Posted in Choice, Curmudgucation, poverty, Privatization, Quotes, vouchers

Listen to This (Random Quotes) #3

A collection of quotes from around the (mostly) education blogosphere…

CHANGE THE STATUS QUO

I Am Not Hostile To Change

As a nation we’ve stopped even pretending that we’re trying to help schools with struggling students. Instead, we’re choosing to let them languish, underfunded, while we throw away needed resources on religious school vouchers or divert money to the charter school ripoff industry. Meanwhile, we’ve continued to bludgeon America’s public schools with worthless test and punish policies to “prove” that schools are failing while ignoring the real cause of low achievement in America – poverty.

That is the status quo in American public education.

From Peter Greene [emphasis added]

I would love to see a change in the rhetoric about failing schools. Instead of declaring that we will “rescue” students from failing schools and offering lifeboats for a handful of students, I’d like to change to a declaration that where we find struggling and failing schools, we will get them the support and resources that they need to become great.

THE FAILURE OF “REFORM” STRATEGIES – POVERTY

DeVos and charter schools pose major threat to education

The most serious problem facing America’s public schools is still poverty.

From Paul Donnelly

Those who support for-profit charter schools are distracting the public from the real issues facing our children. America has a shameful child poverty rate (over 20 percent), communities suffer from underfunded schools, and our society has a broken criminal justice system that sends too many young people to jail instead of college. There’s no question that America’s schools need to be fixed, but more importantly, we need to fix our democracy.

THE FAILURE OF “REFORM” STRATEGIES – VOUCHERS

School vouchers are not a proven strategy for improving student achievement

It has never really been about the students and their achievement. All the talk about helping poor students “escape” from the “failing” public schools has just been a smokescreen for diverting public money into church collection boxes and corporate bank accounts.

This report shows once more that vouchers don’t increase student achievement. What are the chances that “reformers” will reverse their position and work to end the transfer of tax dollars to unsuccessful voucher programs? Where are the calls for “helping children escape failing schools” now?

From Martin Carnoy, Economic Policy Institute

The report suggests that giving every parent and student a great “choice” of educational offerings is better accomplished by supporting and strengthening neighborhood public schools with a menu of proven policies, from early childhood education to after-school and summer programs to improved teacher pre-service training to improved student health and nutrition programs. All of these yield much higher returns than the minor, if any, gains that have been estimated for voucher students.

The Studies Agree: Voucher Plans Simply Do Not Work

From Rob Boston, Americans United for Separation of Church and State

…these days, the battle over vouchers is primarily about ideology. The plans continue to be promoted by think tanks and politicians who don’t like public schools, public services or public anything, really. Their goal is privatization at all costs.

Call that what you will – but let’s stop pretending voucher plans are designed to help children. More than 25 years of facts, figures and statistics prove otherwise.

Facts About Vouchers

Click the link above to see information about the statements below.

From the National Coalition for Public Education

Private school vouchers undermine public schools.
Private school vouchers don’t improve academic achievement.
Private voucher schools don’t provide the same rights and protections.
Private school vouchers don’t offer real choice.
Private school vouchers harm religious freedom.
Private voucher schools underserve students with disabilities.
Private school vouchers underserve low-income students.
Private school vouchers fail to provide accountability to taxpayers.
Private school vouchers often fund poor quality schools.
Private school vouchers do not save taxpayer money.

THE FAILURE OF “REFORM” STRATEGIES – CHOICE

“School Choice” is like diverting money from parks to backyard swingsets and calling it “recreational choice”

Two quotes from Doug Masson. The first – “choice” ignores the concept of the public good.

From Doug Masson

Public education isn’t important merely because it serves the public, it is important because it creates the public. The school’s role as a public institution is something that often gets left out or ignored when the subject of “school choice” and vouchers are brought up. Disregard of the public school’s role in creating the public is a fundamental flaw in the “money-follows-the-child” model of funding education.

The second – “choice” is a movement based on selfishness, weakening our communities and our society.

The more we turn ourselves from members of the public into an atomized collection of individuals, the weaker our communities and democratic institutions become. Dressing up these decisions in the language of “choice” does not change this fact.

THE FAILURE OF “REFORM” STRATEGIES – PRIVATIZATION

Who in their right mind thinks improving “failing” schools means defunding then shutting them down? Republicans.

From Chris Savage, Eclecta Blog

In a rational society, if a school is struggling, there would be a recognition of a systemic problem that needs to be dealt with. In the case of schools, that problem is invariably crippling poverty. Shutting down community schools doesn’t resolve that problem. Making these schools compete on an uneven playing field with for-profit charter schools doesn’t resolve that problem. Instead, our government should be INVESTING in schools and INVESTING in rebuilding communities. This is the only way improving our so-called “failing” schools will work.

And, let’s be clear: These schools aren’t “failing”. These schools have been FAILED.

FINLAND: A LIGHT UNTO THE NATIONS

This is why Finland has the best schools

From William Doyle

In class, children are allowed to have fun, giggle and daydream from time to time. Finns put into practice the cultural mantras I heard over and over: “Let children be children,” “The work of a child is to play,” and “Children learn best through play.”

„ „ „

Posted in Choice, DeVos, Privatization, Public Ed

DeVos Watch, February 2017

DeVos Watch

She has never worked or taught in public schools.
She has never attended public schools.
She has never been a parent of public school students.

This billionaire has spent her (and her husband’s) money to privatize public education in Michigan. She bought state legislators to pass legislation which the people had rejected.

Now she wants to bring the same privatization plan to the rest of the nation. She used her billions to buy her cabinet position by bribing federal legislators with campaign contributions.

Her nomination and confirmation mobilized millions and people learned that she is unfit for her job. The nation educated itself on how she has spent her money to privatize education in Michigan, Indiana, and elsewhere across the country.

But America supports its local public schools and we’re watching.

DEVOS WATCH

If Anyone is in “Receive Mode,” It’s Betsy DeVos

After her first visit to a public school as Secretary of Education (or possibly ever?), DeVos said, “They’re waiting to be told what they have to do, and that’s not going to bring success to an individual child. You have to have teachers who are empowered to facilitate great teaching.”

She was talking about teachers…professionals who had spent years in preparation for their job and held college-level credentials which allowed them licensure to teach. She was talking about teachers who had spent a varying number of years in public school classrooms teaching children.

These are people who she claims are “waiting to be told what to do?” No, Secretary DeVos. Public school teachers know what to do.

People knew that the democrats on the HELP committee were not given much time to give questions to receive more glaring answers from a lady who does not give a damn about public schools.

So if anybody is in “receive mode,” it is Betsy DeVos.

She certainly gave a lot to receive her office.

What she should be willing to receive is an education about how public schools have been doing despite the obvious pressures that influence academic outcomes that schools have no control over like poverty. But that takes willingness, honesty, integrity, and humility.

And Betsy DeVos has not given much of that.

Clueless Betsy DeVos Blames School Teachers, Doesn’t Get that Test-and-Punish Is Core Problem

Test and punish is still the rule in America. Betsy DeVos said, “You have to have teachers who are empowered to facilitate great teaching.” What does she mean by “facilitate great teaching”? For “reformers” great teaching has come to mean raising test scores.

While Betsy DeVos insulted teachers last week as “in receive mode,” in my community and my state, teachers are dismayed and up in arms about what they are receiving. Here in the words of Steve Nelson’s new book about progressive education—First Do No Harm, is the kind of pressure our teachers are irate about receiving from the U.S. Department of Education and the Ohio Department of Education: “Public schools all over America are judged by the standardized test results of their students. In many, perhaps most, communities the test results are published in local newspapers or available online. The continued existence of a school often depends on its standardized test scores… Neighborhood public schools are labeled ‘failing’ on the basis of test scores and closed, often to be replaced by a charter operation that boasts of higher test scores… What has occurred is a complex sorting mechanism. The schools, particularly the most highly praised charter schools do several things to produce better scores…. (S)tudents are suspended and expelled at a much higher rate than at the ordinary public schools in their neighborhoods. Several studies show that charter schools enroll significantly fewer students with learning challenges or students whose first language is other than English.” (pp. 68-69) All this pressures school administrators to force teachers to teach to the test at all cost.

DeVos: No Real Role for Feds

It would be fine with me to have myself worked out of a job, but I’m not sure that — I’m not sure that there will be a champion movement in Congress to do that.

The elaboration is where it gets interesting– She sees that the feds have had a useful role at certain “important inflection points” in the past, like “when we had segregated schools and when we had a time when, you know, girls weren’t allowed to have the same kind of sports teams.” But then the question– “are there any remaining issues like that where the federal government should intervene?”

I can’t think of any now.

So there you have it. Racial and gender bias are completely under control, totally solved, no longer need any sort of federal oversight. There are no states or districts that are trying to maintain any sort of systemic inequity. Nothing to see here. Go home.

FWCS chief ‘insulted’ by ill-informed Ed. secretary

“To choose someone to have the highest position connected to education who has basically no knowledge of just even the theories and the concepts in education, I am insulted but I’m also sad for her because I cannot imagine how effective a person can be when you are in a field that everyone is translating for you,” [Superintendent of Fort Wayne Community Schools, Wendy] Robinson said.

Beware of Trump and DeVos’ grand plan to privatize public education

Drivers don’t get to choose which roads their tax money is spent on. That’s left to the municipal government. The roads are kept in good condition as a public good.

Readers don’t get to choose to direct their taxes to a privately run book store. That money goes to public libraries, because libraries benefit the entire community.

Citizens don’t get to divert tax funds designated for police services to private security companies. Police and sheriff departments have resources provided by the government to benefit everyone.

When it comes to public schools, Americans seem to have forgotten what “public” means.

To Betsy DeVos, school choice is not simply the inherent right that every parent has to choose their child’s educational setting, it is all about requiring taxpayers to pick up the tab for that parent’s private individual choice, regardless of whether the parent chooses a public school, a charter school, a nonprofit private school, a religious school or even a fly-by-night online virtual school.

Historically, the United States has devoted itself to a comprehensive system of public schools, locally controlled and funded by public resources. Parents who didn’t want their children to attend the public schools, could, of course, pay for them to go to a private school.

But DeVos and her associates in the corporate education reform movement have been working hard to undermine that historic concept and replace it with one in which public funds are used to subsidize whatever “choice” a parent makes for their child.

In First Week on the Job, DeVos Shows She Likes Choice, Doesn’t Understand Public Education

In her radio interview with Smith, DeVos states her goal is to ensure that all schools ‘meet the need of every child that they serve, and in the cases that they don’t, parents and students should have other alternatives.’”

Secretary DeVos is wrong. Students should have schools that meet their needs. If a neighborhood public school doesn’t have the resources needed for every student, then it’s the responsibility of policy makers to provide those resources. Closing public schools and opening charter schools, or providing vouchers for parochial education, doesn’t improve public education. America’s public schools are improved when the stakeholders in the community and state provide the resources needed.

In her first week as education secretary, Betsy DeVos has given no indication that her grasp of school choice is any deeper than an ideological preference for individualism and the free market. I would have been at least a little reassured if DeVos had shown any sign of having thought about the issues that will complicate any efforts on her part to expand privatization through school choice. School choice must be evaluated by the way the expansion of “portable funding” affects all the children in a given geographic area, not merely by the test scores of the relatively few individual children who escape by winning a voucher or a place in a charter school. Here are just two research-based examples of easily available material DeVos could have studied, if she had been interested.

So far, Education Secretary Betsy DeVos is just what her critics feared

Michigan billionaire Betsy DeVos has been U.S. education secretary for only a few weeks, but already she has shown herself to be exactly what her critics feared. In her brief time running the Education Department she has (among other things):

*insulted teachers at a middle school
*bashed protesters, saying they are “hostile” to change and new ideas
*said she would be fine if the department she runs is shut down
*complained that critics want “to make my life a living hell”
*failed to participate in the first Twitter chat her department had for teachers on Feb. 21
*suggested schools should be able to compensate for troubles children have at home, such as absent fathers
*had U.S. marshals protect her after protesters blocked her entrance to a D.C. school door
*made a confusing statement about the Common Core State Standards
*made crystal clear that a top priority will be pushing for alternatives to traditional public schools, otherwise known as “school choice.”

💲💲💲
Posted in birthdays, Politics, Public Ed, Washington

Wisdom from the Sage of Mount Vernon

Words of wisdom appropriate to our time.

…from George Washington, America’s first President, on the occasion of his 285th birthday.

ON EDUCATION

“A primary object should be the education of our youth in the science of government. In a republic, what species of knowledge can be equally important? And what duty more pressing than communicating it to those who are to be the future guardians of the liberties of the country?”
Eighth Annual Message, December 7, 1796

“There is nothing which can better deserve our patronage than the promotion of science and literature. Knowledge is in every country the surest basis of public happiness.”
First Annual Message to Congress on the State of the Union, January 8, 1790

ON PATRIOTISM AND CAUTION

“Guard against the impostures of pretended patriotism.”
Farewell Address, Sep. 17, 1796

ON THE CURRENT CABINET

“Associate yourself with men of good quality, if you esteem your own reputation; for ‘tis better to be alone than in bad company.”
Rules of Civility and Decent Behavior in Company and Conversation

ON BLAMING OTHERS

While we are contending for our own liberty, we should be very cautious not to violate the rights of conscience in others, ever considering that God alone is the judge of the hearts of men, and to him only in this case they are answerable.
letter to Benedict Arnold, Sep. 14, 1775

ON THE EXPECTATIONS OF LEADERS

Remember that it is the actions, and not the commission, that make the officer, and that there is more expected from him, than the title.
Address to the Officers of the Virginia Regiment, Jan. 8, 1756

ON POLITICAL PARTIES

However [political parties] may now and then answer popular ends, they are likely in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion.
Farewell Address, Sep. 17, 1796

ON IMPULSIVE TWEETS

Think before you Speak pronounce not imperfectly nor bring out your Words too hastily but orderly and distinctly.
Rules of Civility and Decent Behavior in Company and Conversation

🇺🇸🇺🇸🇺🇸
Posted in ALEC, Article Medleys, DeVos, Public Ed, reform, Teaching Career

2017 Medley #7

Side Effects, Doing Things Right, 
Teachers as Scapegoats, The Founding Fathers, DeVos Watch, ALEC’s Tool in Indiana

SIDE EFFECT WARNING

What Works Can Hurt: Side Effects in Education

Teachers have been encouraged to individualize instruction…to differentiate. Teachers have been encouraged to group by achievement through Guided Reading, yet an Indiana standardized test requires all third graders be able to read at third grade level or remain in third grade. Another Indiana standardized test is used to rank schools and teachers. Either we accept that not all students will be at the same place at the same time…or we don’t. Either all students are to be standardized, or they’re not.

Those same standardized tests focus almost exclusively on reading and math, and schools have been pressured to follow suit – focus on reading and math. What has happened to science, health, civics and the arts?

The state of Indiana spends a large part of its budget on education. But how much of that isn’t spent on public education? How much of it is being ‘nickel and dimed’ away on charter schools, vouchers, and more, more, and more tests?

Yong Zhao reminds us of the “unintended consequences” of bandwagon-based education.

First, time is a constant. When you spend time on one task, you cannot spend the same amount on another. When a child is given extra instruction in reading, he/she cannot spend the same time on arts or music. When a school focuses only on two or three subjects, its students would not have the time to learn something else. When a school system only focuses on a few subjects such as reading and math, students won’t have time to do other and perhaps more important things.

Second, recourses are limited. When it is put into one activity, it cannot be spent on other. When school resources are devoted to the common core, other subjects become peripheral. When schools are forced to only focus on raising test scores, activities that may promote students’ long-term growth are sidelined.

Third, some educational outcomes are inherently contradictory. It is difficult for an educational system that wishes to cultivate a homogenous workforce to also expect a diverse population of individuals who are creative and entrepreneurial. Research has also shown that test scores and knowledge acquisition can come at the expense of curiosity and confidence.

Fourth, the same products may work differently for different individuals, in different contexts. Some people are allergic to penicillin. Some drugs have negative consequences when taken with alcohol. Likewise, some practices, such as direct instruction may work better for knowledge transmission, but not for long term exploration. Charter schools may favor those who have a choice (can make a choice) at the costs of those who are not able to take advantage of it.

PUBLIC SCHOOLS ARE DOING THINGS RIGHT

Three global indexes show that U.S. public schools must be doing something right

One of my goals for this year is to help dispel the myth that public schools are failing. One of the biggest tools in the pocket of the public school deniers are international test scores. Ours are skewed by the high poverty rate in the U.S., but there’s more. We also educate everyone, and test everyone, even students with special needs.

The latest international PISA … showed that the United States is below average of 65 countries but this is not even an apple-to-apple comparison:

• The key correlation for academic success is family income.
• The USA is one of the only countries that educates EVERYONE. Most countries only educate their most affluent class.
• We do well on the PISA math comparison [and other PISA subjects] if you control for free-and reduced-price lunch, making it a better apple-to-apple comparison.

BLAMING TEACHERS FOR DYSFUNCTIONAL SOCIETY

Stop Humiliating Teachers

Here is another teacher who is tired of being the scapegoat for all the ills of society.

There’s an element of this rage at bad teachers that’s hard to talk about, and so it’s often avoided: the dismaying truth that we don’t know how to educate poor inner-city and rural kids in this country. In particular, we don’t know how to educate African-American boys, who, according to the Schott Foundation for Public Education, graduate high school at rates no better than fifty-nine per cent. Yet if students from poor families persistently fail to score well, if they fail to finish high school in sufficient numbers, and if those who graduate are unable, in many cases, to finish college, teachers alone can hardly be at fault. Neither the schools nor the teachers created the children or the society around them: the schools and the teachers must do their best with the kids they are given.

…We also have to face the real problem, which, again, is persistent poverty. If we really want to improve scores and high-school-graduation rates and college readiness and the rest, we have to commit resources to helping poor parents raise their children by providing nutrition and health services, parenting support, a supply of books, and so on. We have to commit to universal pre-K and much more. And we have to stop blaming teachers for all of the ills and injustices of American society.

THE FOUNDERS SUPPORTED PUBLIC SCHOOLS

America’s Founding Fathers Were Against School Choice

The right-wing in the US has trouble with the constitution. More than half of the voters who voted for the current president would agree to give him power to overrule judges whose rulings he didn’t like. A similar number of the President’s voters don’t think that California’s tally in the last election should count. The president himself has said things which indicate he doesn’t really understand or agree with the constitutional separation of powers or the first amendment. They praise the constitution, but don’t really know what it says – with the obvious exception of the second amendment.

Many of the founders, who are routinely praised, along with their constitution, by the American “ignoranti”, were supporters of universal education.

That’s why we have public schools – so that an educated citizenry will lead to a good government.

Our founders didn’t want a system of private schools each teaching students various things about the world coloring their minds with religious dogma. They didn’t want a system of schools run like businesses that were only concerned with pumping out students to be good cogs in the machinery of the marketplace.

No. They wanted one public system created for the good of all, paid for at public expense, and democratically governed by the taxpayers, themselves.

DEVOS WATCH

Secretary Betsy DeVos on first school visit: ‘Teachers are waiting to be told what they have to do’

Forgive Betsy DeVos her foolish comment that teachers are waiting to “be told what to do.” She doesn’t understand that public school teachers actually have some training in their field, unlike her.

I do have a question for her, however. How would you define “facilitate great teaching”?

I visited a school on Friday and met with some wonderful, genuine, sincere teachers who pour their heart and soul into their classrooms and their students and our conversation was not long enough to draw out of them what is limiting them from being even more success[ful] from what they are currently. But I can tell the attitude is more of a ‘receive mode.’ They’re waiting to be told what they have to do, and that’s not going to bring success to an individual child. You have to have teachers who are empowered to facilitate great teaching.

New era of education passion, protest and politics will follow DeVos confirmation

Vouchers don’t work and drain public education systems of needed funds for services which are available to all children for the benefit of everyone.

During her contentious hearing, DeVos made clear her preference for an education system that favors choice – including virtual charter schools with dismal track records. The Obama administration also invested federal dollars in charter schools, but the $20 billion level Trump has proposed for promoting school choice is unprecedented.

Much of that money would go toward the private sector, and DeVos has also been challenged repeatedly for supporting vouchers that allow parents to use government dollars to pay for private, for-profit and religious schools, a cornerstone of Trump’s stated plan. Results for voucher programs have been questionable, according to several studies.

DeVos confirmation triggered outpouring of support for public education system

Are we better off now that DeVos has unleashed the support of the American people for real public education?

On both sides of the aisle, he said, “there has been a commitment to improvement of public education. It is only on the extreme fringes that you have had a push for whole hog privatization.”

The public outpouring of support for the nation’s public school system, if not for individual public schools, may have been one of the silver linings to emerge from the DeVos nomination.

But it is far too soon to know whether her confirmation ordeal will have any impact on DeVos’ views, and more importantly, the policies she promotes during the next four years.

Feuer, for one, is skeptical that expressions of support for public schools, expressed in such a highly politicized context, will have much positive impact. “Education in America has been subjected to so much gloom and doom rhetoric, followed by irrational exuberance,” he said. “What we need is a sustained and rational debate about what is working and what is not.”

How to Protest Against Betsy DeVos

Earlier this month I had lunch with three former colleagues, two of whom are social conservatives and probably vote that way. My guess is that they vote for the conservative option at least 90% of the time – in federal, state, and local elections. The third is an enigma who has rarely expressed a political opinion to me, unless it was specifically tied to education.

We talked about politics, since it is on everyone’s mind, and their big takeaway, to which they all agreed, was that they are against public demonstrations because of “violence.”

It’s true that some demonstrations after the election and the day of the inauguration were marred by violence, but for the most part, the demonstrations for or against (mostly the latter) the current administration have been peaceful. The consuming public has a tendency to remember violence and rioting, while forgetting the “no news” of a peaceful march. Therefore, people can remember the dozens of people who were violent during the inauguration, but quickly forget the half million women, men, and children who marched peacefully the next day, accompanied by other millions around the country…and around the world.

But don’t blame the protest for the violence. Protest, peaceable assembly, is protected in the first amendment. It’s human misbehavior that causes violence. That is not to say that violence and riots are never justified. Indeed, Martin Luther King Jr., who preached non-violence throughout the civil rights movement of the 50s and 60s, said, “I think that we’ve got to see that a riot is the language of the unheard.”

Is violence called for right now? I don’t think so, but there are obviously some people who disagree with me. But the right of the people peaceably to assemble must not be prohibited.

I have protested in the past and I will not shrink away from protesting in the future. I see my writing as protesting.

I applaud those who rally at the local, state and national levels on the issues that matter most to their schools and to America.

A silver-lining to the DeVos appointment is that more people than ever before are paying attention to the possible loss of public education.

I also know that protesting isn’t always pretty. But I think we need to better plan how to be strategically tough without giving the other side the moral high ground that can be used against us.

In addition, as drowning professionals, trying to come up for air, it might help to grab onto each other to form a buoy that takes us to the top.

Organizing and pulling together in large numbers to peacefully protest can be very effective.

ALEC’S TOOL IN INDIANA

Who’s who in Indiana education: Rep. Bob Behning

Bob Behning, the chair of the Indiana General Assembly’s House Committee on Education has been at the forefront of the war against public schools. His actions show that he hates public education, hates public school teachers, hates teachers unions, and will stop at nothing to privatize public education.

Behning came in to the House as a florist from an area near Indianapolis. His ties to education privatizers has given him more career opportunities, however. He became a lobbyist for a testing company, and now works for his privatizer friends at Marion University…in the “educators college” no less. Qualifications anyone?

Vitals: Republican representing District 91, covering parts of Marion and Hendricks counties. So far, has served 25 years in the legislature. Formerly the owner of a local florist, Behning now is the director of external affairs for the educators college at the private Marian University.

…Behning has held leadership positions with the American Legislative Exchange Council, a conservative not-for-profit lobby group that pairs legislators and business owners together to write model legislation. ALEC’s education legislation tends to advocate for vouchers, charter schools and other methods of school choice. Because Behning has worked closely with ALEC, as well as other school reform groups, the Indiana Coalition for Public Education gave Behning an “F” in its 2016 legislative report card highlighting who it thinks has been supportive of public schools.

Behning has supported the new U.S. Secretary of Education Betsy DeVos, particularly because of her advocacy for increasing access to charter schools and vouchers.

Who supports him: Over the course of the past few elections, Behning has received campaign contributions from Hoosiers for Quality Education, an advocacy group that supports school choice, charter schools and vouchers; Stand for Children, a national organization that supports education reform and helps parents to organize; Students First, another pro-reform lobbying group created by former head of D.C. public schools Michelle Rhee; Education Networks of America, a private education technology company; K12, one of the largest online school providers in the country; and Bennett’s campaign.

✏️📓✏️
Posted in Choice, DeVos, IN Gen.Assembly, Michigan, poverty, Public Ed, vouchers

2017 Medley #6

Poverty, Privatization: Vouchers and Choice, Public Education 101 for Betsy DeVos

POVERTY

The Real Crisis in Education:An Open Letter to the Department of Education

Public education in America is not failing. What is failing is our inability or unwillingness to relieve poverty. Children who live in poverty have lower achievement. This isn’t new information. Jonathan Kozol has been sounding the alarm since 1967. We should be ashamed that so many American children live in poverty.

It’s time for politicians to focus on reducing poverty and let the teachers who work with actual students help decide what is best for their students.

We are not in an education crisis. We are in a crisis of poverty that is being exacerbated by the school accountability movement and the testing industry. At best, this movement has been misguided. At worst, it is an intentional set up to bring about the demise of the public education system – mandatory testing designed to produce poor results which leads to greater investment made in test preparation programs provided by the same companies who produce the tests, coupled with a related push for privatization of the educational system. All touted as a means to save us from this false crisis.

Politics, not education, got us into this mess, and it is politics that must get us out of it.

We must not go further down this rabbit hole. The future of our educational system, and the future of our children, is at stake. No one who has not worked in the sector of public education should be making decisions about our school system without careful consideration of the insights of those who will be directly impacted by those decisions.

When we adjust for poverty, American students score high on international tests. Here we see how American students who are educated in schools with less than 10% students in poverty, compare to countries with less than 10% of their students who live in poverty.

Report: School Funding Increases Lag For Low-Income Students

Somehow we have forgotten that children who come to school from high poverty homes need more resources to help them learn, not fewer. They need counselors, nurses, social workers, and psychologists. They need well trained teachers, and support staff trained in remediation techniques. They need health care and an environment free from toxins like lead. They need pre-schools and summer programs.

It’s time we stop providing more for wealthy students than poor students. All our children need a fully funded, well staffed, and well resourced school.

Recent changes to Indiana’s school funding formula increased per-pupil funding across the state. At the same time it slashed special funding formerly given to students deemed at-risk, including students living in poverty, English-language learners and those who qualified for textbook assistance.

So, in certain districts with low populations of at-risk students, Sugimoto found, that although enrollment declined, the districts received an overall bump in funding per student. He says, in some cases, districts with fewer students saw their overall still increase.

“Those would have been districts that had very modest enrollment declines,” says Suigimoto, in an interview. “The increase in funding would have certainly made up for that.

Yet, overall funding across the state still lags behind pre-2009 rates, when adjusted for inflation.

PRIVATIZATION: VOUCHERS

Voucher programs currently in force in the U.S. have not helped children’s achievement, but they have reduced funds for an already cash strapped (not “flush with cash”) public schools. The “status quo” in 2117 America is the reduction of funds for public schools, increased test and punish policies, and a growing trend towards charter schools and vouchers for religious and private schools.

Instead of letting “the money follow the child” we ought to be “following the money” to see who is benefiting from the expansion of privatization schemes.

Study confirms voucher programs discriminate

Research led by an Indiana University professor confirms what school voucher critics have long argued: Voucher programs receive public funding yet discriminate on the basis of religion, disability status, sexual orientation and possibly other factors.

The finding is especially timely as President Donald Trump and his designee to serve as secretary of education, Michigan school-choice activist Betsy DeVos, have indicated they will use federal clout and money to push states to expand voucher programs.

Voucher programs go beyond what court approved

[Voucher programs] arguably run afoul of the establishment clause – what Thomas Jefferson referred to as the wall of separation between church and state. If not that, the widespread religious discrimination should raise concerns about the 14th Amendment’s guarantee of equal protection under the law. And some voucher schools appear to discriminate against special-needs students, which could raise issues with the Individuals with Disabilities Education Act or the Americans with Disabilities Act.

PRIVATIZATION: VOUCHERS–INDIANA

The Indiana General Assembly, not satisfied with one of the largest voucher programs in the nation, continues to come up with new ways to divert funds from public education to private pockets.

Note that Indiana’s voucher plan has not helped Indiana’s school achievement. Competition hasn’t resulted in better education for everyone…just inadequately funded public schools which still seem to out-perform privatized education options.

Turn off the tap: Privatization effort too big a drain on schools

Broad and costly expansions of the so-called Choice Scholarship program are found in multiple bills, including Senate Bill 534, which will be heard by the Senate Education and Career Development Committee this afternoon.

SB 534 carries a price tag of as much as $206 million a year, according to the nonpartisan Legislative Services Agency. Repackaged from last year’s unsuccessful “Educational Savings Accounts” to “Special Education Scholarship Accounts,” the intent is the same: Give parents an allotment of tax dollars to spend however they might choose. A companion bill in the House, HB 1591, carries an even more audacious price tag of as much as $366 million a year.

Latest voucher gimmick: Education Savings Accounts

Give Indiana Republican legislators points for resourcefulness. They keep finding new ways to undermine public schools by expanding the state’s school voucher program. The latest, and arguably the most egregious, is the creation of Education Savings Accounts, state-funded accounts to pay for private schooling and other expenses.

Senate Bill 534, scheduled to be considered today by the Senate Education and Career Development Committee, would create ESAs for the families of special-needs students who choose not to attend public school and don’t receive a private-school voucher.

The state would fund the ESAs with money that would otherwise go to the public schools where the students would be eligible to enroll — typically about $6,000 per student but potentially quite a bit more for some special-needs students. Then the students’ families could decide where to spend the money: private school tuition, tutoring, online courses, and other services from providers approved by the State Board of Education.

How Can Schools Be Voucherized? Let Us Count the Ways… and the Consequences

Here is Carol Burris, executive director of the Network for Public Education, in a recent column commenting on what vouchers do to public school funding. This time the example is Mike Pence’s home state, Indiana: “Vouchers drain state tax dollars, creating deficits, or the need for tax increases. When Indiana started its voucher program, it claimed it would save taxpayers money. Not only did that not happen, the state’s education budget is now in deficit, and the millions shelled out for vouchers grows each year. Last year, vouchers cost the taxpayers of Indiana $131.5 million as caps and income levels were raised. Indiana now gives vouchers to families with incomes as high as $90,000 and to students who never attended a public school.” Burris adds that while the program was passed, “promising that it would help poor and lower-middle class families find schools they like for their children… as it turned out, five years after it began, more than half of the state’s voucher recipients have never attended Indiana public schools and many vouchers are going to wealthier families, those earning up to $90,000 for a household of four.”

PRIVATIZATION: CHOICE

School Choice: A Visit to the For-Profit Edu-Mall

PUBLIC EDUCATION 101 FOR BETSY DEVOS

Betsy DeVos, the newly confirmed Secretary of Education for the United States, has assumed control over the office charged with overseeing America’s system of public education. She has no experience in public schools: not as a teacher or educator, parent, or even a student. She is arguably the least qualified person to ever hold the office, with the possible exception of Bill Bennett (who also had minimal encounters with public education, but he at least earned his Ph.D. in political philosophy from a public university).

As a public service, here are a couple of things which could serve to educate Secretary DeVos about public schools…including an excerpt from the Michigan Constitution about public education.

Educating Betsy DeVos

Betsy DeVos does not understand what it is like to teach in any school let alone poor public schools. She does not understand what the lives of real teachers and students are like…

Here’s what’s hard. I have added a few new points:

  • Watching your school district throw money at unproven technology when basic needs are your students not met.
  • Being dismissed as a teacher, when you are the only professional in the room who understands children and how they learn.
  • Being dismissed as a parent, when you understand your child best.
  • Being an over tested kindergartner, not getting any recess, and being made to feel you are a failure before you get started in your schooling.
  • Coming to school hungry and/or sick, or having an untreated toothache.
  • Sending your child to a school that has no school nurse.
  • Working on a day-to-day basis with students who come from abject poverty, who face all the terrible problems that come with that.
  • Not having a home.
  • Being a child with disabilities and being afraid of a high-stakes test (or several) you don’t understand and feeling like a failure!
  • Having such a large class with so many diverse students you know it will be difficult to teach.
  • Not having enough resources and materials to teach effectively.

Why We Still Need Public Schools

We still need public schools…

The mission of public education is sixfold.

1. To provide universal access to free education
2. To guarantee equal opportunities for all children
3. To unify a diverse population
4. To prepare people for citizenship in a democratic society
5. To prepare people to become economically self-sufficient
6. To improve social conditions

That mission has been accepted by the states and most have provisions for public schools in their constitutions. The constitution of Michigan, for example, provides for free, universal, public education.

§ 2 Free public elementary and secondary schools; discrimination.
Sec. 2. The legislature shall maintain and support a system of free public elementary and secondary schools as defined by law. Every school district shall provide for the education of its pupils without discrimination as to religion, creed, race, color or national origin.

The constitution also provides for universities, public libraries, and a popularly elected state board of education. In 1970 the state decided to prohibit private schools and private school students from using public tax money.

No public monies or property shall be appropriated or paid or any public credit utilized, by the legislature or any other political subdivision or agency of the state directly or indirectly to aid or maintain any private, denominational or other nonpublic, pre-elementary, elementary, or secondary school. No payment, credit, tax benefit, exemption or deductions, tuition voucher, subsidy, grant or loan of public monies or property shall be provided, directly or indirectly, to support the attendance of any student or the employment of any person at any such nonpublic school or at any location or institution where instruction is offered in whole or in part to such nonpublic school students.

🚌🚌🚌
Posted in Article Medleys, Holcomb, Lead, Pence

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

Poisoned Futures

FLINT, MICHIGAN, Part 1

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

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

OVERCOMING THE EFFECTS OF LEAD POISONING

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

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

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

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

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

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

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

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

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

NO SAFE LEVEL

Centers for Disease Control and Prevention (CDC): Lead

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

Educational Interventions for Children Affected by Lead (CDC)

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

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

EAST CHICAGO, INDIANA

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

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

Thank you, Governor Holcomb

Holcomb grants East Chicago disaster request Pence denied

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

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

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

FLINT, MICHIGAN, Part 2

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

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

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

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

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

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

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

Flint water rates highest in country, study claims

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

HERE, THERE, AND EVERYWHERE

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

And it continues…

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

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

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

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

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

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

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

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

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

TEACHER EVALUATION

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

Ask your legislator…

🚰🚰🚰
Posted in DeVos, Duncan, Politicians, poverty

The Common Knowledge is Wrong

NATIONAL “REFORM” IS BIPARTISAN

Here in Indiana we’re used to blaming Republicans for the “reformist” changes to public education – changes which are ongoing! Changes which are the not-so-new status quo.

It is the Republicans who, over the last decade, have authored and expanded the voucher and charter programs which divert funds from public schools to private pockets. It is the Republicans who still push to continue the test and punish policies of the Bush II and Obama administrations. It is the Republicans who worked hard to deprofessionalize the teaching profession by reducing collective bargaining options, evaluating teachers using student test scores, allowing off-the-street college grads to start teaching with no pedagogical training, and eliminating the option to pay higher salaries to teachers with more experience and training (In what other profession is experience a detriment to salary increases?).

Lest we forget, however, the Democrats nationwide have not necessarily been friends to public education. Arne Duncan did his best to coerce states into expanding charter schools while no research existed to suggest any advantage. He was not above threatening states who didn’t accept the Common Core, expand charters, or continue test and punish policies.

So, nationally, the “reforms” have come from bipartisan sources. Sometimes Republicans. Sometimes Democrats. What is it about public education that makes it a target of political tampering, obstruction, and destruction? The answer is power…and most importantly, money.

Control over public education is, by definition, political. Public education is funded with public money which needs public oversight – a political activity. There is also the lure of billions of dollars of taxpayer money spent on public education every year. Privatizers of all political stripes want to get their hands on that money and they are using political means to get it. One important way has been to promote the myth that America’s public education system is “broken” and schools are “failing.”

TALKATHON

From noon on February 6th to noon on February 7th the Democrats in the U.S. Senate staged a “talkathon” against the nomination of Betsy DeVos for Secretary of Education – with the occasional interruption by a Republican Senator to speak in her favor. The event was, of course, unsuccessful, and we’re now faced with the least prepared U.S. Secretary of Education since the department was created in 1980, and possibly since the creation of the Office of Education in 1867.

I listened to the “talkathon” for several hours on February 6th, and I heard Democrats decrying the inexperience, conflicts of interest, and general unpreparedness of DeVos…along with lofty and passionate calls to unite to save our public schools.

I agreed with most of what they said, but there were some who used the same arguments from the Bush/Cheney and Duncan/Obama privatization agenda. It isn’t clear from their speeches (Full Disclosure: I have not listened to or read all of them) whether they are against closing schools and replacing them with charters or not. Still, there were examples of disinformation which perpetuated the myth of “failing” schools.

One example came from Colorado Senator Michael F. Bennet who quoted these statistics…

Congressional Record – Senate, February 6, 2017, p.S725

As a nation, we are falling behind the rest of the world…American 15-year-olds score lower than their peers in 14 countries in reading, 36 countries in math, and 18 in science.

Those who have studied the PISA scores, which is the “score” he is referring to, should understand that it’s America’s greater number of students who live in poverty that has skewed our international scores lower than those of other OECD nations.

This isn’t anything new, by the way, so we’re not “falling behind.” American students’ test scores have always been middling, since the international tests were begun in the 1960s.

The U.S. child poverty rate of over 20% compares unfavorably to most other advanced nations in the world (Finland, for example, has a child poverty rate of 5%). The fact that children in poverty don’t achieve as high as their wealthier peers puts the U.S. at a disadvantage when comparing test scores. Our average test scores are lower because within that average is a larger number of scores from students who live in poverty.

Steven Krashen explains [with my emphasis]…

The secretary of education’s first priority

Research consistently confirms that low academic achievement is the result of poverty. In some urban areas, the child poverty level is 80% (the national average is an unacceptable 21%; in high-scoring Finland it is 5%).

When researchers control for the effect of poverty, American students’ performance on international tests is near the top of the world. This shows that low achievement is not due to poor teaching, low standards, or unions. The major cause is poverty.

Poverty means food deprivation, insufficient medical care, and little access to reading material; each of these has a strong negative impact on school performance. The best teaching in the world will not help if children are hungry, ill, and have nothing to read.

Krashen kindly cites research for his statements – See here. Check out his blog for dozens of other posts with similar conclusions and loads of research citations.

The test scores of our wealthier students show that American schools are not failing and that high rates of child poverty are causing our scores to be unremarkable. Of course there are some teachers, administrators, and schools who could do a better job of reaching their students, but on the whole, our schools do well. However, politicians, including Democrats, have a hard time assuming their share of the responsibility for the shamefully high child poverty in our nation. It’s easier to talk about “failing” schools and “bad” teachers…it’s easier to blame the teachers unions and even college teacher preparation programs…than to face the fact that our lowest performing schools are often under-resourced and under-supported. It’s easier to blame schools and teachers than share any responsibility for schools filled with our most economically challenged children who come to school with significant disadvantages.

THE COMMON KNOWLEDGE IS WRONG

Senator Bennet is not the only one, of course, and it’s even possible that his reference to test scores was only to make a political point and he actually understands that poverty plays a significant role in student achievement. But his quote reinforces the idea that American schools are “failing.” It’s common knowledge.

Well, the common knowledge is wrong.

Steven Singer, blogger at gadflyonthewallblog, recently posted an article about this subject (I used a quote from his article in a previous post) which also ran on the Huffington Post.

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

Let me repeat that in no uncertain terms – America’s public schools are NOT failing. They are among the best in the world. Really!

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

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

That can’t be said of many countries with which we’re often compared – especially countries comparable to the U.S. in size or diversity. So from the get-go, we have an advantage over most of the world.

We define education differently. Though our laws are woefully backward, in practice we look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some.

But that’s not all! We also provide some of the highest quality education you can get in the world! We teach more, help more, achieve more and yet we are criticized more than any system in any country in the world.

We don’t exclude economically disadvantaged students from our schools. We don’t exclude students with special needs from our schools. We don’t exclude students with behavioral challenges [added later, h/t Joe V]. America’s public schools, unlike private and privately run schools, must accept everyone.

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

The challenge that faces us is to teach our fellow citizens the truth. The truth is that our schools have not failed, our teachers are not incompetent, teachers unions are not responsible for low achievement, and test scores should not define the success or failure of a child or a school.

With the confirmation of Betsy DeVos as U.S. Secretary of Education, that challenge just got a lot harder.

🎓🎓🎓