Posted in Anti-Intellectualism, Article Medleys, Charters, DeVos, Privatization, Teachers Unions, Teaching Career, vouchers

2017 Medley #23

De-Professionalizing Teachers,
Anti-Intellectualism, Vouchers,
The Destruction of Public Education in Indianapolis

DE-PROFESSIONALIZING TEACHERS

The Many Ways We Are De-Professionalizing Teaching

De-professionalizing teaching is just one front of the war on public education. Nancy Flanagan addresses the confusion of privatizers claiming that becoming a teacher is too easy through the traditional routes…colleges and university schools of education. She talks about the difficulty of the new Florida test that teachers must pass in order to become a licensed teacher…and then goes on to remind us that the same privatizers want to allow anyone to teach in private and charter schools…easier paths to teaching.

Here in Indiana, for example, the EdTPA which pre-service teachers must complete, requires intense attention to, and hours of investment in, teaching and planning lessons…and at the same time, REPA III allows anyone with a content area degree to start teaching in a high school with no experience in actual teaching.

The point? De-professionalize teaching. End the existence of the career teacher who has the best interest of the students at heart. Instead, fill classrooms with idealistic young college graduates on their way up the corporate ladder, who don’t really know anything about teaching and will accept minimal pay for parroting direct teaching scripts…and who will leave after two years, thereby making room for other minimal pay teachers.

Drive out the career oriented teachers by making the requirements for teaching onerous and expensive. Bring in the unqualified and inexperienced who won’t ask for benefits or pensions.

The policy goal here is de-professionalizing teaching, establishing it once and for all as a short-term, entry-level technical job designed to attract a revolving door of “community-minded” candidates, who will work diligently for cheap, then get out because they can’t support a family or buy a home on a teacher’s salary.

Emphasis on the word cheap. This is about profit and control, not improving education.

In addition to shutting out promising candidates by stringent testing or changing policy to allow virtually anyone with a college degree in the classroom, policymakers, spurred by ALEC and a host of education nonprofits, are also de-professionalizing by:

  • Messing with pension, retirement and insurance packages to encourage young teachers to move in and quickly out of a job that has no financial future.
  • Bringing community-based artists, musicians, sports trainers and library aides into classrooms that used to be staffed by certified teachers.
  • Confiscating teachers’ professional work–instruction, curriculum, assessment, collegial mentoring, etc. Decisions that were once a teacher’s prerogative are now outsourced to canned curricula designed to raise test scores, or standardized assessments that don’t take knowledge of students and their context into consideration. Who should determine the curricular frameworks, design lessons and set goals for students? Teachers and school leaders who know the students and community where they work? Or a Gates-funded, agenda-driven organization?
  • Defunding the schools where the vast majority of professionally prepared teachers are working.
  • Borrowing from the success universities have had, by designing “part-time” jobs (think: K-12 “adjuncts”) with pro-rated benefit packages, a lure to get good teaching for even less money than base pay.

Do You Think Every Child Deserves a Qualified Teacher?

New York is considering allowing anyone to teach…because, after all, it really doesn’t require any special skill set to stand up in front of a class of 30 kids and drill them on test prep materials.

The charter school committee of the State University of New York will soon decide whether charter schools will be allowed to hire uncertified teachers.

Forbes Says 18 Dumb Things

The Forbes article, Teacher Certification Makes Public School Education Worse, Not Better, by University of Chicago Law Professor, Omri Ben Shahar, announces that certified teachers are actually a detriment to our education system.

Peter Greene takes him to task on 18 of his statements which make no sense…to someone with any K-12 teaching experience, that is. Before you read Greene’s breakdown of Bar Shahar’s ignorant pontificating on a subject he knows nothing about, consider this…

Ben Shahar has three law degrees and two economics degrees. He’s spent his more than 20 year professional career working in higher education as a professor of law and economics. One look at his CV gives one a picture of a man who has spent decades perfecting his understanding of economics and law.

But nowhere in his experience has he spent time living and working with K-12 students and teachers. His claim that teacher certification makes public school education worse, is based on standardized test scores. One wonders if he would allow himself to be judged by the bar exam success rate of his students. He wrote…

…America has excellent higher education. Yet primary and secondary school students have long performed poorly on tests compared with students from many industrialized countries.

His understanding of what goes on in a traditional public school is based on what? His own experience? His children’s experience? What he reads in the media? It seems obvious that he based his entire argument on the fact that “many industrialized countries” have higher test scores than we do. The very fact that he uses test scores as the measure of K-12 public education success or failure underscores his ignorance. There are several reasons why the average test scores of American students are below those of some other OECD nations…and none of them have to do with teacher certification.

For example…

In other words, if you want to compare the achievement of America’s public school students to students in other countries, standardized test scores are probably the worst way to do it.

When Bar Shahar can match my 40 plus years of experience as a paraprofessional, teacher, and volunteer in K-12 schools, then I’ll listen to his reasons why teacher certification doesn’t work…

This is the final line of the article, and nothing in it has been proven in any of the lines that came before. Great teachers are somehow born and not made, and they alone can fix everything, and they are apparently distributed randomly throughout the population. Somehow by lowering standards, lowering pay, destabilizing pay, and removing job security, we will attract more of them and flush them out.

That’s 18 dumb things in one short article. I suppose Forbes could get better articles if they paid less and let anybody write for them.

ANTI-INTELLECTUALISM IN AMERICA

Elevating Ignorance

It seems to be a source pride among some Americans, to be ignorant.

It’s irrational.

What is worth thinking about, however, is what has been termed “America’s Cult of Ignorance.” An article addressing that issue began with my favorite Isaac Asimov quote:

“There is a cult of ignorance in the United States, and there always has been. The strain of anti-intellectualism has been a constant thread winding its way through our political and cultural life, nurtured by the false notion that democracy means that ‘my ignorance is just as good as your knowledge.’”

VOUCHERS DON’T WORK, BUT THAT DOESN’T MATTER

Indiana Legislators Don’t Care About Negative Results of Vouchers

Here are some reasons that Indiana’s legislators don’t care about the negative results of vouchers.

Legislators don’t care. They want to send more money away from public schools. The results don’t matter. They have stopped claiming that vouchers will “save” poor kids from failing schools. No one was saved.

They don’t care. They want to do harm to the schools that enroll the vast majority of students.

Why? I don’t know. What do you think can explain their determination to throw more money into vouchers now that they know they are ineffective?

Betsy DeVos Is Not My Secretary of Education

There’s no academic reason for vouchers. Politicians and policy makers ought to quit pretending that they’re pushing the privatization of public education “for children.”

Then there is DeVos’s promotion of tax cuts for the wealthy under the guise of vouchers. Vouchers are another avenue for school choice. Students take the money allotted to educate them in a public school and move it to a private school in the form of a scholarship. Yet even voucher supporters must reckon with research showing vouchers don’t work. If the most recent studies show that vouchers don’t work, how does that create equity for our students? If equity isn’t the goal, then why the need to pretend we need vouchers for our most marginalized families?

INDIANAPOLIS: THE “DESTROY PUBLIC EDUCATION” (DPE) MOVEMENT

A MUST READ! Think National, Fight Local: The Story of Indianapolis and the DPE (Destroy Public Education) Movement

This excellent post by Diane Ravitch explains how the Indianapolis public schools are being destroyed and privatized. The quote below is from a commenter…

Comment from “Retiredteacher

Privatization is like a creeping virus that slowing erodes the immune system and the ability to fight the infection. We have seen similar patterns at work in numerous cities. Privatization is the result of collusion between the local government and a variety of foundations backed by dark money, and it is supported by members of both major political parties. Supporters of public education must organize to fight back in the media, the courts and the voting booths. We should remind people that no system of privatization has ever solved society’s problems. The big byproducts of privatization are destruction of public education, increased misuse of local tax dollars, loss of democratic power, and increased segregation. Privatization is a massive shift of wealth from the working class to the wealthy.

Recognized charter school shuts down two Indianapolis locations

The last sentence below clearly states the bottom-line for charter schools…

According to charter school admission documents, the Shadeland Carpe Diem’s funding was composed of the following:

$245,000 Philanthropic Donation
$90,000 Federal Start-up funds (1st year)
$240,000 Federal Start-up funds (2nd year)
$240,000 Federal Start-up funds (2nd year)
The charter also gets $500/student from the Charter School Grant Fund. (This is a property tax replacement fund. Charter schools do not get property tax dollars.)

Like Indiana public schools, the Charter also received funds from the Common School Loan Program.

“In retrospect, it was really too fast, too soon,” said Carpe Diem Board President Jason Bearce. “We just weren’t able to get the enrollment to make the budget balance.”

🚌🚌🚌
Posted in A-F Grading, Article Medleys, DAP, ESSA, SBOE, vouchers

2017 Medley #22 – ESSA, A-F, and DAP, oh my!

ESSA, Private Schools, A-F, SBOE, DAP

FEDS MAKE A-F WORSE, STATE FAVORS PRIVATE SCHOOLS

Grad rates, grades to fall

A decision by the U.S. Education Department will result in thousands of Indiana students’ diplomas not being counted in graduation statistics causing dozens of schools to score lower on the A-F Grading System.

The fact that the USED can, with the backing of the federal ESSA law, lower the value of diplomas and thereby a school’s grade without any change in the actual achievement of the students is an indication that there is something wrong here.

The A-F grading system in Indiana has been wrong from day one. It’s been riddled with confusion and corruption. The original metrics weren’t adequate, said the State Board Of Education, so they “fixed” them. A former State Superintendent, Tony Bennett, manipulated them to increase the scores of favored schools. The mathematical manipulations have done nothing to improve student achievement or give patrons a better understanding of a school’s effectiveness. It has simply become a way to label schools and neighborhoods as “failing” (read “poor”).

This time, however, it’s the USED which is screwing things up.

As has been the case for the last couple of decades, the U.S. (under both Republican and Democratic administrations) seems hell-bent on making it more difficult for teachers and schools to do their jobs, and for students to learn. The only goal seems to be to humiliate students, schools, and neighborhoods where students struggle.

Local schools will see a drop in graduation rates – and related controversial A-F school grades – under a new interpretation by the U.S. Department of Education.

…McCormick lamented that the new Every Student Succeeds Act was supposed to be more flexible yet the feds aren’t bending.

She warned that some schools might see their graduation rates drop into the 30 percent to 40 percent level.

…[NACS Superintendent, Chris] Himsel said, “I don’t even pay attention to the A to F stuff. It’s so not related to what we do for kids it doesn’t mean anything anymore.”

While…many have lost confidence in that system it is still reported in the media and can cause harm to districts – especially along borders with competing schools allowing transfer students.

But, of course, we can’t let those nasties at the USED damage Indiana’s favored private schools. They’ll still get public tax money for teaching religious doctrine, fixing church steeples, and expanding parochial school buildings, even if their students don’t “measure up.”

After unsuccessful first attempt, private voucher schools use new Indiana law to win reprieve from A-F consequences

Four private schools with repeated years of D and F grades from the state will get to accept new voucher students next fall.

The Indiana State Board of Education today approved Central Christian Academy, Turning Point School, Lutheran South Unity School and Trinity Lutheran School’s requests for waivers after a failed vote last month would have denied them.

The requests take advantage of a new Indiana law passed in April that allows the state board to consider such waivers for private schools that can still show their students have improved academically.

Today, six board members voted in favor of the waivers. Gordon Hendry and Steve Yager were still opposed. State Superintendent Jennifer McCormick, who also voted no last month, was out sick.

[Note: This method of ignoring “failure” for private schools while punishing the same “failure” in public schools is not unique to Indiana or voucher schools. It happens with charter operators, too. For another example, see Philadelphia: KIPP Gets Whatever It Wants, Despite Poor Performance.]

AND THE STATE DOUBLES DOWN

Test scores could get more important as state board looks to reverse course on A-F grades

To make a bad situation worse, the State Board of Education (SBOE) has decided that getting the right answer is more important than learning.

In an educationally indefensible reversal, the SBOE has chosen to give more weight to “proficiency” than to “growth” in figuring a school’s grade. The discussion was reminiscent of Betsy DeVos’s Confirmation Hearing (although at least the members of the SBOE appeared to understand the concepts), and members of the SBOE agreed with board member David Freitas who said that “Proficiency is more important than growth.”

This means that inadequate standardized tests, which are biased, advantage the wealthy, provide minimal feedback to classroom teachers, penalize non-standard thinkers, and use arbitrary, subjectively-set pass-fail cut scores, will become even more important leading to more teaching to the test, focusing on “the bubble-kids,” and outright cheating.

[emphasis added]

Board members Thursday, though, said they think it’s more important to know how students are doing on the ultimate goal: performing on grade level.

“Growth, to me, is much less important than proficiency,” said B.J. Watts, a sixth-grade social studies and science teacher in Evansville.

Board members Tony Walker, Byron Ernest and Kathleen Mote said they, too, would like to see more emphasis on achievement. Walker said that if schools receive an A letter grade, the public should be confident they are already high-achieving.

“Right now, you can be on the road to high-performing and get an A,” he said.

GRADE LEVEL, DAP, AND BRAIN DEVELOPMENT

I challenge those members of the SBOE to define grade level. Anyone who has been teaching for more than a few years has seen the definition of grade level change. What was third grade in 1997 isn’t third grade in 2017.

It’s perhaps beneficial that expectations for what students can do should rise as humans grow and knowledge increases and changes. However, there is such a thing as “development.” Students develop at different rates. Humans are not the same. Using a measurement to help identify a student’s strengths and weaknesses is different than using that same measurement to classify a child as “successful” or “failing.”

Meeting students where they are, academically and physically, and helping them reach challenging, yet achievable goals, is called Developmentally Appropriate Practice (DAP).

The National Association for the Education of Young Children (NAEYC) defines DAP as

…an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

This applies to older children as well, since the human brain doesn’t reach full development until sometime in the 20s.

Our obsession with testing…our obsession with trying to make all students learn at the same rate is not developmentally sound and it’s a statistical impossibility.

Punishing students, their teachers, or their schools, for not being “developmentally equal” to others is insane. Stop it!

🎓🚌🎓
Posted in Curmudgucation, Early Childhood, Florida, Gadflyonthewall, ICPE-MCSCI, Killion, Politics, poverty, Quotes, RiseAbovetheMark, vouchers, Walsh

Listen to This #8

MEN IN EARLY CHILDHOOD

Calling Nurturing Men to the Teaching Profession

Most of my 35 years as a teacher was spent with students in grades K through 3. The quote below from Nancy Bailey suggests that it was difficult because of the strong-willed women I worked with. I can think of only one or two cases where I was made to feel unwelcome at the primary level from my colleagues.

It was much more difficult to deal with parents who were skeptical that a man could give their child the nurturing education necessary in the primary grades. Even worse, were those (few times) when parents actually requested another teacher because they didn’t want their daughters in my class. I understand the fear that makes a parent do that. The news stories of teachers who betray the trust parents have put in them and abuse children are frequent enough that there are some parents who would be scared to take a chance. I understood the parent request…but it saddened me.

From Nancy Bailey

Men who teach early childhood education have a lot of moxie. It can’t be easy to walk into an elementary school of strong-willed women who know the craft of teaching.

Some of my third grade students during recess on the last day of school, 1976-1977.

PRIVATIZATION: VOUCHERS

Why Churches Should Hate School Vouchers

Normally, I like to keep quotes short…one or two sentences, or a paragraph at the most. With this quote from Peter Greene, however, I felt like I needed to include two paragraphs.

Vouchers entangle Church and State, despite the ruling of the Indiana Supreme Court, and as such, are a danger to both the public schools and the church schools accepting vouchers.

Americans United for Separation of Church and State listed ten reasons for rejecting vouchers. At the top of the list…Vouchers Undermine Religious Liberty. They wrote,

…vouchers force Americans to pay taxes to support religion. This runs counter to the First Amendment’s guarantee of religious liberty. In America, all religious activities should be supported with voluntary contributions.

James Madison, Thomas Jefferson and other Founders strongly supported the separation of church and state and opposed taxation to support religion. As Ben Franklin succinctly put it: “When a religion is good, I conceive it will support itself; and when it does not support itself, and God does not care to support it, so that its professors are obliged to call for the help of the civil power, ‘tis a sign, I apprehend, of its being a bad one.”

From Peter Greene (Curmudgucation)

Somebody is going to try to cash in on voucher money or make a point or indulge in performance art, and taxpayers will be horrified to learn that their tax dollars are going to support a school that promotes satanism or pushes sharia law or teaches that all white folks are evil (I am confining myself to outrageous things that will outrage people– the list of outrageous things that people will happily put up with is a longer list).

So in the storm of outrage, taxpayers will demand that government make sure not to send voucher dollars to That School That Teaches Those Awful Things. Politicians will ride that wave, and before you know it, we will have a government agency whose mandate is to decide which churches are “legitimate” and voila– the Government Bureau of Church Regulation.

Op-ed: Myth busting Indiana’s voucher system

From Rocky Killion (See Rise Above the Mark)

Instead of throwing more money at this unproven two-system approach, Indiana legislators should use Indiana’s resources on proven strategies that will improve public education, including early childhood education, reducing class size, investing in professional development for educators, and assisting students who live in poverty. These are the strategies the best education systems in the world have implemented to become the best.

PRIVATIZATION: CHARTERS: FLORIDA

FL: Death To Public Education

Indiana, North Carolina, Arizona, Ohio…all the states in which wealthy privateers are doing damage to public education…don’t reach the heights of damage done to the public schools and public school children of Florida, according to Peter Greene at Curmudgucation. And Florida is, frankly, a terrible place to be a public school student right now. In this post, Greene lists many of the things that Florida has done to support privatization while neglecting or punishing public schools. The third paragraph in the article contains a list of actions so despicable that only the most ardent “reformer” would fail to see the damage done to children.

The most recent legislation diverts millions of dollars from public schools to charter schools.

From Florida State Senator Linda Stewart quoted by Peter Greene (Curmudgucation)

The legislation you signed today gives to the charter school industry a free hand and promises them a bountiful reward. It allows corporations with no track record of success, no obligation to struggling students, and no mandated standards of accountability to flourish, with the sole obligation to their shareholders. Not the public. Not to well-intentioned parents desperate to see their children succeed – but to a group of investors who have made a business decision to add these companies to their portfolios because they are interested in making money.

HYPOCRISY

More Truth in Teacher-Written Education Blogs Than Corporate Media

The entire “reform” movement – the obsession with standardized tests, the growth of charters and vouchers – has grown up and taken over as the status quo of American education with virtually no input from professional educators.

  • Have teachers been left out because teaching is a traditionally female dominated profession so the good-old-boys in state legislatures and board rooms across the country disrespect teachers as easily as they disrespect women in general?
  • Have teachers been ignored because “reformers” assume that going to school is enough “experience” to dictate how education ought to be?
  • Have teachers been silenced because millionaires and billionaires must be smart or they wouldn’t be rich, so we must listen to their “new” ideas for education?
  • Teachers comprise the last and largest labor unions left in the U.S. Are teachers shunned because destroying America’s unions in order to raise up the oligarchy won’t be complete until the NEA and AFT are relegated to the ineffectual level of other unions?

The hypocritical conflicts of interest within the political system are rampant, in which legislators and policy makers with economic and political ties to textbook and testing companies, charter management companies, and parochial schools, make policy for public education. Yet teachers aren’t consulted about public education policy because they might be “biased.”

From Steven Singer (Gadflyonthewall)

For some people, my position as an educator discredits my knowledge of schools. Yet getting paid by huge testing corporations doesn’t discredit journalists!?

POVERTY

School Choice Opponents and the Status Quo

  • The status quo in American education is testing and punishing children, teachers, and schools. 
  • The status quo in American education is diverting public tax dollars from public schools to religious, private, and privately owned schools.
  • The status quo in American education is requiring “accountability” from public schools, while charters and voucher schools need not be transparent.
  • The status quo in American education is closing public schools and replacing them with charters instead of fixing them.
  • The status quo in American education is blaming teachers for student low achievement without society accepting a share of the responsibility for communities struggling with gun violence, drug and alcohol abuse, toxic environments, lack of health care facilities, and other effects of poverty.

From Russ Walsh

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

POLITICS

About That Partisan Divide

From Sheila Kennedy

Today’s Republicans and Democrats do not share a belief in the nature of the common good. Democrats believe that government has a responsibility to ensure access to healthcare. Republicans don’t.

🎧🎧🎧
Posted in Article Medleys, Billionaires, DeVos, Healthcare, PersonalizedLearning, Privatization, Public Ed, Teaching Career, vouchers

2017 Medley #21

Public Education, GOP Health Care [sic], Vouchers, Billionaire “Reformers,”
Personalized Learning

PAYING IT FORWARD

America’s future depends upon the education and care of all its children. Today’s high school graduates will be our leaders in 2040. Today’s kindergartners will be the policy-makers of 2060. Will those adults – today’s children – be ready to take the reins of government and policy-making? Or will they be living in a dying nation, wallowing in fear and ignorance?

Our national behavior today must be one of “paying it forward,” or our children, grandchildren, and great-grandchildren will suffer the consequences.

Are You Going to Educate the Children of This Nation or Not?

What would it take to truly educate America’s children?

1. We allow the question of “What should the government do, and what should private enterprise do?”—a totally ideological concept – to get in the way of providing collectively for our children…

2. We allow non-education “experts” to hang up shingles and pretend that we do not know what works…

3. We pretend there is not enough money to do the job well…while spending large proportions of our budgets on measuring rather than learning…

4. We allow businesses to demand that schools deliver specifically trained employees to their door with certifications, licenses, core skills, and work ethics to reduce their cost of doing business, but we do not ask them to pay their fair share to educate the workers they will need…

5. We insist we want to educate all children equally well, but sabotage poor districts when they do well…

6. We know from studies that the quality of teachers is the primary determiner, outside of quality of homelife and basic health, in whether a child/children learn well. Yet, we continue to micro-manage, undermine, underpay, and refuse to listen to teachers who have consistently performed well…

7. We continue to report and accept reports of school performance based on invalid and useless test scores as though they meant something…

8. We allow people to publicly lie about our schools, the children in them, and the people who work for them without contesting or refuting what they say on a regular basis…

THE IMPACT OF THE GOP HEALTH CARE PLAN ON STUDENTS

Public schools fear GOP health care plan

The proposed Senate GOP health care plan will cause emotional and physical shock for children in public schools. When that happens, perhaps the government will succumb to political pressure and turn public education over to the private sector in a perfect scenario of the Shock Doctrine. If that happens, prepare to see schools provide inadequate support for “unprofitable” children.

For the past three decades, Medicaid has helped pay for services and equipment that schools provide to special-education students, as well as school-based health screening and treatment for children from low-income families. Now, educators are warning that the GOP push to shrink Medicaid spending will strip schools of what a national superintendents association estimates at up to $4 billion per year.

That money pays for nurses, social workers, physical, occupational and speech therapists and medical equipment like walkers and wheelchairs. It also pays for preventive and comprehensive health services for poor children, including immunizations, screening for hearing and vision problems and management of chronic conditions like asthma and diabetes.

Surprise!

Red-state school leaders vent frustrations with GOP health bill

The loss of funding proposed in both the Republican budget and “health care” bill, is a purposeful destruction of the safety net for our neediest children.

Fleming County [Ky] Schools Superintendent Brian Creasman was taken aback when he discovered the bill would make cuts that could devastate his ability to provide health services to needy and disabled kids.

Here in rural Kentucky, the heart of Trump country where three out of four voters cast ballots for Donald Trump and many regard McConnell as their political protector, Creasman initially thought the bill’s potential cuts to school districts must be a misunderstanding.

Only they weren’t.

PRIVATIZATION: VOUCHERS

Vouchers don’t help children succeed. They are part of the plan to defund and destroy public education. U.S. Secretary of Education DeVos is fond of saying that parents should choose the “best fit” for their children. However, when the “best fit” doesn’t support the public good, then public funds ought not to be used.

You are welcome to choose a religious education for your child. In the Notes on the state of Virginia, Jefferson wrote, “it does me no injury for my neighbour to say there are twenty gods, or no God. It neither picks my pocket nor breaks my leg.” There is a place for parochial education in the U.S.

When tax dollars are used to pay for a parochial education, however, it does pick my pocket, and ought to be prohibited.

No academic gain, voucher study says

“This study confirms what many have suspected – private school vouchers are not a solution to helping kids succeed in school,” Indiana State Teachers Association President Teresa Meredith said.

“As we see more and more evidence that private school vouchers aren’t benefiting kids, I call on legislators and the governor to undertake an analysis of the financial accountability of the state’s voucher program as well.”

But advocates of the program say it’s not just about academics, it’s about a parent’s choice to pick the proper educational environment for their child.

Wiley’s group pushes for school choice and said those using the study to criticize the program “have never said a positive thing about school choice in their lives.”

Evidence casts doubt on voucher education

“Should Indiana policymakers be accountable to the public for using their tax dollars on a program that’s hurting children?” he asked, “Policymakers should pay attention to evidence, and not just advocacy groups!”

Trump’s Voucher Onslaught: Trump And DeVos Push Private School Tax Aid Scheme, But The Details Of Their Plan Remain Vague

In a May 23 statement denouncing Trump’s education budget, the National Coalition for Public Education (NCPE) noted that the Indiana voucher program isn’t alone in its lack of academic success: “Recent research in Indiana, Louisiana, Ohio and Washington, D.C., is clear: Students who use vouchers perform worse academically than their peers who do not use vouchers.”

NCPE, which Americans United co-chairs, noted several other concerns: “[V]ouchers underserve many students, including low-income students who often cannot afford private schools even with a voucher, students in rural areas who may have no other educational options nearby, and students with disabilities who often cannot find private schools to serve their needs.”

Additionally, vouchers lack accountability to taxpayers, threaten the religious freedom of both taxpayers and religious schools and can deprive students of the rights guaranteed to public school students, NCPE pointed out…

Bill Gates, Eli Broad, Mark Zuckerberg, Reed Hastings, Jeff Bezos, and the Walton Family

BILLIONAIRE “REFORMERS”

Intellectual Arrogance

Attending school does not make one an educational professional. Billions of dollars of personal wealth does not give one experience teaching children. Buying influence and political power does not help one understand child development. Teaching children, and learning about learning, takes more than a fat wallet.

This intellectual arrogance has never been demonstrated more clearly than in recent pronouncements concerning education in America. Brilliant people in diverse fields outside of education feel perfectly comfortable making judgments and policy recommendations about education that impacts millions of students as well as educational professionals. Their audacity is appalling and their ignorance is inexcusable. Bill Gates and his wife Melinda have announced their goal to prepare 80 percent of American high school students for entrance into universities. Eli Broad, another billionaire, gives money to school districts with the clear expectation that they will implement his business-based plans. Alan Bersin, a US Attorney political appointee, believed high school students would learn best with three hours a day of genre studies. He imposed this policy by threatening termination of educational professionals who disagreed with him. Similarly, mayors have their own ideas about how to improve student achievement, notably without any substantive research to support them. George Bush’s No Child Left Behind policy used testing to determine the success of schools, however testing in itself, has not provided solutions to educational achievement. Arne Duncan and President Obama pushed merit pay and charter schools when substantive research does not support either of these policy initiatives. Trump’s DeVos hasn’t a clue about educational research as her feeble efforts have ably demonstrated. The advocacy for these already repudiated initiatives reflects a lack of understanding of the ultimate impact on students and educational professionals.

ANOTHER TECH MONEY GRAB

Four Reasons to Worry About “Personalized Learning”

Just another money grab by rich technocrats.

Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests. It requires the presence of a caring teacher who knows each child well.

Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores. It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.

🙋🏽‍♂️👩‍🏫🙋🏻
Posted in Article Medleys, Charters, Choice, Privatization, Public Ed, SGO, vouchers

2017 Medley #20 Privatization

Choice, SGOs,
Neighborhood Schools,
Vouchers, Wealth Privilege

Time to catch up on some reading 📖.

CHOICE

School “choice” is based on the lies that public schools are failing (they’re not. It’s our society which is failing our children), and that the private sector always does everything better (they don’t. Remember the banking crash in 2008?).

School “choice” is not-so-secret code for school privatization. There’s no proof that children do better in charter schools or with vouchers for private schools. There’s no proof that anyone benefits from privatization – except those who pocket the tax dollars earmarked for public education.

School Choice: An Ugly Idea

School “choice” began as a way of keeping “my” students away from students of other economic strata or races. If we could choose our school we’ll choose the one where “our people” are – it’s tribalism at its worst. And it has worked. Segregation has increased with privatization through both charters and vouchers.

I am talking about the ugly idea that school choice and competition will lead to better schools. School choice ideology is born in racism, sustained by a concerted disinformation campaign, and designed to develop a work force of compliant worker drones, while further enriching the wealthy and undermining democratic control of the schools. School choice, better called school privatization, will destroy public education. That is its purpose.

…In order to sell the idea of school choice, i.e., school privatization, choice champions had to first sell the false narrative of failing schools. Americans had a long tradition of valuing their public schools, in part because the schools were generally doing a good job and in part because all citizens had a voice in how they were run and how their tax money was spent. In order to change the narrative, privatizers pointed to international test scores, deteriorating schools in the inner-cities, and reports from economists that seemed to show that this could all be changed if we just fired the low performing teachers and rewarded the high performers. So in many cities, local elected school boards were replaced by appointed boards, the public lost its voice, public coffers were raided to open charter schools, who promised but mostly failed to deliver, improvement, and the public schools further deteriorated for lack of funds (See Philadelphia and Detroit).

SCHOLARSHIP GRANTING ORGANIZATIONS

Exclusive: Money diverted from public schools?

Money earmarked for public education is drained from the public schools using vouchers and charters. In addition, tax revenues are reduced through tax breaks for Scholarship Granting Organizations (SGOs). Here’s how…

But here’s what’s unusual, if not controversial, about the scholarship programs: Wealthy donors can potentially “profit” from their contributions through extensive tax benefits that can drain money from state treasuries which fund public services — including public schools.

The programs are available in 17 states and are being considered by legislators in several others. They are praised by Secretary of Education Betsy DeVos — a longtime school choice advocate — and are the focus of two congressional bills that seek to create a federal version of the program.

All the programs basically work this way: Individuals and businesses make cash or stock donations to scholarship granting organizations. The organizations award scholarships to qualifying families with K-12 students, primarily children in failing public schools or whose families’ income meets the state’s poverty threshold. Students can then attend a private or religious school of their choice. What makes these programs unique is that donors get a full or partial credit toward their state taxes, which they are not allowed when donating to most other charities, and this allows them to realize a sizable tax advantage when combined with a federal deduction on the same gift. Plus, in some states, donors also get a state deduction.

NEIGHBORHOOD SCHOOLS

Here’s an Idea: Guarantee Every Child an Excellent Education

Instead of closing under-resourced public schools and opening charters which don’t improve on education, we should follow the lead of high achieving nations and invest in our children by providing every neighborhood a high quality public school.

So if we start from the idea that every student should get an excellent education, we start with the proposition to support and renew our public schools.

In doing so, we would need a national commitment to bringing every public school up to snuff.

Many of them already are – Hint: they’re found in rich neighborhoods. The ones that struggle are almost always found in poorer neighborhoods, and that’s no accident. It’s the result of savage funding inequalities.

VOUCHERS

In Two States, Vouchers Fail Once Again

Yet another series of studies showing that privatization does not improve achievement.

Two new studies of private school voucher programs – one in Indiana and the other in Louisiana – confirm that students using vouchers to attend private schools will see a drop in their academic achievement.

In both programs, students who use a voucher experience a decrease in math test scores in the first few years. This is in line with other recent studies we’ve seen of programs in Ohio and the District of Columbia, where students using vouchers are doing even worse academically.

Another look at Indiana voucher study

Steve Hinnefeld explores the Indiana study more closely…

Maybe the message isn’t that voucher students who stick with private schools do OK academically, but that voucher students who do OK academically are more likely to stick with private schools.

THE PRIVILEGE OF “CHOICE”

Is School Choice Just Expanding Privilege?

School choice promoters claim that “choice” allows children to attend the “good” schools despite their zip codes. Is that true or is “choice” just another way (as if we really need another way) to separate the “haves” and the “have nots?” – a false promise to lower classes and un-priviledged minorities (or are they majorities now?) in order to lull them into a sense of complacence about the economic deserts to which they’ve been relegated.

In a perfect world, all parents would be able to locate themselves in a neighborhood with a school that meets all of their needs. Those who advocate for “school choice” would have you believe that using tax dollars to build for-profit charter schools and vouchers will result in more students having access to better schools. “School choice” is one of those things that sounds good in theory, but the evidence suggests that choice policies most often do not result in better options for the students who need it the most.

…There is little evidence that [charter schools and vouchers] help young people in urban areas, where parents aren’t able to transport their kids to “better” schools in other parts of town.

Is it ethical to give your child “every advantage”?

We all want the best for our own children. One way to make sure that our children get “the best” is to make all public schools “the best.” That way every child gets the “advantage” instead of just the children of the wealthy.

Test prep for kindergartners seems like a pretty blatant example of class privilege. But, of course, the argument that advantaging your own kid necessarily involves disadvantaging someone else’s applies to all sorts of things, from tutoring, to a leisurely summer with which to study for the SAT, to financial support during their unpaid internships, to helping them buy a house and, thus, keeping home prices high.

I think it’s worth re-evaluating. Is giving your kid every advantage the moral thing to do?

🎓🎯📚
Posted in ALEC, Pence, Preschool, Privatization, Ritz, vouchers

Pence, Preschool, and Privatization

A tweet from NEA…

REJECTING FEDERAL DOLLARS

Mike Pence, as Indiana’s governor, rejected an $80 million preschool grant from the federal government. He said it was because he didn’t want “federal strings attached,” but my guess is that there were two different reasons.

First, the grant was supported by Glenda Ritz, the Democratic Superintendent of Public Instruction who insulted Pence by getting more votes than he did in 2012. Pence, with help from the State Board of Education and the Republican wing of the General Assembly, spent four years doing everything he could to prevent her from doing her job.

Second, the federal preschool dollars didn’t help Pence with his plan to privatize and religionize public education. Instead it just benefited children.

THE PENCE PLAN CONTINUES

This past year, while the V.P. was moving into his West Wing office, the Indiana General Assembly approved a preschool plan which links preschool money to vouchers, thereby expanding what is already the nation’s most expansive voucher plan. Pence would be proud.

But vouchers weren’t all the ALEC supported privatizers in the Indiana General Assembly were after. They also included $1 million for a “virtual preschool” plan.

Because sitting in front of a computer screen for 15 minutes a day is the same as participating in a quality preschool program.

WHAT THE SCIENCE SAYS

So Indiana has increased privatized preschool as part of the latest voucher expansion, and has made tech companies happy by paying for a “virtual preschool.” But the research discussed in an article from KQED News referred to public preschools, which children actually attended.

The article, “What the Science Says About How Preschool Benefits Children,” stated that students with public preschool experience, are more successful in Kindergarten. They don’t need vouchers. They don’t need 15 minutes a day of screen time. They just need high quality preschool programs like those Mike Pence stalled by rejecting 80 million free dollars.

They listed four key findings…

  • That while all kids benefit from preschool, poor and disadvantaged kids often make the most gains…
  • Children who are dual-language learners “show relatively large benefits from pre-K education” — both in their English-language proficiency and in other academic skills…
  • And yet, the researchers said, that doesn’t mean preschool should necessarily be targeted toward poor or disadvantaged kids. “Part of what may render a pre-K classroom advantageous” for a poor student or a child learning English, “is the value of being immersed among a diverse array of classmates.”
  • Not all preschool programs are alike. Features that may lead to success include: “a well implemented, evidence-based curriculum,” and an emphasis on the quality and continuous training of pre-K teachers. There’s still a lot of research that needs to be done, the study concludes, “to generate more complete and reliable evidence on effectiveness factors.”

There was no mention of a 15 minute “virtual” preschool.

MR. PENCE GOES TO WASHINGTON

Don’t think for a minute that the Trump/DeVos plan for privatization of America’s public schools has nothing to do with Mike Pence. DeVos helped fund Indiana’s privatization movement. There’s little doubt that the Trump/DeVos goal of privatizing America’s public education system will be modeled on the success Pence, and his predecessor Mitch Daniels, had in Indiana.

Effectiveness doesn’t matter…the only thing they care about is funneling public tax dollars into corporate and religious pockets under the guise of “choice.” They don’t support public education. They don’t care to provide educational equity for the shameful number of children in America who live in poverty. They don’t care about them. They just care about diverting tax dollars. They just care about increasing private school attendance.

The same for preschool. They’re not interested in supporting the research which suggests that poor children benefit the most from preschool. They’re more interested in the money they can get by redirecting students from public schools into parochial and private schools.

🚌🚌🚌
Posted in Article Medleys, Charters, class size, IN Gen.Assembly, Privatization, Testing, US DOE, vouchers, WaltonFamilyFoundation

2017 Medley #14

Class Size, Testing,
The Federal Role in Education, Privatization, Indiana General Assembly, Walmart

CLASS SIZE

Trump’s Education Budget Will Undermine Teaching and Schools

Thirty-five percent of America’s school districts – especially high-poverty districts – use federal money to reduce class sizes. The Trump budget will result in larger class sizes in exactly the locations where smaller class sizes are needed the most.

Once again, it is America’s high poverty students who are shouldering the burden so the wealthy can have a lower tax obligation.

Why is this important? Class size reduction is not only extremely popular among parents and teachers – it is one of the very few reforms proven to work through rigorous evidence, and to provide especially large benefits for children from low-income families and students of color, who see twice the academic gains from small classes. Indeed, it is only one of a handful of educational policies that has been shown to significantly narrow the achievement gap between economic and racial groups.

TESTING: PISA

Is PISA Data Useless?

Peter Greene asks some questions about the PISA test. Privatizers and “reformers” love to quote America’s “low scores” on the PISA and other international tests (see The Myth of America’s Failing Public Schools), but new information about the PISA indicates that analyses of the results might not be accurate. What then?

The Testocrats have been quietly assuming that taking a Big Standardized Test on a computer is exactly like taking it on paper. But what if that’s not true? What if taking a math test involves not only math skills, but test-taking skills. And what if computer test-taking skills are not the same set of skills as pencil-and-paper test-taking skills?

What if the Big Standardized Tests aren’t really measuring what they purport to measure at all, and the whole test-centered education model is built on a sham?

FEDERAL ROLE IN EDUCATION

Don’t Trash the Department of Education. Fix It.

In education, just like other areas of our society, the federal government has an important role to play. In the current education atmosphere, the federal government needs to make sure that equitable funding exists for all schools.

The nation is slowly but surely moving back to segregated schools and as Earl Warren put it in 1954’s Brown vs. Board of Education decision, “We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.” It’s the job of the federal government to make sure that states don’t revert to the illusion of “separate but equal.”

…it’s not the Department of Education that’s the problem. It’s what we’ve done to it.

The department has a vital and important role to play in making sure our system of public education serves everyone. Speaking in broad terms, the department should be dedicated to these three things: ensuring public schools are being properly funded, student and parent civil rights are not being violated and to be a repository for national data and research.

Separate but equal?

FEDERAL ROLE IN EDUCATION: VOUCHERS

Save Our Schools! Americans Oppose Trump-DeVos Plans To ‘Voucherize’ Education

It’s clear that Betsy DeVos is ignorant about public education. Like other Trump cabinet and administrative appointees, she has spent her life trying to do damage to the very aspect of society her department is charged with supporting. During her confirmation hearing she proved to America that she is woefully ignorant of how public schools work.

The last thing that America needs is for the nation’s schools to contribute to increased segregation by race, ethnic group, or economic status.

Halley Potter, a fellow at The Century Foundation who researches public policy to address educational inequality, examined DeVos’ comment during her Senate confirmation process that “empirical evidence finds school choice programs lead to more integrated schools than their public school counterparts.”

To the contrary, Potter found that “voucher programs on balance are more likely to increase school segregation than to decrease it or leave it at the status quo.” Potter considered not only racial diversity, but religious diversity as well: “(D)ata suggest that there is a strong risk that voucher programs will be used by white families to leave more diverse public schools for predominantly white private schools and by religious families to move to parochial private schools, increasing the separation of students by race/ethnicity and religious background.”

PRIVATIZATION: VOUCHERS

Latest D.C. Voucher Study: Program Harms Students’ Academic Achievement

When the Indiana General Assembly, along with then-Governor Mitch Daniels, demanded a voucher program for Indiana’s private schools, the argument was that children who live in poverty should have the same access to “high-quality” schools as wealthier students. The error in that logic is clear. A “high-quality” school is defined by higher test scores and greater support from economically affluent communities. When you segregate students economically, you’ll see schools with lower test scores in economically depressed areas.

Over the last few years we’ve learned that voucher accepting private schools and privately run charter schools are not guaranteed to give children a better education. So the reason for providing tax money to private and privately run schools has changed. No longer are we diverting tax dollars away from public education in order to help poor children “escape” from so-called “failing” schools. Now it’s for “choice.” Every parent should have the right to choose the best school for their children. This is reasonable, but private choices shouldn’t be tax supported.

People don’t get subsidies from the government for other “choices.” We don’t get a voucher to move into any neighborhood we want to move to. We don’t get a voucher to “choose” a private country club over public parks. We don’t get a voucher to “choose” books at a book store instead of the public library. Like other public benefits, public schools are, and should be, the tax supported option. The cost of other options are the responsibility of the tax payer.

Instead of underfunding and closing public schools filled with struggling students, we should improve the quality of the school and its teachers. We need to invest in our public schools, and we need to invest more where more support is needed.

The Department of Education just released a new study of the Washington, D.C., school voucher program. And the findings confirm what we’ve known for years: The program doesn’t improve students’ academic achievement. In fact, it has resulted in statistically significant negative impacts on student test scores.

The study found that students using a D.C. voucher performed 7.3 percentage points worse in math than their peers. The program especially hurts students in elementary schools, which comprise 68 percent of the voucher students in the study and are the largest demographic in the program. These students performed worse in math and reading: 14.7 percentage points lower in math and 9.3 percentage points lower in reading.

This conclusion isn’t a surprise considering similar results were reached in recent studies of voucher programs across the country. The studies have found negative impacts on student achievement for voucher students in Ohio, Louisiana and Indiana.

PRIVATISATION: CHARTERS

PolitiFact Florida: How not-for-profit are charter schools, really?

Are non-profit charter schools a better use of tax dollars? Not necessarily.

The management company does not manage the governing board; rather, it handles certain aspects of the operations of the school under a contract with the governing board.

The Miami Herald’s examination of South Florida’s charter school industry found several instances of for-profit management companies controlling charter schools’ day-to-day operations.

The Herald found examples of charter schools relinquishing total control of their staff and finances to for-profit management companies. In Miami-Dade County, the Life Skills Center paid 97 percent of its income to cover fees incurred by a management company.

INDIANA GENERAL ASSEMBLY

Quick takes on the 2017 legislative session

What did the Indiana General Assembly give us this year?

  • Large budget increases for charters and vouchers, not so much for public schools
  • No voter input for state education policy making
  • Continued emphasis on expensive and wasteful testing policies
  • Another voucher expansion, this time it’s attached to a minimal pre-K increase
  • Lower professional requirements needed to teach in charter schools

This is a state that (still) really hates its public schools.

A session of the Indiana General Assembly is kind of like a tornado. When it’s over, you crawl out of your shelter, look around and assess the damage.

Lawmakers finished their business and left the Statehouse on Saturday morning. Here’s a quick look at some of the wreckage they left on the education front.

Voucher program gets outsized share of K-12 funding increase

Students who receive tuition vouchers to attend private religious schools will get nearly 10 percent of the K-12 education funding increase that Indiana lawmakers included in the 2017-19 state budget.

That’s an outsized share given that voucher students make up only about 3.5 percent of the students who receive funding from the state.

WALMART

The Walmart Tax

I’m tired of subsidizing Walmart employees so the Waltons can retain their position as America’s richest family. With a family net worth of $130 billion, they can afford to pay their employees a decent wage so the public doesn’t have to fork over $6.2 billion in welfare…

In essence, when a Walmart employee must rely on food stamps or other safety-net benefits, taxpayers are paying a portion of that employee’s wages.

Walmart (including its Sam’s Club operation) is currently the largest private employer in the country–and one of the largest recipients of corporate welfare. Walmart employees receive an estimated $6.2 billion dollars in taxpayer-funded subsidies each year. Money not paid out in salary goes directly to the shareholders’ bottom line.

Not only is this greedy and despicable, it is bad business. For one thing, as awareness of this subsidy grows, the numbers of people shopping at Walmart declines. But there are other costs incurred.

🚌🏫🚌