Mike Klonsky's SmallTalk Blog: That's a quarter-million #RahmResign sigs with a Q

Mike Klonsky's SmallTalk Blog: That's a quarter-million #RahmResign sigs with a Q:

That's a quarter-million #RahmResign sigs with a Q

A coalition of activists demanding Mayor Rahm Emanuel's resignation marched to City Hall Monday, carrying 250,000 petition signatures. That's a quarter million with a capital Q. 

With Rahm off with the family, vacationing in Cuba ("Never let a crisis happen while I'm in town"), his over-sized spin team is left to make happy face. They're downplaying the significance of the petitions, claiming that most of the #RahmResign signers were from out of state. That's all true. But if it were me, I wouldn't feel good about a quarter-million sigs calling for my head on a plate, no matter where they came from. 

Writes Natasha Korecki at Politico:

I took it as a sign that the storm over McDonald's death and the wider issue of police abuse has a long, long way to run before it abates ... The signatures were obtained by a coalition of local and national groups, including ... SEIU Healthcare Illinois ... a big backer of Cook County Commissioner Jesus 'Chuy' Garcia in his race against Emanuel for mayor earlier this year."

I agree. It's actually more an indication of the national implications of the Chicago events. The mayor's cover-up role in the aftermath of the Laquan McDonaldmurder is now part of the national consciousness, and might even impact a Mike Klonsky's SmallTalk Blog: That's a quarter-million #RahmResign sigs with a Q:

OPT OUT @ 3% We Can Do Better: Smarter Balanced Assessments - Year 2015 (CA Dept of Education)

Smarter Balanced Assessments - Year 2015 (CA Dept of Education):

State Schools Chief Tom Torlakson Announces 97 Percent Participation Rate for Smarter Balanced Assessments 

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today announced that California students reached a 97 percent participation rate in the 2014–15 Smarter Balanced assessments and the California Alternate Assessment field test, saying it was a strong sign of support for new, more rigorous standards in English language arts/literacy (ELA) and mathematics.

The participation rate allowed California to meet the federal Adequate Yearly Progress (AYP), which requires a 95 percent participation rate statewide.

Torlakson said the high participation rate is significant because almost all tests were taken on computers — not paper and pencil — and reflected the state's new, more rigorous California standards in ELA  and mathematics, frequently referred to as Common Core.

"These numbers tell an important story," Torlakson said. "They reflect strong support for our new standards among parents, teachers, students, and business and community leaders. The standards are a critical part of our plan to improve education in California because they emphasize skills that prepare students for 21st century careers and college, such as critical thinking and problem solving."

The high rates also show how effective state and local efforts have been in upgrading Internet capability at California schools. Only about 900 of the 3.2 million students who took the tests used paper and pencil because of inadequate technology.

Schools administered the tests March through June in grades three through eight, and grade eleven. Final data recently became available. Even though a new federal law governing education was signed by President Obama earlier this month, accountability provisions of the No Child Left Behind Act of 2001 are still in effect until the 2017–18 school year.  States, districts, and individual schools are all required to meet federal participation and proficiency standards or take measures to improve their performance. Because of California's new testing program, the state received a one-year waiver in meeting federal proficiency requirements.

California's 2015 participation rates are available online at the California Department of Education's searchable DataQuestand at the Department's Accountability Progress Reporting (APR) Web page.

# # # #

Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

Last Reviewed: Tuesday, December 22, 2015

Smarter Balanced Assessments - Year 2015 (CA Dept of Education):

Judge rules sexual orientation discrimination falls under purview of landmark Title IX law - LA Times

Judge rules sexual orientation discrimination falls under purview of landmark Title IX law - LA Times:

Judge rules sexual orientation discrimination falls under purview of landmark Title IX law

ederal judge in California has ruled that discrimination on the basis of sexual orientation falls under the purview of the landmark Title IX law, giving a broader interpretation to the 1972 statute that prohibits sex discrimination in the nation's schools and colleges.

In his 22-page ruling, U.S. District Judge Dean Pregerson said that discrimination on the basis of sexual orientation is not a separate category of discrimination, but rather, such claims fall under Title IX's view of discrimination on the basis of gender or sex.

The ruling allows two former players on the Pepperdine University women's basketball team to proceed with a lawsuit that alleges the university harassed and discriminated against them because they were dating. Haley Videckis and Layana White said that the coach wanted them off the team because their lesbian relationship "would cause the team to lose games," the complaint alleged.

Seeking to dismiss parts of the women's lawsuit, Pepperdine argued in court papers that Title IX does not cover claims based on sexual orientation and that their allegations failed to meet the law's standard for gender stereotype discrimination.

Pregerson, however, disagreed, and said the women could pursue their suit because the alleged maltreatment turned on the nature of each individual's sex in the same-sex relationship.

"Plaintiffs allege that they were told that 'lesbianism' would not be tolerated on the team," Pregerson wrote. "If plaintiffs had been males dating females, instead of females dating females, they would not have been subjected to the alleged different treatment," he said, concluding that the pair have a "straightforward claim of sex discrimination."

Videckis and White, who left Pepperdine last year, had said team staffers questioned them about their sexual orientation, sought access to their gynecological records and refused to process White's NCAA appeal to play in the 2014 season, according to the complaint. White had transferred to the Malibu-based college from the University of Arizona.

In court papers, attorneys for Pepperdine countered that "the alleged intrusion" into the women's personal lives was untrue, and that the coach's questions stemmed from a desire to improve team dynamics. Any negative statements made about the effect of two women dating while playing on the same team were part of a call for unity and a desire to end off-Judge rules sexual orientation discrimination falls under purview of landmark Title IX law - LA Times:

CURMUDGUCATION: Lamar Alexander: Privatization, Cronyism, and the Big Bucks

CURMUDGUCATION: Lamar Alexander: Privatization, Cronyism, and the Big Bucks:

Lamar Alexander: Privatization, Cronyism, and the Big Bucks

The rich are not like you and me. In fact, many of the rich get rich through avenues not remotely available to you or me. Would you like to see how it works?

Let's take a look at Lamar Alexander.

These days Alexander is the reasonably amiable, semi-avuncular senator currently known for helping to whip up our newest version of the ESEA. But once upon a time, Alexander was an up-and-comer with White House dreams. That kind of career sparked some big-league attention, most notably captured in an article by Doug Ireland that ran in the April 17, 1995 issue of The Nation. "The Rich Rise of Lamar Alexander" is available online only through The Nation's subscriber archives (thoughthe bulk of the content is repeated here).

Ireland's opening gives you an idea of where this was headed:

If repeated White House leaks suggesting that Bill Clinton views Lamar Alexander as his toughest potential Republican opponent next year are true, it may be because it takes on to know one. The two ex-governors are both masters of the Permanent Campaign.

Ireland suggests that as a lifelong political insider, Alexander "is even less encumbered by principles CURMUDGUCATION: Lamar Alexander: Privatization, Cronyism, and the Big Bucks:

Ed. Dept. to States: Even Under ESSA, You Need a Plan for High Opt-Out Rates - Politics K-12 - Education Week

Ed. Dept. to States: Even Under ESSA, You Need a Plan for High Opt-Out Rates - Politics K-12 - Education Week:

Ed. Dept. to States: Even Under ESSA, You Need a Plan for High Opt-Out Rates

It's only December, but the U.S. Department of Education is already thinking ahead to the 2015-16 assessment season in the spring—and it's reminding states that they are still on the hook to do something about schools with low-testing participation rates under the Every Student Succeeds Act, the new version of the Elementary and Secondary Education Act. This is a crucial issue in an era where many parents are choosing to excuse their kids from standardized testing altogether.

The department sent a letter to state chiefs on Tuesday, outlining some of their options for how to deal with schools and districts that have high opt-out rates. It was signed by Ann Whalen, an advisor who is basically filling the job of the assistant secretary of elementary and secondary education.

Some background: When it comes to opt-outs, ESSA has a complex solution. It maintains a requirement in the previous version of ESEA, the much-maligned No Child Left Behind Act, that all schools test at least 95 percent of their students, both for the whole school, and for traditionally overlooked groups of students (English Language Learners, racial minorities, students in special education, kids in poverty). Under NCLB, though, schools that didn't meet the 95 percent participation requirement were considered automatic failures—and that was true under the Obama administration's waivers from the law, too. (That  part of the NCLB law was never waived.)

Now, under ESSA, states must figure low testing participation into school ratings, but just how to do that is totally up to them. And states can continue to have laws affirming parents' right to opt their students out of tests (as Oregon does).

This is the year of opt-outs, and no less than a dozen states—Rhode Island, Oregon, Wisconsin, Washington, Delaware, North Carolina, Idaho, New York, Colorado, California, Connecticut, and Maine, received letters from the U.S. Department flagging low-participation rates on the 2014-15 tests—statewide or at the district or subgroup level—and asking what they planned to do about it. The department is reviewing the information it got from states. So far, the administration has yet to take serious action (like withholding money) against a state with a high opt-out rate.

So what's this letter about? It sounds like the department is reminding states that they must come up with some kind of a plan to address opt-outs in their accountability systems, even in this new ESSA universe. And if they don't have some sort of a plan in place, they'll risk federal sanctions.

And, in a preview of what guidance could look like now that ESSA is in place, the department gives a list of suggested actions states could take in response to low participation rates. These actions are all pretty meaningful, like withholding state and district aid, counting schools with low participation rates as non-proficient for accountability, or requiring districts and schools to come up with a plan to fix their participation rates.

The letter makes it clear that states can come up with their own solutions, though. So it's possible a state could decide to do something a lot less serious than the options listed in the letter. But importantly, states' opt-out actions would likely have to be consistent with their waiver plans, since waivers are still in effect through the end of the school year. (Plus, NCLB rules are still in effect for Title I money used this school year. More in this wonky post from Andrew.)

It's too soon to say if a whole bunch of states will decide to make opt-out rates a pretty insignificant part of the picture for accountability once ESSA fully kicks in 2017-18, or if the department would be able to do much about it if they did, since many interpret ESSA as seriously paring back the department's power over states. But maybe that's something that will be cleared up as the Obama administration begins to regulate on the new law. Ed. Dept. to States: Even Under ESSA, You Need a Plan for High Opt-Out Rates - Politics K-12 - Education Week:

How Goldilocks Opened a Charter School That Nobody Wanted

How Goldilocks Opened a Charter School That Nobody Wanted

Big Education Ape: Charter School Approval Flea Flicker: Three charter schools closed by CPS file appeals with stat... http://bit.ly/1QGhKNd

Big Education Ape: Glendale Unified board denies charter school plans; petitioners say they will appeal to county -... http://bit.ly/1P9tvbD

Big Education Ape: Flea Flicker: Rocketship appeals to state board to build school in Concord - ContraCostaTimes http://bit.ly/1RVCrnq

Big Education Ape: Flea Flicker: Should state be able to approve charter schools in Virginia? - Daily Press http://bit.ly/1QPtgEg

Big Education Ape: Washington Charter Schools Find Another Source Of Public Money | KUOW News and Information http://bit.ly/1QPtknC

Latino education decline a looming Texas disaster « NewsTaco

Latino education decline a looming Texas disaster « NewsTaco:

Latino education decline a looming Texas disaster

*Sosa outlines a seven piece plan to change education in Texas for the better: teach college expectation in school; be open to technological change; experiment; reward best schools and teachers; call-out failing schools and teachers; don’t drink the “things are getting better” Kool-Aid; introduce creative thinking now. What do you think? VL

---

By Lionel Sosa, San Antonio Express News

Texas has a big elefante in the room, and we don’t see it. We’re drinking our Big Reds and lattés, not conscious of the fact that the elephant’s weight will soon tear a hole through the floor and land us all in the third basement of a prison too deep to dig ourselves out of.

The facts are clear: Texas public school students are on a continuing decline in all areas tested. Last year, SAT scores dropped 9 points in math, 6 points in reading and 7 points in writing. A perfect SAT sub score is 800, and Texas students averaged 470. Texas scores are consistently below the national average, while the United States has dropped from first to 17th globally in college attainment.

Take those results and put them together with the fact that Latinos who live in poverty are now the fastest growing population segment in Texas. Here’s the eye-opener: the poorer the student is, the lower the likelihood that he or she even thinks of attending college.

Students who believe college is “not in the cards” for them probably won’t go. They won’t study as hard. “Why work for something that’s never going to happen?” they reason. “We’re poor. We’ll never be able to afford college. Besides, family comes first. If I quit school to work to help the family, I’m doing the honorable thing.”

Click HERE to read the full story.

The Blame for Our Failures | educarenow

The Blame for Our Failures | educarenow:

The Blame for Our Failures

It’s been another miserable year for educators.

I could spend some time giving a detailed list of all of the negatives, but I’m tired. So just trust me on this.

I do, though, want to try to summarize the most disheartening thing to me. That is, the continued narrative that makes schools both the savior of our society (read, “economy”), and therefore, as the gap between our aspirations and our reality remains,  the recipient of the blame for our failures.

Unfortunately, I can continue to provide much evidence for this within my state of  Michigan. More precisely, my state’s approach to “fixing” the “problem of Detroit schools.” First of all let me begin to deconstruct the narrative of this line of thinking.

One:

This narrative of “fixing schools” depends upon the myth that education is themeans of escaping poverty. Unfortunately, with exceptions that prove the rule, this simply is not true. Matt Bruenig shows,”One convenient way to describe what’s going on is that rich kids are more likely to get a better education, which translates into being richer and wealthier as adults. It is certainly the case that richer kids are more likely to get a college degree, and it is certainly the case that getting a college degree leaves you much better off on average than not getting one. But this does not explain the full picture of social immobility…

So, you are 2.5x more likely to be a rich adult if you were born rich and never bothered to go to college than if you were born poor and, against all odds,  went to college and graduated. The disparity in the outcomes of rich and   poor kids persists, not only when you control for college attainment, but even when you compare non-degreed rich kids to degreed poor. 

Therefore, the answer to the question in the title is that you are better off being The Blame for Our Failures | educarenow:

Don’t Blame My Students For Society’s Ills | gadflyonthewallblog

Don’t Blame My Students For Society’s Ills | gadflyonthewallblog:

Don’t Blame My Students For Society’s Ills

As a public school teacher, I see many things – a multiplicity of the untold and obscure.

On a daily basis, I see the effects of rampant poverty, ignorance and child abuse. I see prejudice, racism and classism. I see sexism, homophobia and religious intolerance.

And hardly any of it comes from my students.

Despite what some people might say in the media, on Facebook or at the local watering hole, the kids are all right. It’s what we, the adults, are doing to them that’s messed up.

It’s always been in fashion for grown-ups to trash the next generation. At least sinceHesiod bemoaned the loss of the Golden Age, we’ve been looking at the current crop of youngsters waiting in the wings to replace us and found them lacking. They just don’t have our drive and motivation. In my day, we had to work harder than they do. If only they’d apply themselves more.

It’s all untrue. In fact, today’s children have it harder than children of the ‘70s and ‘80s did when we were their age! Much harder!

For one thing, we didn’t have high stakes standardized tests hanging over our heads like the Sword of Damocles to the degree these youngsters do. Sure we took standardized assessments but not nearly as many nor did any of them mean as much. In Pennsylvania, the legislature is threatening to withhold my students’ diplomas if they don’t pass all of their Keystone Exams. No one blackmailed me with anything like that when I was a middle schooler. All I had to do was pass my classes. I worried Don’t Blame My Students For Society’s Ills | gadflyonthewallblog:

A Right-Wing Delusion: ESSA is "leftist and progressive" victory. | BustED Pencils

A Right-Wing Delusion: ESSA is "leftist and progressive" victory. | BustED Pencils:

A Right-Wing Delusion: ESSA is “leftist and progressive” victory.

Since the passage of the new Elementary and Secondary Education Act (Every Student Succeeds Act)—pundits are either confused or simply just acting out their part in this never ending nightmare.

Being a “leftist” I typically don’t read The Pulse 2016.  However a short post from The Pulsewas sent my way this morning. And so instead of ignoring this right wing propaganda I read Emmett McGroarty‘s attempt to frame ESSA as a “progressive” victory for Obama and a piece of “leftist” legislation that BAD republicans passed and thereby “betrayed” conservatives.

If conservative pundits continue to believe that education policy in the United States is being driven by some progressive ideology that John Dewey set in motion in the early 20th century—an ideology supposedly embraced by Obama and Duncan) a true understanding of what’s really happening will be forever out of reach.

As my friend Paul Thomas pointed out this morning, “the evidence is overwhelming that U.S. public education committed in the first decades of the 1900s to efficiency and core knowledge, and schools have been governed within those ideologies (traditional, conservative) unto this day.”

However, I more convinced than ever that this silly discussion of whether progressive A Right-Wing Delusion: ESSA is "leftist and progressive" victory. | BustED Pencils:

Have Yourself a Common Core Christmas…A Close Reading Parody

Have Yourself a Common Core Christmas…A Close Reading Parody:

Have Yourself a Common Core Christmas…A Close Reading Parody

In case you missed it last year…

As you snuggle next to a roaring fire and reach for the family’s favorite Christmas poem, don’t forget we live in a Common Core world now where close reading rules even for the youngest among us.

Follow the script! And don’t forget you are to read the poem three times.

Of course, I really believe this poem is best read once or twice with excitement and children allowed to ask their own questions whenever they want. We should trust children to understand what is happening and ask questions when they are curious.

I also believe for older students there are times when close reading is justified. Teachers have been using close reading techniques long before Common Core. I cite the questions and the worksheet I used below.

Merry Christmas to all! Enjoy a little Eggnog!

‘Twas the Night Before Christmas
(or A Visit from St. Nicholas)
by Clement Clarke Moore

‘Twas the night before Christmas, when all through the house
not a creature was stirring, not even a mouse.
The stockings were hung by the chimney with care,
in hopes that St. Nicholas soon would be there.

STOP!

The First Reading

What is the main idea?
Summarize the passage I just read.
Do you have questions about what I read?
What did you hear?
What is this about?

The Second Reading

What text structures and text features were used?
What is the author’s purpose?Have Yourself a Common Core Christmas…A Close Reading Parody:

Oakland Teachers Struggle to Get Help for Kids Fleeing Violence | The California Report | KQED News

Oakland Teachers Struggle to Get Help for Kids Fleeing Violence | The California Report | KQED News:

Oakland Teachers Struggle to Get Help for Kids Fleeing Violence

Unaccompanied minors fleeing violence in Central America are still arriving to live with family members or guardians in communities across California, while they wait for their court dates to find out if they can stay in this country. In fact, the numbers of children being detained at the U.S.-Mexico border has more than doubled in October and November compared with a year ago.

In California, Los Angeles County has the largest number of these kids, and Alameda County is next. A steady stream of newcomers in Oakland has now filled all four of the school district’s high school newcomer programs to capacity.

In her first-period ethnic studies class for newcomers, Castlemont High School teacher Carrie Haslanger goes over how to communicate feelings in English.

“Scared. Repítelo: scared,” she says. The class repeats the word. “Very good. ¿Y cómo se dice poderoso en ingles? Powerful.”

Of the 10 students in this class, eight arrived just last week, from Guatemala, El Salvador and Honduras. For the other two, it’s their very first day. Then, halfway through the class, three more students show up. Haslanger receives them with a smile.

“Yes, more students, great! Bienvenidos,” she says.

Close to 500 Central American students seeking refuge enrolled in Oakland schools since the district started tracking them in June 2013. The newcomer program at Castlemont High School was set up just this year, because three other high schools with newcomer programs were full. The district expected 100 new arrivals to enroll at Castlemont throughout the year, but the program was at capacity before winter break. Oakland Unified just announced four new teacher positions for newcomers and is looking at where to enroll new high school students Oakland Teachers Struggle to Get Help for Kids Fleeing Violence | The California Report | KQED News:

Teacher: Why I burned out and what I did about it - The Washington Post

Teacher: Why I burned out and what I did about it - The Washington Post:

Teacher: Why I burned out and what I did about it

Jackie Parrish is a retired teacher who spent 30 years in the same inner-city school in Philadelphia. She has certification in elementary education, secondary mathematics and is a reading specialist. She wrote in the following post about her two episodes with burnout — a not infrequent condition for teachers, especially today when they are under new pressures. This post, which I am publishing with permission, appeared on The Educator’s Room website.

By Jackie Parrish

Burnout occurs often in the field of teaching. Rarely does it have anything to do with the children that we teach. Usually, it has to do with decisions made by non-teachers and the ever-increasing paperwork that comes with those decisions.

I went through two burnouts during my teaching career. I survived one and continued teaching for many years afterward. The second burnout resulted in my early retirement. I am sharing them with you so that you know that you are not alone.

My first burnout occurred at the beginning of my 10th year of teaching. My district was headed into the second major strike of my career and I was my sole support. The strike was about the same old thing – benefits, pay increases, and class size. My district had the highest class size in my part of the state and they wanted to increase it to 35 students. We never had enough supplies or books for the class size we already had so an increase would have been a nightmare. I felt that I couldn’t continue teaching much longer under these circumstances, but I also knew that I couldn’t just up and quit. I needed a plan.

[Why teachers can’t have ‘normal’ lives]

Phase 1 of my plan was to find ways to reduce my stress while teaching. I began walking every work day until I was up to almost two miles a day. I decided that a new hobby might help so I enrolled in a Czech beading class at a local junior college. Creating jewelry using seed beads got my creative juices Teacher: Why I burned out and what I did about it - The Washington Post:

CURMUDGUCATION: CAP: More Silly CCSS PR Polling

CURMUDGUCATION: CAP: More Silly CCSS PR Polling:

CAP: More Silly CCSS PR Polling

In an era in which even Jeb Bush has stopped saying the name out loud, no group has cheered harder for the Common Core than the Center for American Progress (theoretically left-leaning holding pen for interregnum Clinton staffers). No argument is too dumb, no data set too ridiculous. If that dog won't hunt, CAP ties a rope around its neck and drags it.

So it's no surprise that CAP is back with yet another Pubic Policy Polling poll announced with the breathless headline "NEW POLL: WHEN NEW YORKERS SEE SPECIFIC COMMON CORE STANDARDS, THEY SUPPORT THE COMMON CORE." Partnering up on this raft of ridiculousness is High Achievement New York, a coalition of business groups like the Business Council of New York State and reformster groups like StudentsFirstNY.

The poll, found here in its entirety, is as fine an example of scrambled thinking used to fuel PR as you'll find anywhere. In the world of polling, there are two types of polls-- a poll that seeks to find out what people are really thinking, and a poll that tries to make it look like people are thinking what I want them to think. This would be the second type of poll.

There are twenty-two questions that cover basically three areas.

Math and ELA Standards

This is the basis for the headline, and it would make an excellent exercise in critical thinking for sixth graders. Here's the format. The pollster says, "I'm going to read you a list of possible language arts standards for 4th grade students, and then ask if you support or oppose students learning that 

Plunderbund: Takeover of the Youngstown City Schools

Plunderbund:

Youngstown Cabinet Kept Meetings Secret While ODE Superintendent Dick Ross Developed Takeover Plan

by Greg on December 22, 2015 · 0 Comments

Over the past two days, we’ve revealed how emails and documents released by the Ohio Department of Education (ODE) directly link outgoing State Superintendent Dick Ross to the creation of a Youngstown Cabinet that worked to enact a takeover of the Youngstown City Schools via the hijacking of House Bill 70.

The Youngstown Cabinet intentionally kept their membership a secret while Ross and ODE crafted the plans.  Not until after the bill was swiftly passed (in a single day) did they finally reveal their existence.  Minutes from the April and May meetings were released months ago that […]

Full Story... →

Evidence Directly Links ODE Superintendent Dick Ross To Creation Of Youngstown Schools “Cabinet”

on December 21, 2015 by Greg

We reported yesterday that emails and documents released by ODE tie Dick Ross directly to the formation of the Youngstown Schools “cabinet” that eventually led to the takeover of the Youngstown City Schools, despite his testimony to the State Board of Education that the committee merely came to him for advice.  More emails and documents continue to defy those claims, showing that Dick Ross was part of a very small group that began the process and initiated the formation of the cabinet and its members.

A follow-up phone call occurred on September 27 with even fewer individuals than […]

Full Story... →

EXCLUSIVE: Emails & Documents Show Kasich, Ross Led Plan To Takeover Youngstown

on December 20, 2015 by Greg

In July, after the state legislature passed a bill to change the process for Academic Distress Commissions, leading to a state takeover of the Youngstown City School District, Dick Ross told the State Board of Education that the plan was not his, was not led by the Ohio Department of Education (ODE), and that “It came from Youngstown.  I provided assistance.”

Recently released emails and documents from ODE show that Ross actually did substantially more than that, collaborating with Governor Kasich’s office on a plan to overtake Youngstown and being intimately involved in the crafting of plans since […]

Full Story... →

Education Pendulum? No, Meat Grinder | the becoming radical

Education Pendulum? No, Meat Grinder | the becoming radical:

Education Pendulum? No, Meat Grinder

The irony of apt analogy is that when a comparison works it becomes overused, and thus, tossed eventually like so much waste in the cliché bin.

In education, possibly the most enduring metaphor is the education pendulum that represents the swings in educational policy since at least the beginning of the twentieth century.

However, the education pendulum metaphor represents the analogy that is enduring while also being horribly misleading; its power comes from the political and public misconceptions about education, in fact.

The education pendulum suggests relatively wide swings along a fixed continuum, one that implies an ideological left and right.

From historical examinations of education—such as Kliebard and Callahan—the evidence is overwhelming that U.S. public education committed in the first decades of the 1900s to efficiency and core knowledge, and schools have been governed within those ideologies (traditional, conservative) unto this day.

Progressivism, associated with John Dewey and vilified at mid-twentieth century, has only held weight in academia, but as Alfie Kohn carefully details, progressivism has never garnered any real value in official educational policy. Even when inklings of progressivism (such as whole language) have occurred, we have been left with “progressive in name only”; for example, when whole language was the official reading policy of California, the system failed whole language, but whole language did not fail students.

The only way to make the education pendulum analogy work is to envision the swing as minuscule, barely ticking back and forth along a technocratic continuum. Consider, for example, the pendulum swinging back and forth in fruitless pursuit of better tests between the SAT and ACT or between any state’s old high-stakes test and the new high-stakes test.

Here, then, in my home state of South Carolina, as I have documented before, educators in the state have been informed that due to the passing of new federal legislation, ESSA, State Education Pendulum? No, Meat Grinder | the becoming radical: