On April 09, 2021, the US Department of Education (USDOE) released its COVID-19 Handbook, Volume 2.
In perusing its table of contents, I noticed one section in particular: ” Supporting Educator and Staff Stability and Well-being: Stabilizing a Diverse and Qualified Educator Workforce.”
Educator stability now appears to be a focus of USDOE attention.
It took a pandemic.
For the past two decades, USDOE leadership, in concert with the two Elementary and Secondary Education Act of 1965 (ESEA) reauthorizations produced by Congress, have done nothing to “stabilize” the educator workforce. On the contrary, the 2001 ESEA reauthorization, No Child Left Behind (NCLB), introduced the oppressive, test-and-punish course that threatened school stability by its abuse of student test scores being used to grade schools and teachers, all in the name of accountability to the never-realistic goal of 100 percent of students be proficient in math and reading by 2014.
In 2007, when NCLB was up for reauthorization and its 100-percent-proficiency farce looming, Congress wouldn’t touch it. However, former US secretary of education Arne Duncan used his NCLB waivers to coerce states into adopting “college and career ready” standards (that would be the controversial Common Core State Standards) and related assessments, as in his federally-funded, consortium assessments. And so the testing oppression continued. No talk of educator stability. No, no. In fact, destabilization was the name of the game. Competition, Race for the (test-idolizing) Top— and a CCSS sales job reinforcing the NCLB-enabled, hand-over-fist revenue for testing companies capable of grabbing the gold.
Meanwhile, USDOE has for years doled out charter school funding without CONTINUE READING: USDOE Wants “Educator Stability.” It Also Wants Test Scores. | deutsch29: Mercedes Schneider's Blog