Posted in Article Medleys, Election, Jim Trelease, Politics, Privatization, Public Ed, read-alouds, Teaching Career, Testing

2018 Top Ten: Medley #25

We’re coming to the end of another calendar year so it’s time for resolutions and “best of” lists. Here’s the list of this blog’s Top Ten Posts of the Year according to the number of hits each one received.

#10, MARCH 29

What’s Bugging Me Today: Testing Ignorance – RTFM

The Children’s Defense Fund released a report which revealed that they do not understand how tests work in general, and how the NAEP works, specifically. They claimed that 67% of America’s eighth-graders were reading “below grade level” which was not the case based on the proof they cited. Correctly reading the information they relied upon, we can conclude that 75% of America’s eighth graders are reading at or above “grade level.”

This means that the 67% of students who scored below proficient on the NAEP’s 8th-grade reading test were not honor students, not that they were “below grade level.” Students who are “proficient” are high achieving students. Students who are “basic” are average, and students who are “below basic” are the ones who are at risk of failure. 67% of students below “proficient” does not mean that 67% failed the test!

In fact, 76% of eighth graders scored at “Basic” or above on the NAEP nationally. That’s still not perfect…and some might argue that it’s not even acceptable, but it’s much better than the mistaken assumption that “67% of eighth graders score below grade level.”

 

#9, MARCH 4

Time for The Test! What Can One Teacher Do?

Each year teachers have to stop teaching to make time for intrusive state standardized tests. It’s a waste of time and doesn’t improve the learning process. Furthermore, the results of the tests are used in invalid and unreliable ways.

Understand that the increased importance of standardized tests — the fact that they are used to rate schools and teachers, as well as measure student knowledge accumulation — is based on invalid assumptions. As a professional, your job is to teach your students. If knowledge were all that was important in education then an understanding of child development, pedagogy, and psychology wouldn’t be necessary to teach (and yes, I know, there are people in the state who actually believe that). We know that’s not true. We know that one of the most important aspects of teaching and learning is the relationship between teacher and child. We know that well trained, caring teachers are better educators than computers.

 

#8, SEPTEMBER 14

Just in Case Someone’s Listening

After nearly 13 years of ranting against the corporate-led destruction of public education, I lament that not much has really changed.

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.

#7, JUNE 16

Fathers Day 2018: A Reminder to Read Aloud to Your Children

My annual Fathers Day post with the same message each year: 1) read aloud is important and 2) dads should do it!

Jim Trelease, in The Read Aloud Handbook reminded us [emphasis added]

In 1985, the commission [on Reading, organized by the National Academy of Education and the National Institute of Education and funded under the U.S. Department of Education] issued its report, Becoming a Nation of Readers. Among its primary findings, two simple declarations rang loud and clear:

“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.”

 

#6, OCTOBER 10

Education is NOT an Expense

Corporate reform is slowly changing public education into a consumer good. It’s not and shouldn’t be. It’s a public good. An investment in public education is an investment in our future.

Adding money to your IRA, 401k, 403b, or any other investment isn’t a personal expense; it’s an investment in your future.

Similarly, money spent on public education is an investment, not an expense. Roads, parks, public libraries, and public schools are all public benefits…they all contribute to the public good and the tax money we spend on them is an investment in our future. Through the public good, we guarantee the benefits of our society to those who follow us.

When it comes to education, there is a waiting time for the return on the public’s investment, but after that wait time, it’s clear that society benefits. For example, the G.I. bill after World War II was an investment in veterans which helped build prosperity after the war.

It is the same with public education. We may not always see an immediate positive impact, but, in the long run, an educated populace will earn more, produce more, and live better.

 

#5, JUNE 9

Privatization – Still Failing After All These Years

Privatizing public schools doesn’t help children. Learning doesn’t improve. The impact of poverty isn’t eliminated.

We cannot afford to fund three educational systems with public tax dollars. We need to return to one, publicly funded, public school system.

What about “failing” public schools?

What “privatizers” call a “failing” public school is, in fact, a “failing” municipality or state government. The answer to low achieving schools is not to take money and resources away in order to fund a second or third school system. The answer is to improve schools so that all students are well served.

Even so, America’s public schools perform well. We don’t have a “failing” school problem. We have a child poverty problem.

Public funds should be reserved for public schools.

 

#4, NOVEMBER 30

Hoosier Superintendents tell it like it is

Who would have thought that demoralizing teachers, cutting their salaries, eliminating benefits, and reducing job security would have a detrimental impact on the profession of teaching?

“I believe the teacher shortage is due to the climate of education and the lack of government support as well as district support for teachers. Teachers have not been listened to or given the respect necessary to want to pursue careers. In our particular district, the constant negativity has caused a rift between campuses, and the negativity has created a hostile climate in which to work.”

#3, AUGUST 3

LeBron James and the Promise of Public Schools

If we cared about the future, we would provide the same services to all schools that LeBron James is providing. These are the schools all children deserve.

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

This kind of investment is what all our children need and deserve

 

#2, AUGUST 15

Back to School in America, 2018-2019 Indiana Edition

Underpaid. Overworked. Is it any wonder that there’s a serious teacher shortage in Indiana (and the rest of the U.S.)?

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

And each year the legislature adds something new…

THE #1 POST OF 2018, SEPTEMBER 27

Don’t Bother Me With Politics. I Just Want To Teach.

The turnout for the last election was higher than in previous midterm elections. Too many teachers, however, still voted for the Republican legislators for the Indiana legislature who have done their best to damage public education.

Many teachers from Indiana are one-issue voters. Unfortunately, the one-issue is not education. It’s time teachers stood up for their own profession and voted for the interests of their students.

Teachers must become the political voice for their students.

Teachers who don’t vote allow others to make decisions about what goes on in their classrooms. As the former first lady, Michelle Obama said this week, “Democracy continues, with or without you.” If you don’t vote, it goes on without you.

 

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Posted in Accountability, Charters, Election, IN Gen.Assembly, ISTEP, Privatization, Public Ed, SBOE, Testing, vouchers

Education is NOT an Expense

INVESTMENTS

Adding money to your IRA, 401k, 403b, or any other investment isn’t a personal expense; it’s an investment in your future.

Similarly, money spent on public education is an investment, not an expense. Roads, parks, public libraries, and public schools are all public benefits…they all contribute to the public good and the tax money we spend on them is an investment in our future. Through the public good, we guarantee the benefits of our society to those who follow us.

When it comes to education, there is a waiting time for the return on the public’s investment, but after that wait time, it’s clear that society benefits. For example, the G.I. bill after World War II was an investment in veterans which helped build prosperity after the war.

 

It is the same with public education. We may not always see an immediate positive impact, but, in the long run, an educated populace will earn more, produce more, and live better.

It seems that Indiana State Representative Jim Lucas (R-Seymour) doesn’t agree. He is. apparently, against public schools as stated in this post on facebook from last week.

 

“What the hell are we doing, putting government in charge of educating our children?”— Jim Lucas, October 4, 2018

LOCAL SUPERINTENDENTS SAY ISTEP IS WORTHLESS

Lucas was responding to this article on Fort Wayne’s WANE-TV about the low test scores on this year’s ISTEP – Less than half of Indiana’s students passed ISTEP. Perhaps he only read the title because if he had read the entire article (or had watched the embedded video) he would have read this…

Northwest Allen County Superintendent Chris Himsel says he hasn’t looked at [ISTEP test scores] and doesn’t care to.

“ISTEP does not tell us why the kids passed,” he said. It does not tell us why kids do not pass and therefore it offers us no information that helps us improve instruction for kids. Therefore we will pay very little attention to them.”‘

We shared some of NACS’ results with him. With only 45 percent of his high school students passed both sections of the test, he says that doesn’t line up with the nearly 95 percent of his students passing the national college-readiness ACCUPLACER test.

“There’s a disconnect between the test scores which makes us believe there’s a flaw in the testing system Indiana’s using for the ISTEP,” he said.

And this…

Superintendent of Southwest Allen County Schools Phil Downs agrees, calling the ISTEP a waste of time and tax dollars.

“While Southwest Allen County Schools is legally obligated to take the ISTEP+ tests, SACS does not place much value in their results,” he said. “ISTEP+ scores continue to produce results that do not align with any other measures of student performance SACS uses, are in no way useful for teachers, nor are they helpful to students and their parents.”

 

PUBLIC EDUCATION – WHERE IS ACCOUNTABILITY FOR REPUBLICANS?

Lucas is a member of the Republican super-majority in the Indiana House and a member of the House Education Committee. As such, he is at least partly responsible for the condition and quality of public education in Indiana, and he, along with others in the legislature, must be held accountable.

  • He favors the privatization of education and supports vouchers and charter schools. He also supports expensive testing programs. As a consequence, the funding set aside for public schools has been less than what is needed because money for testing and for financial support of voucher and charter schools all come from the same pot of funds.
  • He and his ilk have supported the deprofessionalization of Indiana’s teaching force…the loss of collective bargaining, the lowering of requirements to become a teacher, the lack of autonomy in the classroom, and a 16% decrease (adjusted for inflation) in the salaries of Indiana’s teachers.

In other words, Lucas is a member of the group (the education privatizers in the Indiana House, the Indiana Senate, and the State Board of Education – mostly Republicans) which has removed incentives for teachers, made choices on how and what to teach, yet has held teachers accountable for the decisions of the legislature. Those decisions have caused the current teacher shortage and damaged our public schools. If he doesn’t like how Indiana’s public education is working, he has himself, and his cronies, to blame.

High stakes standardized tests are academically worthless and a waste of money. They measure family income, not achievement. Charter schools and vouchers are diverting funds from public schools. Legislators, like Lucas, who have tied the hands of actual educators, must take responsibility for the damage they have done to public education in Indiana.

Lucas and his fellow Republicans own 70% of the Indiana House of Representatives and 80% of the Indiana Senate.

We can change those percentages on November 6.

 

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

2018 Medley #23

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

PUBLIC EDUCATION: FOR KIDS, NOT FOR PROFIT

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

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

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

 

STATE SUPER CALLS FOR CHARTER AND PRIVATE SCHOOL ACCOUNTABILITY

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

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

They didn’t.

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

 

TEACHER EVALUATIONS

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

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

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

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

 

HIGH INCOME – HIGH SCORES

ISTEP results are a non-story

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

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

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

 

THE READING WARS

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

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

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

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

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

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

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

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

 

VOTE FOR PUBLIC EDUCATION

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

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

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

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

 

DEVOS DOESN’T KNOW WHAT SHE DOESN’T KNOW

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

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

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

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

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

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

 

OCTOBER IS ADHD AWARENESS MONTH

7 Facts You Need To Know About ADHD

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

1. ADHD is Real

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

 

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Posted in 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 Darling-Hammond, Testing

The Wrong Kinds of Tests, in the Wrong Kinds of Ways

LIES, DAMN LIES, AND STATISTICS

We’ve known for decades that standardized tests measure family income more than student achievement, yet we have continued to rely on test scores to label students, teachers, and schools as “failures” instead of attacking the real barriers to achievement — inequity and poverty.

Why?

  • It’s convenient to pick a number…a statistic…and claim that it answers an important social question. Tests give quick numbers.
  • Testing companies play up how easy it is to evaluate students, teachers, and schools using their tests (not to mention the kickbacks to legislators).
  • Legislators (with kickbacks in hand) can use test scores as quick and easy soundbites to denigrate public schools and help with passing privatization legislation.
  • Just like in other areas of education, we don’t know what else to do, but we have to do something so we do what doesn’t work.

If you think the era of test-and-punish is over, think again. Teachers will continue to be graded on the test scores of their students. Schools will continue to be closed and replaced with charters because of their low test scores. The ridiculous A-F grading systems will continue to economically punish schools and their neighborhoods for the crime of having high levels of poverty.

Think about the levels of lead in the blood of the children of FlintEast Chicago, and elsewhere (and here).

How is an A-F grading system going to help them in their increased need for special services?

How are high-stakes tests going to help those students?

When are policy-makers going to be held accountable for their part in the achievement level of students?

Instead of accountability, we get more tests. Indiana’s testing will continue to rob students of valuable instructional time and punish teachers who teach students who score low, and students who had the bad luck of growing up poor.

William Mathis: What Standardized Tests Measure and What They Can’t Tell Us

Here is yet another piece of research showing that tests measure SES, not schools.

Stanford professor compared all the school districts in the nation using six different measures of socio-economic well-being and found that a stunning 70% of test scores could be predicted by these six factors. When the PARCC tests, which are used to test “college and career readiness” were compared with freshman grade point average, the tests only predicted between one and 16% of the GPA. What this means is that the tests do a better job of measuring socio-economic status than measuring schools. This pattern has been solidly and consistently confirmed by a mountain of research since the famous Coleman report in 1966. It pointed to family and social problems rather than schools.”

 

Pressuring schools to raise test scores got diminishing returns, new study of No Child Left Behind finds

In the “this is no surprise to anyone” category, Chalkbeat reports that No Child Left Behind’s focus on tests really didn’t have much of an impact on actual student achievement. In other words, the obsessive focus on testing, the misuse and overuse of testing, the punishment of students and schools dealing with high levels of poverty, and the billions of dollars transferred from cash-strapped public schools to testing corporations, didn’t — and doesn’t — help anyone.

Keep in mind that throughout this article, with phrases such as low-performingstruggling schools, and levels of performanceChalkbeat assumes that the only measures of student and school performance are standardized tests.

“Districts may have understood it was a nudge and a wink and it didn’t really have teeth,” he said of the law.

No Child Left Behind’s replacement, the Every Student Succeeds Act, takes a different tack. Instead of giving each state discretion in how many schools are identified as failing and requiring them to ramp up the consequences over time, the law requires each state to identify 5 percent of schools as low-performing.

The latest study suggests that might be a preferable approach if states are able to figure out better ways to help a small group of struggling schools improve. Turnaround efforts — including a prominent federal program backed by a lot of money — have often produced disappointing results.

As Linda Darling-Hammond said in Rise Above the Mark, “We’re using the wrong kinds of tests…we’re using the tests in the wrong kinds of ways.”

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

2018 Medley #20

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

SCHOOL SEGREGATION

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

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

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

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

…who the hell pays your social security one day?

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

 

TESTING

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

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

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

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

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

 

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

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

Steven Singer lists 10 reasons why VAM is junk science…

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

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

 

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

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

In 2015 I wrote,

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

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

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

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

 

WHY TEACHERS QUIT

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

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

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

 

GIVE KIDS BOOKS

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

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

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

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

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

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

 

…as of August 1, 2018

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

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

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

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

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

 

CHARTERS

In the Public Interest’s weekly privatization report

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

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

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

 

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Posted in Article Medleys, Politics, Public Ed, SchoolFunding, Testing

2018 Medley #18

Neglecting our Children and our Future,
Budget Cuts, Testing,
Hiring Non-Educators for Education Positions,
Nominating a Pro-Privatization Judge

NEGLECTING OUR CHILDREN, AND OUR FUTURE

Share of Federal Spending on Children Projected to Shrink, New Report Says

Kids are 25% of our population, 100% of our future, and 9% of federal spending…for now. “Kids’ Share” thinks the federal spending number will drop to less than 7%. Yet politicians, especially those who control the pursestrings, don’t recognize that there’s a relationship between the amount of money we spend on kids and the results we get.

I understand that the budget is tight…and we need support for other public services, but a 27% cut isn’t going to improve the care and education our children get.

Meanwhile, “reformers” continue to (wrongly) claim that they can do better than “failing public schools” and drain more money from the public schools.

“Kids’ Share” projects that Washington’s budget for health, nutrition, tax provisions, and education spending on children will drop from 9.4 percent of the fiscal 2017 budget to 6.9 percent after 10 years, a decline of 27 percent from 2017 levels. The Urban Institute expects spending on elementary and secondary education to dip to $37 billion from $42 billion, and for early-childhood education to drop to $14 billion from $15 billion, after adjusting for inflation.

 

America is guilty of neglecting kids — our own

As the money set aside for educating America’s children lessens, the gap between those children who grow up with enough, and those who don’t, widens. Politicians like to claim that the US is “the greatest country in the world.” You wouldn’t know it by paying attention to how we treat our children.

We’re doing nothing less than squandering our future.

“A shockingly high number of children in the U.S. live in poverty,” the United Nations special rapporteur on extreme poverty and human rights, Philip Alston, declared in a scathing report. Almost one-fifth of American children live in poverty, he noted, and they account for more than one-fifth of homeless people.

 

The High Cost of Education Budget Cuts

The big reason for school cuts from the state? Tax cuts for the wealthy. The poor and middle class are paying their fair share. A caring society – which I understand is not the US – would ask those who can, to pay more.

Most states still invest less in K-12 schools than they did in 2008, despite the fact that enrollment increased by over 1 million students nationwide between 2008 – 2016.

…It’s up to educators to call on their state’s elected leaders to:
1. Stop subsidizing corporations
2. Ask companies to pay their fair share in taxes
3. Raise income tax rates for top earners
4. Eliminate ALL voucher schemes

 

END TEST AND PUNISH!

Breaking News?: @NAACP Now Opposing High-Stakes Testing!

Two years ago the NAACP called for a moratorium on charter schools. Now they’re calling for an end to high-stakes tests. Cheers!

…one-time, [high-stakes] standardized tests may have a disparate impact on students of color, many of whom have not had the benefit of high quality teaching staff (urban school districts have the greatest challenge in attracting and keeping highly qualified teachers), adequate classroom resources, or instruction on the content and skills being tested by the standardized tests. Considering additional measures of student achievement, such as grades and teacher evaluations, adds not only to the fairness of a decision with major consequences for students but also increases the validity of such high stakes decisions.

 

The Problems of Outcomes-Based School Accountablity

The test and punish plan for public education has failed. The NAACP understands. State governments don’t. The average person believes that test scores indicate the quality of a school and that erroneous belief is perpetuated by politicians and pundits.

…underneath any conversation about “failing” schools are lots of realities about segregation—by class and also by race.

Research has documented growing economic inequality and segregation by family income. Sean Reardon, a Stanford University sociologist, used a massive data set to document the consequences of widening economic inequality for children’s outcomes at school. Reardon showed that while in 1970, only 15 percent of families lived in neighborhoods classified as affluent or poor, by 2007, 31 percent of families lived in such neighborhoods. By 2007, fewer families across America lived in mixed income communities. Reardon also demonstrated that along with growing residential inequality is a simultaneous jump in an income-inequality school achievement gap. The achievement gap between the children with income in the top ten percent and the children with income in the bottom ten percent, was 30-40 percent wider among children born in 2001 than those born in 1975, and twice as large as the black-white achievement gap.

 

NOW HIRING

He has quite the résumé — just not for the powerful schools job he has won

As a nation, we’re still hiring people to run school systems who don’t know anything about education…people like Arne Duncan, Margaret Spellings, and Betsy DeVos. Los Angeles is following suit, hiring a neo-liberal investment banker to run a K-12 school system with three-quarters of a million students.

When was the last time Beutner stepped into a K-12 classroom? When he was a student? For a photo op? That’s not good enough. It’s educational malpractice.

He’s got quite the résumé.

Austin Beutner, the new superintendent of the Los Angeles Unified School District, has been, among other things:

— Clinton administration appointee assigned with helping Russia transform from a centralized to free-market economy
— Successful investment banker
— First deputy mayor of Los Angeles, overseeing 12 city agencies
— Publisher and chief executive officer of the Los Angeles Times and San Diego Union-Tribune
— Major philanthropist

Now he is chief of the second-largest school district in the country. Experience in the classroom? Zilch. Operational experience in education systems? Nada.

 

A dig through Kavanaugh’s record on education finds plenty of material

Speaking of hiring…the judge that the President wants to hire for the US Supreme Court is no friend of public education…

National Education Association President Lily Eskelsen García said Kavanaugh will be a “rubber stamp” for the agenda of Trump and Education Secretary Betsy DeVos, including on school choice issues like vouchers. American Federation of Teachers President Randi Weingarten said that a Supreme Court nominee “should be fair, independent and committed to protecting the rights, freedoms and legal safeguards that protect every one of us. Judge Kavanaugh does not meet this standard.”

 

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