? Are they aware that 1) lead poisoning causes learning problems and 2) the so called “failing” schools are in areas with a high lead exposure? Why hasn’t there been an outcry blaming the low test scores on the lead poisoning of East Chicago children? Can you guess how big a “bonus” teachers in East Chicago schools got this year?*

A Strange Ignorance: The role of lead poisoning in failing schools

“The education community has not really understood the dimensions of this because we don’t see kids falling over and dying of lead poisoning in the classroom. But there’s a very large number of kids who find it difficult to do analytical work or [even] line up in the cafeteria because their brains are laden with lead.”

As a consequence, teachers and school systems get blamed for what is beyond their control. The legislature can’t (or won’t) see the connection between the two situations, and children’s futures, and their future contributions to the state, are damaged by their environment.

Legislators and “reformers” should quit placing the blame on schools, teachers, and children through punitive legislation aimed at “fixing” low achievement. It’s the state’s responsibility to provide a safe environment for all citizens…including those who don’t have enough money to buy lobbyists.

When the legislature assumes its share of responsibility for “failing” to provide safe environmental conditions in our communities, and for “failing” to address the state’s child poverty rate, then…maybe…we can start to talk about “failing” schools.

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East Chicago ANOTHER Race-Based Lead Poisoning

…with lead pipes it’s like a recall on a product, but nobody wants to go back to the manufacturer and say, “Hey, you’ve made a mistake. You’re poisoning people.” We’ll recall a vehicle, but we won’t recall a pipe that is lead…a lead pipe that people are consuming water through. It’s part of their daily consumption.

…We’ll also recall leaded paint. But we’re not recalling leaded pipes.

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*Data on the Teacher Performance Grants can be found on the Indiana Department of Education site. Click here to download a spreadsheet for each school district in Indiana. Pay special attention to the number of special education districts at the $0 end of the spreadsheet.

For demographic data on each school district see Indiana School District Demographic Characteristics. Note the family poverty rates for the school districts mentioned above: Carmel Clay=3.5%, Zionsville=3.1%, Indianapolis Public Schools=26.8%, and Wayne Township=14.7%.

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Posted in Article Medleys, Charters, Constitution, Lead, Politics, reading, retention, SSR, TeacherShortage, Texas

2016 Medley #25

Retention of Children with Lead Poisoning, Charters, SSR, First Amendment,
Teacher Shortage, Textbooks, Politics

RETENTION: PUNISHING CHILDREN FOR ADULT FAILURE

If you are the state of Michigan, you damage the ability of children to learn by poisoning them with lead-tainted water which causes

  • decreased bone and muscle growth
  • poor muscle coordination
  • damage to the nervous system, kidneys, and/or hearing
  • speech and language problems
  • developmental delay
  • seizures and unconsciousness (in cases of extremely high lead levels)

Then you punish them for not being able to “pass the test.”

It’s not just Michigan, of course, although Flint, Michigan is the poster city for lead poisoning in children. Lead poisoning is still a serious problem for America’s children.

In addition, many more states besides Michigan require retaining students in third grade because of their failure to pass a test.

But Michigan is just the latest. Governor Snyder, who allowed the city of Flint to be poisoned by lead through mismanagement and not-so-benign neglect, just signed into law a bill which would require third grade students to pass a test, or be punished with in-grade retention.

Calling this sort of behavior “child abuse” isn’t nearly strong enough. When will policy makers and politicians take responsibility for their impact on student achievement?

Michigan to Retain Children with Lead Poisoning

Michigan has a lead problem with its children in Flint, and a governor who failed badly his own accountability test. Many wonder why he is still governor. Some wonder why he isn’t in jail. But yesterday he signed off on a bill to fail third graders. How many children in Flint will wind up failing third grade due to the leaded water they drank? I’m guessing many.

So children fail, through no fault of their own, while the governor gets a pass. Fancy that.

I know there are exemptions to failing in Michigan, but that doesn’t excuse a rotten bill that highlights retention as something good.

We know that the fear of failing a grade for a child is on the same level as losing a parent. Once a child is humiliated by this action, they will have a difficult time ever fully recovering.

And children who fail third grade don’t do any better than those who are socially promoted, especially if those promoted get extra help.

So children who the State of Michigan failed by not protecting them—permitting the poisoning of their water—will now get a double whammy and get blamed for their school problems.

Let’s not forget children who don’t have lead poisoning, but, who, also through no fault of their own, have dyslexia or other learning disabilities.

Retention is punishment to children and it doesn’t work. We can’t forget that.

Florida Update: Also see FL: Oh, Come On Now!

How lead poisoning affects children

PRIVATIZATION: CHARTERS

U.S. Dept. of Education’s Own Inspector Again Condemns DOE’s Oversight of Charter School Grants

We need leaders who will stop the drain of public funds to corporate pockets. Elect state and local candidates who will direct public funds to public schools. Elect federal candidates not purchased by lobbyists for charter schools.

Letting the “marketplace rule” is inappropriate for public schools. When schools struggle – usually through insufficient resources – we need to help them improve, not close them.

  • “(W)e found that 22 of the 33 charter schools in our review had 36 examples of internal control weaknesses related to the charter schools’ relationships with their CMOs (concerning conflicts of interest, related-party transactions, and insufficient segregation of duties).”
  • (T)hese… internal control weaknesses represent the following significant risks to Department program objectives: (1) financial risk, which is the risk of waste, fraud, and abuse; (2) lack of accountability over Federal funds, which is the risk that, as a result of charter school boards ceding fiscal authority to CMOs, charter school stakeholders… may not have accountability over Federal funds sufficient to ensure compliance with Federal requirements; and (3) performance risk….”
  • “Further, the Department did not implement adequate monitoring procedures that would provide sufficient assurance that it could identify and mitigate the risks specific to charter school relationships with CMOs.”

How Charter Schools Bust Unions

“The initial idea of charter schools was that teachers and communities would have a say in how our schools function so we could better meet the needs of our students. They were supposed to be teacher-led and teacher-driven. But until we have a contract holding them accountable to their promises, they will not be held accountable.”

READING: SSR

Sustained Silent Reading: The effects are substantial, it works, and it leads to more reading. A response to Shanahan (2016).

Allowing students to choose what they read and giving them time to read every day really works.

…fourth grade children in Taiwan and Hong Kong who reported doing more independent reading in their first language in school scored higher on the PIRLS 2006 reading test, controlling for students’ reading attitude, parents’ reading attitude, home education resources, the amount of outside school informational reading done, and the amount of in-class reading aloud done by students.

CONGRESS SHALL MAKE NO LAW…ABRIDGING THE FREEDOM OF SPEECH

School board president in Texas defends students who refuse to stand during the national anthem

Here’s a principal who understands the first amendment. The constitutional protections of free speech allow us to say and do things that others disagree with. It also allows those who disagree with us to respond.

During an on air interview with WFFA, Carl Sherman, Jr., president of DeSoto Independent School District’s board, defended members of the girls volleyball team and cheerleading squad, who refused to stand during the national anthem at games in protest over recent shootings of African-American men by the police. “Yes there are possibly greater ways to get that message across, however, we are sitting here in 2016 and the messages that were brought forth in the 60’s were somehow lost in translation,” explained Sherman. “Yeah, we can criticize the method but we have to listen to the message.”

TEACHER SHORTAGE

The educator exodus: Indiana struggles to keep teachers in-state

Since 2005 the governors and legislators of Indiana have done everything they could to damage the reputation of teachers, remove incentives to become a teacher in Indiana, and make the profession of teaching less attractive.

“The stress that has come about due to high-stakes standardized testing is taking a toll on the retention rate of teachers in the state,” Tyner said. “The Indiana Department of Education needs to continue to work to find a solution to this problem.”

TEXTBOOK ADOPTIONS

Some Guy In Texas May Be Influencing The Content Of Public School Textbooks In Your State

In one review, which drove me nuts, ERA criticized a book for “political correctness (e.g., anti-white, anti-male, anti-Christian bias).” What do they mean by that? Well, they complain about books that supposedly highlight “Meanness Of Whites To People Of Color.”

Under that heading, they list “The People Could Fly,” an acclaimed short story that some Texas 8th graders read from a textbook titled Elements of Literature. ERA’s beef is that this story has an anti-white bias because it’s a “Folk tale about oppressive whites, mistreated slaves in Old South.”

So, this group was offended that this story was being “mean” by misrepresenting white slave owners! According to ERA, it’s “mean” to accurately portray history through literature. Can you imagine? People being “mean” to others because of the color of their skin? Slave owners knew nothing about that, right?

This is merely one example, but there are hundreds of awful reviews on that site that hold up conservative Christians, whites and men as superiors.

POLITICS

At This Point, if You’re Still a Donald Trump Supporter, Here’s What You Really Are

What would Republicans say if Hillary Clinton had been caught on video saying, “…when you’re a star they let you do it. You can do anything. Whatever you want. Grab them by the balls.”


“What if Barack Obama had five children by three different women?”

When did it become ok for candidates for the Presidency of the U.S. to act like this?

At this point, there’s not even a shred of sane or rational logic anyone can use to defend Donald Trump. While I don’t feel sorry for those who continue to do so, I do pity the fact that there are millions of people who are so deplorable that, even after Friday’s stunning story where he more or less said he believes he has the right to sexually assault women, they still think he should be president.

If these comments don’t drive away a good chunk of his support (which time will tell if it will), then almost nothing is going to.

As Trump said a few months ago, most of his supporters really are mindless sheep who’ll support him no matter what.

However, at this point, if you’re still a supporter of Donald Trump, here’s what you really are: You’re someone who’s cemented your place in history as an individual who we’re all going to look back upon with disgust and shame because you were ignorant enough to support one of the worst presidential candidates in United States history.

This is a man who’s:

  • Mocked a man with disabilities.
  • Attacked the parents of a fallen American hero.
  • Belittled POWs and the war record of Sen. John McCain.
  • Lied about how much money he raised for veterans.
  • Called a former Miss Universe “disgusting” and fat, telling his Twitter followers to find her non-existent sex tape.
  • Accused an American-born federal judge of being unfit to do his job because of his Mexican heritage…
  • …Re-tweeted anti-African American propaganda created by a white supremacy group.
  • Played dumb about knowing who former Grand Wizard of the KKK David Duke was…
  • …Feels he has the right to sexually assault women.
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Posted in Evaluations, Lead, Pence, Politicians, Politics, Quotes, reform, Ritz, Testing

Random Quotes – July, 2016

THE LIE OF “REFORM”

Contrary to many “reformers,” I believe that:

Unlike many “reformers” I have actually spent time working as a professional educator in public schools (from 1976 through 2010, and then as a volunteer through 2016).

Public education in America can improve, but the “test and punish” methods of No Child Left Behind and Race to the Top is not the way to do it. Public schools, and public school teachers, need support, not derision.

The number one problem facing public education in the United States is the fact that more than half of America’s public school students live in poverty. We have one of the highest levels of child poverty of any advanced nation on Earth. Solving the poverty problem would go a long way towards ending low student achievement.

From Stephen Krashen

Forget fancy evaluation schemes

Forget fancy evaluation schemes. Work on the cause, not the effect: feed the animal, don’t waste time and money designing fancier ways of weighing it.

Open Letter to Fellow NC Public School Teachers – What We Do Cannot Really Be Measured

From Stu Egan

…you cannot simply measure students and teachers by numbers and random variables. You measure them by their personal success and growth, and much of that cannot be ascertained by impersonal assessments.

Nor can a teacher’s effectiveness truly be measured by “student achievement”. There is more, so much more, working within the student/teacher dynamic.

From Russ Walsh

Don’t Look Behind the Curtain: The Education Reform Switcheroo

…the true motivation of corporate education reform: to try to get people to focus on schools as the problem, so that they won’t look behind the curtain at the real problem facing the country – income inequity.

America’s Not-So-Broken Education System

From Jack Schneider in The Atlantic

Can the schools do more to realize national ideals around equity and inclusion? Without question. But none of these aims will be achieved by ripping the system apart. That’s a ruinous fiction. The struggle to create great schools for all young people demands swift justice and steady effort, not melodrama and magical thinking.

More on Income Inequality by John Oliver from Last Week Tonight (Warning: NSFW!)

NO EXCUSES

The poisoning of America’s (poor) children continues…

From Mike Klonsky

Wishing I could disrupt a conversation about lead in the water

Wait! You mean that all those tens of thousands of Chicago children who have been drinking leaded water from school drinking fountains and home sinks — mostly poor and children of color — have been disadvantaged by high-stakes PARCC and ISAT testing? Held back from promotion and graduation? College entrance? Their schools facing loss of funding or even closure because of lower test scores in comparison to wealthier, newer schools? Their teachers having their evaluations lowered and merit-pay-based salaries diminished, in large part because their students are exposed to leaded water?

And to top it off, told “no excuses” when they object?

Lead Exposure in Children

POLITICS

Indiana’s Governor, Mike (“smoking doesn’t kill”) Pence, has been blatantly favoring private and privately owned charter schools since his election in 2012. Now that he, along with his supermajority legislature, and his personally appointed state Board of Education, has done what he can to destroy public education in Indiana, he’s ready to move on to bigger and better things. Indiana’s gain is the nation’s loss.

How Gov. Mike Pence worked to undermine the will of Indiana’s voters

From the Glenda Ritz Campaign

“Indiana’s teachers, parents and students can rest a little easier knowing that Mike Pence will now be absent from Indiana and soon be unable to force his political agenda on our classrooms,” said Annie Mansfield, campaign manager.

“In his time as Governor, Mike Pence has consistently put politics before Hoosier students. He created a duplicate education agency through executive order. He turned down tens of millions of dollars in desperately needed pre-K funding because of his extreme political ideology. And he removed the elected Superintendent of Public Instruction as Chair of the State Board of Education, disenfranchising 1.3 million Hoosier voters.

Sing a song of Trumpence

From Fred Klonsky

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