Posted in Article Medleys, Charters, climate change, IN Gen.Assembly, poverty, Privatization, reading, special education, TeacherSalary, TeacherStrikes, Teaching Career

2019 Medley #1

Avoiding Special Ed Students, Charters,
Teacher Strikes, Teacher Pay, Guns in the Classroom,
Cheating Low-Income Students, Myths About Teachers, Reading Wars, Science Fact

 
PRIVATIZATION: STUDENTS WITH DISABILITIES NEED NOT APPLY

Charter Schools More Likely to Ignore Special Education Applicants, Study Finds

Public schools accept every child who enters. The money to educate those most expensive to educate students comes from public funds. When the legislature allows public funds to go to private corporations in the form of charter and vouchers, that makes it more difficult for the real public schools to fulfill its mission. We can’t afford to pay for three separate school systems.

Public tax money needs to go to public schools.

The study found that charter schools were 5.8 percentage points less likely to respond to a query claiming to be from a parent of a student with severe disabilities.

So-called “no-excuse” charter schools, which serve predominately low-income minority students in a strict, college-prep academic environment, were 10 percentage points less likely to respond.

 

PRIVATIZATION: PUBLIC SCHOOLS ARE FOR THE RABBLE

How to Teach Virtue? Start with a Charter School.

Chester Finn doesn’t understand (or support) the purpose of public schools and thinks that charter schools, with their history of corruption and failure, are the places to inculcate students with values. Finn’s single year as a public school teacher apparently qualifies him to judge all public schools to be valueless.

Privatizer Michael Petrilli, also mentioned in the article, is president of the Thomas B. Fordham Institute,  a stronghold of ed reformers most of whom have no experience in actual education other than as students. Petrilli himself has never taught in a public school or studied education. His college degree (from a public university) is in Political Science.

Let us hope that the era of public education ruled by edu-ignoramuses is coming to an end.

Yes. The title is sarcasm.

But the idea must be acknowledged. It sprang from the mind of one of most venerable Famous Educators, a hoary pillar of the never-ending education reform movement, Chester E. Finn, known to his fellow reformistas as ‘Checker.’ Checker is currently paterfamilias of the Thomas Fordham Institute group, one of whom, Michael Petrilli, recently suggested that the education reform movement has been so successful in accomplishing its goals that it was currently fading into media obscurity. As if.

I have never been a fan of Finn’s approach to school reform. (Click here, for example.) Finn, whose teaching career spanned one full year, is one of those private-school, private-colleges, wordsmithy edu-pundits who look down—way down—on fully public education, seeing it as a hopeless tax-funded entitlement program for subpar youth.

PRIVATIZATION: TEACHER STRIKES

Is The Los Angeles Teacher Strike A Different Kind Of Strike?

Peter Greene writing in Forbes explains to business readers that the Los Angeles teachers strike is different than strikes of the past.

Teachers are striking to save public schools…and against those who believe that we can afford two, or even three different publicly funded school systems.

Public tax funds need to go to public schools, not private corporations in the form of charters or vouchers.

Teachers in many school districts and many states across the country find themselves in the unusual position of working in an institution led by people who want to see that institution fail. Back in the day, teacher strikes were about how best to keep a school district healthy, but these modern walkouts are about the very idea that public schools should be kept healthy at all. UTLA demands for smaller classes, more support staff, safer schools, community schools, and charter school oversight are not about making their working conditions a little better, but about keeping public education alive and healthy.

 

INDIANA GENERAL ASSEMBLY WANTS SOMETHING FOR NOTHING

Lawmakers: Raise teacher pay by cutting elsewhere

I suppose we can’t really blame legislators for wanting something but not wanting to pay for it. Just like many Americans, they’re hesitant to invest in the common good. Someone may get something they (gasp!) don’t deserve.

We can’t have universal health care because we’d have to pay for it. We can’t repair our crumbling infrastructure because we’d have to pay for it. We can’t worry about climate change because it might cost money.

We’re Number One!!

Hardly. We’re a selfish lot. All our politicians claim that we’re “the greatest country in the world,” but are we? We’re not the wealthiest. We haven’t got the highest life expectancy, or the lowest infant mortality rate. There are other countries with fewer people living in poverty and other countries where people are happier.

On the other hand, our military spending is #1 in the world.

Perhaps if we spent a little more money on planning for our future, and less on blowing up other people, we’d be better off.

Indiana legislators want to give educators a raise, but they don’t want to pay for it. Their plan: Shame school districts into cutting spending elsewhere so they can target dollars to teachers.

Their tool for doing this is House Bill 1003, unveiled this week by House Republicans and presented Wednesday to the House Education Committee. It would “strongly encourage” districts to spend at least 85 percent of their state funds on instruction; it would subject them to public scrutiny if they don’t.

 

CONTROL GUNS, DON’T SPREAD THEM

When You Give a Teacher a Gun…

If you think we ought to be spending millions of tax dollars to arm teachers read this.

If you think teachers should have guns in school, you’re just wrong. It’s not “up for debate” any more than gravity.

If you’re a teacher who reads all of this and thinks, “Well, that’s not me. I’m different. I’ve had a gun for years. I’m a hunter, and a responsible gun owner. I’m all about gun safety. I was in the military. I just want to protect my students and colleagues”, then you are precisely the kind of person who should never be permitted to have a loaded weapon in a school. You’re exactly the sort of person that shouldn’t be allowed to carry a deadly weapon into a room full of children looking at you as someone who cares about their learning, and their well-being.

 

CHEATING LOW-INCOME STUDENTS

Kids In Disadvantaged Schools Don’t Need Tests To Tell Them They’re Being Cheated

They already know.

…I’ve never met a union official who believed schools in impoverished cities didn’t need improving. I never met anyone who works in a school or advocates for public education who was fine with the opportunity gap that plagues so many children in this country.

But I’ll set that aside and instead make this point: stories like the Trentonian’s give us clear evidence that kids who are in these schools themselves know full well what is going on. They are saying, with unmistakable clarity, that their instruction is unacceptably poor. They are telling us many of their peers have given up and have no interest in school.

What are multiple administrations of standardized tests going to tell us that these kids aren’t already telling us themselves?

 

CHALLENGING THE MYTHS ABOUT TEACHERS, PART 2

About that “Most public employee teachers are in these positions because they lack the talent to compete in the private sector” comment…

Greatest. Idea. Ever.

Put those people who believe that “those who can’t, teach” in a long term subbing position…in an underfunded school…with children who live in poverty…and then have their evaluation be based on test scores!

I could maybe respond by saying that the inherent ignorance displayed by this proves how valuable having an education really is and that the reasoning he/she attempts to use to put down teachers really is proof that public education is not respected as it should be.

Yet I will respond by saying that I would teach that person’s student if that was the case.

But first, I might ask this person if he/she would be willing to become a long-term substitute teacher in an underfunded school where many in the student population are affected by poverty and then have his/her name attached to the test scores.

Then I will just carry on – teaching.

 

THE READING WARS REDUX

Why The Reading Wars Will Never End

Peter Greene speaks truth. We haven’t learned how to quantify the skills of the human brain. Anyone who tells you that “this program will help every child read” is shoveling bullshit.

Every person who has ever tried to teach a group of six-year-olds to read understands that you have to use every tool you have.

The heart of the problem is that we don’t know how to tell what works. And that’s because we don’t have a method to “scientifically” measure how well someone reads.

Yes, we have tests. But testing and pedagogy of reading are mostly locked in a tautological embrace. I think decoding is The Thing, so I create a test that focuses on decoding, then implement classroom practices to improve decoding skills and voila– I scientifically prove that my decoding-based pedagogy works. Mostly what we’re busy proving is that particular sorts of practices prepare students for particular sorts of tests. Big whoop.

…Reading, as much as anything in education, demands that we measure what cannot be measured.

 

SCIENCE FACT

Come To Miami, Florida’s Sea Level and Sewage Capital

The United States stands alone in denying climate change. Its impact is already being felt around the world…take Florida, for example. Guess who is being hurt the worst…

As nuisance flooding increases, the wealthy are moving to higher ground, formerly less desirable areas – and pushing out low income residents. Climate gentrification creating a new generation of climate refugees.

 

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Posted in climate change, Equity, Finland, poverty, Quotes, reading, Segregation, TFA

Listen to This

Recent quotes and comments…

IT’S POVERTY

Public schools didn’t cause poverty, but policymakers expect schools to overcome all the out-of-school factors related to living in poverty. When was the last time legislators were graded A-F by the state government?

The Columbus Dispatch

Some might argue that poverty and family problems aren’t the province of public schools. But they most certainly are the burdens of public schools, and schools won’t get better without addressing them. — The Columbus Dispatch

Stephen Krashen

Until poverty is eliminated, school must protect students from poverty’s impact by investing more in food programs, health care, and libraries. — sdkrashen.com

Steven Singer

Living in poverty means less access to healthcare, neonatal care, pre-kindergarten, and fewer books in the home. It often means fewer educated family members to serve as a model. And it often means suffering from malnutrition and psychological trauma. Impoverished parents usually have to work multiple jobs just to make ends meet and thus have less time to help with homework or see to their children. All of this has a direct impact on education. — Gadflyonthewallblog

 

SCHOOL SEGREGATION

Schools still segregated even after Brown vs. Board of Education? Here’s why…

Nikole Hannah-Jones

“Schools are segregated because white people want them that way. … We won’t fix this problem until we really wrestle with that fact.” — Vox.com

Nikole Hannah-Jones at NPE 2017.

WE ALL MUST BE READING TEACHERS

If every teacher gave this article to their personal doctor…

The Hechinger Report

Nearly four years ago, a baby boy named Anselmo Santos sat in his doctor’s office in Oakland, California, chewing on a cardboard children’s book. The book came from a specially designed tote bag of literacy tools that Anselmo’s doctor had just handed his mother. While the chubby infant chewed, Dr. Dayna Long explained the importance of talking, reading and singing with young children to encourage healthy brain development. — Hechinger Report

EDUCATION BASED ON WHAT’S IMPORTANT

What’s the most valuable resource in the U.S.?

Valerie Strauss

After World War II, the Finns realized their human beings are their most valuable resource. Their budget reflects this belief. In spite of having three major political parties, all factions agree that human development is paramount, and the educational program has had consistent attention over decades…

When you think your people are important, it shows. — The Answer Sheet

INEQUITY IN EDUCATION

UNICEF

What can be done to reduce educational inequalities?…

• Reduce the impact of socio-economic inequalities – Through a combination of family allowances and public services, rich countries can ensure that all children are able to enjoy learning, develop varied interests and achieve their full potential. Reducing the segregation of children with different family backgrounds into different schools can also help to ensure that all children have equal opportunities. — An Unfair Start: Inequality in Children’s Education in Rich Countries

SAVE THE ECONOMY – ADDRESS CLIMATE CHANGE

Which are you more concerned about – the U.S. economy or climate change? Hint: They’re the same.

The U.S. Government

Without substantial and sustained global mitigation and regional adaptation efforts, climate change is expected to cause growing losses to American infrastructure and property and impede the rate of economic growth over this century. — U.S. Global Change Research Program

 

EDUTOURISTS

Teaching is – or should be – a job for professionals…not for privileged Ivy League graduates as a resume booster on their way to the boardrooms or law offices of corporate America.

Mitchell Robinson

I now refer to the people that go the TfA route as “edutourists”–because they think playing at being a teacher will be fun, and look good on their resumes when they apply to business school, or law school, or for an internship on Capitol Hill. The vast majority of TfA edutourists have no intention of remaining in the classroom for more than a year or two, and have “bought in” to the notion that TfA experience is best seen as a “stepping stone” to other, “more important” career choices. That’s simply not how teachers view teaching. — Eclectablog

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Posted in Due Process, PDK, Personal History, poverty, Public Ed, read-alouds, Teaching Career, Testing, US DOE

Just in Case Someone’s Listening

Today is the twelfth anniversary of this blog (see my main blog page, here). In the last dozen years of blogging, the education world hasn’t changed significantly. I started writing in the middle of the No Child Left Behind era, didn’t stop during Race to the Top, and continue now in the era of Betsy the Billionaire.

The sad news is that things have gotten worse for public education since I started writing here in 2006. We’re still dealing with privatization, union busting, teacher scapegoating, the overuse and misuse of tests, and the lack of funding or support for public schools. When we add to that, a teacher shortage designed and implemented by those same “reformers,” the task of saving our schools seems overwhelming.

I should probably rename this blog, “The Dead Horse Blog,” “Think Like Sisyphus,”  “The Wall: Beat Your Head Here,” or maybe simply “Belabored.”

On the other hand, my mission, when I began here, was to have a place to vent. It still works for that despite the depressing political and educational landscape. And who knows, maybe last year’s “Teachers’ Spring” will catch on and the teachers in Indiana will rise up. So I’ll keep going…just in case someone is listening.

Here are a dozen things I wrote in the early years of this blog…mostly about things that haven’t changed yet.

How to Guarantee School Improvement – September 2009

And here’s another idea to guarantee that no child would be left behind…

Legislators, other politicians, and policymakers who are responsible for public education policy must send their children to the lowest performing traditional public school in their home district.

If they did that, I would bet my retirement that America’s public school system would become the envy of the world.

 

Teaching is Doing – January 2014

Nearly half of all teachers leave the field within their first 5 years. Many find out the hard way that they aren’t cut out for teaching…or that it’s not as easy as they thought it would be. Many didn’t realize that it’s not a 6 hours a day, 9 months a year job, but one that takes hours and hours of preparation, thought and work. Many can’t handle the emotional investment in the lives of children.

The old adage which states that “those who can’t, teach” has it backward. Teaching is doing…and it’s those who can’t who must move on to some other, less important line of work.

 

American Schools are Not Failing – October 2014

Homeless children comprise one of the fastest growing demographics in America’s public schools. We know that poverty has a negative effect on student achievement, and homeless students, like other students who live in poverty, have lower achievement levels and a higher dropout rate than children from middle-class families.

Politicians and policymakers can’t solve the problem of homelessness, hunger, and poverty. They dump it on the public schools, and then blame teachers, schools, and students when the problems don’t go away.

American schools are not failing…American policies towards unemployment, poverty, and homelessness are failing.

 

If I Could Go Back and Do It Again – March 2010

This quote names my biggest teaching frustration, written a few months before I retired. Now, eight years later, when I think about the years I spent teaching I try to remember the successes I had – and there were many – but it’s hard to forget the failures. I regret 1) not being able to help all the children I wanted to help, and 2) my failure to reach all the students I should have been able to reach.

My biggest teaching frustration has been allowing myself to do things in the classroom which, while mandated by federal, state and/or local authorities, were things that I knew were not in the best interests of my students.

 

Where Are All the Failing Schools – August 2010

This quote refers to the PDK Poll of the Public’s Attitude Toward the Public Schools. The most recent poll put the respondents who grade their school an A, B, or C, at 81%. Local schools continue to poll well, and even higher for those who know the schools best – parents of public school students.

A majority of 82% of the respondents to the poll do NOT see their local schools as failing giving them a grade of A, B or C. 49% scored their local schools as an A or a B. In other words, the school we know best we score higher than the schools we don’t know. We’re very negative about the quality of schools nationwide. But if such a high percentage of people are giving their own schools average to above average ratings where are all the schools that are doing so poorly?

 

Time For Some Therapy – March 2011

We’ve become a nation of cruel, angry, screamers. The national discussion has become nothing less than a national tantrum.

There’s no room for compromise…no room for discussion. There’s no time for sadness at the death of another human being. There’s no place for cooperation…no desire to work towards a common goal or define a common good.

Find someone to blame. Lash out blindly.

This country needs some serious therapy.

 

The Status Quo Hasn’t Changed – April 2011

When the so-called reformers — the Gates’s, the Broads, the Duncans — rail against the status quo they’re referring to nothing that exists today. The real status quo is a killing curriculum based on mindless bubbles on a test. That’s today’s status quo…and that’s no way to educate children.

 

One Size Doesn’t Fit All – March 2009

For the last three days, I have been administering the Indiana state standardized tests or ISTEP+ to students with learning disabilities. These tests are not valid for these students because they do not measure what they claim to measure.

The test maker, McGraw Hill, claims that the test shows what students have learned and provides diagnostic information for remediation.

However, for these students the tests in their disability area are so difficult that they have 1) no hope of passing, 2) little chance of doing well enough to get a score that would provide anything more than a generalized list of their weak areas.

Students with learning disabilities are enrolled in special education because they are not able to perform at “grade level” in their area of disability. The purpose of special education is to provide extra support for the students so that they will be able to learn as much as they are capable of.

Simply put, the standardized tests that we are giving are not appropriate for all students. There is no one-size-fits-all curriculum or test.

 

It’s Time For an Educated Secretary of Education – January 2010

For the last 34 years, I’ve searched for ways to improve my teaching and for ways to reach hard to reach students. The challenge is always there and what we as teachers do affects the lives of children in ways we can’t imagine. It’s frustrating that the people who control what goes on in the public schools of America (in the form of standardized tests, funding, etc) don’t have a clue. Am I self-righteous about my quest to improve my teaching? Yes…of course I am. I have worked hard to learn what I have learned about education and children. To have a basketball player with a degree in Sociology, who NEVER ATTENDED OR WORKED IN A PUBLIC SCHOOL and who is NOT a teacher, lead the nation’s public schools is, dare I say it, irresponsible on the part of the federal government.

 

Follow the Money – March 2010

When you scratch the surface of the current attacks on public education you’ll find big corporations (e.g. Pearson, McGraw-Hill) and wealthy businessmen (e.g. Bill Gates, Eli Broad). There’s money to be made in the new education industry – charters and private schools, vouchers programs, and the re-segregating of the American public school system.

Poverty is still the main issue that WE as teachers have to deal with nationwide.

 

Read Aloud to Your Students Every Day – April 2010

If you don’t read aloud to your students EVERY DAY you’re not doing enough. Every elementary teacher…no matter what grade…should read aloud to his/her students each day. See Jim Trelease’s Web Site and the Read-Aloud Handbook.

 

Due Process: Not Anymore – May 2010

In 2011 the Indiana General Assembly removed due process which gave teachers some job protection.

There’s no doubt that there are inadequate teachers in our schools…and there’s no doubt that teacher’s unions protect their members (which is what unions are supposed to do). However, in Indiana, at least, unions can only guarantee that teachers receive due process. It’s the responsibility of the school leaders, the administrators and school board, to prove just cause that a teacher is incompetent. Believe it or not, teachers unions do not want bad teachers teaching. Tenure in Indiana means that a teacher has to have a hearing in which their inadequacies are proven…they get their day in court to defend themselves against the accusations of those who would fire them. A fair hearing…day in court…confronting the accusers…that’s how we do things in the US.

 

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

2018 Medley #22

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

 

WHO IS ACCOUNTABLE FOR POISONING OUR CHILDREN?

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

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

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

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

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

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

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

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

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

 

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

Why School Reform Flounders

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

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

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

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

 

TEACHERS GET ANGRY

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

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

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

ANTI-PUBLIC EDUCATION: FUNDING

Arizona Supreme Court Blocks Ballot Initiative to Fund Public Education

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

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

From Jan Resseger

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

 

TEACHERS MUST STAY ANGRY

Standing Up

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

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

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

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

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

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

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

 

PRIVATIZATION: VOUCHERS

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

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

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

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

Now?

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

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

 

SCHOOL IMPROVEMENT

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

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

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

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

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

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

THE EDUCATION LIES

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

The education lies discussed in this article are

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

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

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

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

2018 Medley #21

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

THE NEW SEGREGATION

The New Segregation of Schools

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

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

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

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

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

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

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

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

 

School Choice Is the Enemy of Justice

“Choice” has become the new tool of segregation.

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

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

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

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

PRIVATIZATION: VOUCHERS

More Bad News For Private School Vouchers In Florida And Indiana

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

Public schools accept all students.

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

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

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

 

PUBLIC EDUCATION

Improving education Across America with guest Linda Darling-Hammond

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

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

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

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

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

EDUCATIONAL MALPRACTICE: LEAD POISONING

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

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

Policy makers must be held accountable as well as schools.

From John Kuhn

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

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

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

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

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

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

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

 

READ-ALOUD

Read Aloud in Middle and High School? Of Course

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

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

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

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

 

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Posted in Duncan, poverty, Public Ed

Public Education is a Public Responsibility

John Merrow’s latest blog post is a review of Arne Duncan’s new book, “How Schools Work.”

My first thought about Duncan’s book was how ironic it was that someone who had never attended a public school or worked in a public school, claimed to know how schools actually work. But that’s something I’ve ranted about many times, and I’ll try not to do it again in this post…

 

As I was reading I thought that Merrow’s review was generally thoughtful and fair, but then I read the comments.

Blogger GF Brandenburg commented…

gfbrandenburg
August 15, 2018 at 1:42 pm

You didn’t really expect him to admit that all his efforts to improve education, USING HIS OWN YARDSTICKS, namely the NAEP, actually failed miserably, do you?

I draw an additional lesson: you should let neither professional athletes nor neophytes (ie neither Michelle Rhee’ nor her two husbands, nor Arne Duncan, nor Andre Agassi, nor Lebron James, nor Betsy DeVos) run education.

Merrow replied…

John Merrow
August 17, 2018 at 7:27 am

Public education is a public responsibility, an invaluable investment in our future and our present….End of story.

Am I wrong in thinking that Merrow’s response seemed to imply that it’s ok for non-education-professionals such as Rhee, DeVos, Gates, et al, to run schools, create and implement school policy, and make decisions affecting the 50 million public school children in the U. S.? Because, “Public education is a public responsibility, an invaluable investment in our future and our present…”

I agree that they have the “legal” right to do those things…but the “ethical” right, the “professional” right, the “educationally sound” right? Not so much.

Education is still something that most people think “anyone can do” since “we all went to school.”

Why is education singled out as something “anyone can do?” Public Health is also a public responsibility, but we generally find health professionals making choices and policy in that area.

When has there ever been a Surgeon General who did not have some connection to a medical profession? (Answer: Never) When has there ever been an Attorney General who hadn’t studied law? (Answer: Never) Yet only 3 of the eleven Secretaries of Education had degrees in education or teaching experience in K-12 education (Bell, Page, and King).

Unfortunately, the problems facing education are complicated and generally come from the outside such as the effects of poverty on children and their families and the inequity of funding. If Duncan, as a sociologist (Harvard, BA, 1987), had used his position to try to impact the social order that has led to one of the highest rates of child poverty in the developed world, that would have been different. But he didn’t. He pushed policies that had a direct impact on how schools were run, how teachers were evaluated (junk science), and how tests were used (misused). Duncan, like most education “reformers” who are ignorant of what goes on inside a school, tried to affect the education of America’s students by doing things to schools, rather than aiming at the out-of-school-factors.

Public education is a public responsibility, but that is not the end of the story. There can be no “race to the top” when kids, schools, and school systems don’t all have the same starting point. We can’t have “no child left behind” while children are still being left behind economically and socially. We will never be a nation where “every child succeeds” until we are a nation where every child is given a fair chance to succeed.

The achievement gap will continue to plague us until we can rid ourselves of the economics gap…and the racial gap. No amount of charter schools, vouchers, or the misuse of testing will change that.

 

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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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