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Saturday, December 3, 2016

Seattle Schools Community Forum: Legislature Needs to Act Fast

Seattle Schools Community Forum: Legislature Needs to Act Fast:

Legislature Needs to Act Fast


Email your legislators right now by clicking here and ask them to fully fund public schools so they don’t lay off teachers this spring.


 Dear friend,


Please email your legislators right now and ask them to fully fund public schools so they don’t lay off teachers this spring.

Across the state, already-underfunded school districts are being told to prepare for a new round of budget cuts. You may have received letters or emails warning about the possibility of teacher layoffs or program closures.

Let's be clear: this is unacceptable. And it's unconstitutional.
Districts across the state face $500 million in cuts if the legislature does not fully fund our public schools by April. Those cuts must not happen. If they do, our schools will be hurt and our state will become even more inequitable. We can stop this and make sure every child gets a great public education — but we need to act fast.

Did you know the Governor and legislators hear very little about public education? It's true! It's really important to build up some heat on folks to get them motivated to effectively address Washington's school funding crisis.

Will you take a moment and tell Governor Inslee and your legislators to immediately and fully fund our public schools with new revenue — and stop these cuts?

Call the governor at (360) 902-4111 or email him here.

Find your legislator here or their contact information here.


Seattle Schools Community Forum: Legislature Needs to Act Fast:

Big Education Ape: Seattle Schools Community Forum: Understanding the Dire State of SPS' 2017-2018 Budget - http://bigeducationape.blogspot.com/2016/12/seattle-schools-community-forum.html

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Let's Talk About Vouchers, Part One (What Happened In Cleveland?) | Blue Cereal Education

Let's Talk About Vouchers, Part One (What Happened In Cleveland?) | Blue Cereal Education:

Let's Talk About Vouchers, Part One (What Happened In Cleveland?)

Angry Elephant

The Oklahoma GOP has for some time nowheld unchecked control of both the State Legislature and the Governor’s chair. Voters have handed them the keys, a 12-pack of Keystone, and encouraged them to have their way with the state. You’ve no doubt noticed the resulting prosperity trickling down all around you.
Each legislative season in recent years has seen a variety of proposals for some form of school vouchers, most recently called “Educational Savings Accounts” – a strange term for something which isn’t in an account and was never intended to be saved. Then again, neither clarity nor accuracy are real priorities of our current leadership. These are the same folks who believe “freedom of religion” means giving them the power to crush the infidel under their giant statue of Old Testament law, and who threatened to defund advanced history courses if we didn’t stop teaching about stuff that happened in the past. 
Bunnies or SomethingNow that voters have made it clear how they feel about public education and the so-called “teacher caucus” which received so much attention this past election cycle, one has to assume the day of the voucher has arrived. We probably can’t stop it, but we can at least try to educate ourselves about it. 
This is tedious stuff, folks. I’m sorry – I try to keep things festive here (at least when I’m not working myself towards a stroke during my almost daily fits of outrage and bewilderment), but I’m not sure that’s happening with this one. 
Still, I’ll do my best. I guess I could throw in some bunnies or something. 
There are two major issues with voucher programs. The first is whether or not they’re constitutional. That discussion has so far focused on a single question: Do vouchers violate the Establishment Clause by funneling public funds towards religious institutions? The short answer is no, they don’t – at least not in the cases addressed by the courts to date.
I’m not certain that should be the only question about their constitutionality, but I’m also just a humble classroom teacher with a blog, so what do I know?
The second issue is whether they’re a good idea. Unfortunately, there’s some disagreement about what this would even mean. I’m going to go with “are they good for kids?”
School VoucherActually, this being Oklahoma, I should clarify further. “Are vouchers an effective way to provide a better education for a greater variety of students in a fiscally realistic way?” That’s how they’re promoted ‘round these parts, but I’m not at all convinced that’s the actual goal. (See earlier disclaimer about the humble guy with a blog.) 
The definitive Supreme Court case regarding “parent choice” and voucher programs is Zelman v. Simmons-Harris (2002). There have been others, but this seems to be the biggie. We’ll start by laying out the basics of this case, explain what the Let's Talk About Vouchers, Part One (What Happened In Cleveland?) | Blue Cereal Education:


School Data Can Be Hard To Understand, And Sates Aren't Making It Any Easier : NPR Ed : NPR

School Data Can Be Hard To Understand, And Sates Aren't Making It Any Easier : NPR Ed : NPR:

Does Your State Provide Good Data On Your Schools? Probably Not


So you're trying to find some information about the schools in your community. Did students perform well on tests? How many students in a school are from low-income families? What's the demographic breakdown? Most folks would start to look for this by searching the web. But, depending on the state you live in, finding that information can be a real challenge.
That's according to a new report from the Data Quality Campaign. Analysts there spent 100 hours last summer looking at annual report cards put out by all 50 states and the District of Columbia.
Here's what they found: Confusion. Broken links. Complicated tables and spreadsheets, filled with numbers and figures without meaning. There was missing data, out-of-date data and lots and lots of education jargon.
"We are passionate data geeks and we couldn't find this information," says Aimee Rogstad Guidera, president and CEO of the Data Quality Campaign, a group that advocates for better use of student information.
Just because the researchers couldn't find the data, says Guidera, doesn't mean that states aren't reporting it. States are required to have report cards each year to satisfy state and federal law, but there's no requirement to make that information easily available and understandable.
"The point is," says Guidera, "they're not communicating in a way that adds any value to someone living in their state."
Here are some of the report's findings:
  • Just four states had all the information initially required under the previous federal education law, No Child Left Behind.
  • Six states did not appear to have data on English language learners academic performance.
  • 13 states did not break their performance data down by gender.
  • About half of states included a non-academic measure of quality.
  • 11 states had old data, from the 2010-11, 2012–13 or 2013–14 school years.
  • in 18 states, it took analysts three or more clicks from the search engine results to find the data.
State report cards come in many different forms. Many use letter grades, A – F, for rating a school or district. Some states assign a number grade, like Kentucky, which gives districts a number on a scale of 1 to 100, and a classification. Wolfe County in Campton, Ky., for example — a rural district NPR Ed visited earlier this year — has an overall score of 69.3 and a Proficient classification.
But the drawback of a number or a single word rating, is it can be too simple.
"A person won't be invested in something they don't understand," says Stephen Pruitt, Kentucky's education commissioner. He's heard this over and over in his state: What does the number really mean. And, he says, is the number helpful? Is it what parents, students and local business School Data Can Be Hard To Understand, And Sates Aren't Making It Any Easier : NPR Ed : NPR:

Trump's education pick says reform can 'advance God's Kingdom' - POLITICO

Trump's education pick says reform can 'advance God's Kingdom' - POLITICO:

Trump's education pick says reform can 'advance God's Kingdom'



The billionaire philanthropist whom Donald Trump has tapped to lead the Education Department once compared her work in education reform to a biblical battleground where she wants to "advance God's Kingdom."

Trump’s pick, Betsy DeVos, a national leader of the school choice movement, has pursued that work in large part by spending millions to promote the use of taxpayer dollars on private and religious schools.

Her comments came during a 2001 meeting of “The Gathering,” an annual conference of some of the country’s wealthiest Christians. DeVos and her husband, Dick, were interviewed a year after voters rejected a Michigan ballot initiative to change the state’s constitution to allow public money to be spent on private and religious schools, which the DeVoses had backed.

In the interview, an audio recording, which was obtained by POLITICO, the couple is candid about how their Christian faith drives their efforts to reform American education.
School choice, they say, leads to “greater Kingdom gain.” The two also lament that public schools have “displaced” the Church as the center of communities, and they cite school choice as a way to reverse that troubling trend.

The audio from the private gathering, though 15 years old, offers a rare behind-the-scenes glimpse of DeVos’ personal views — views that may guide her decision-making as the nation’s top education official. DeVos has repeatedly said she wants policies that give families choices about their children’s education — the choice of public schools included — but her critics fear that her goal is to shift public funding from already beleaguered traditional public schools to private and religious schools.

DeVos remains a harsh critic of the traditional education system, which she calls a “monopoly” and a “dead end.” But she said in the audio that she doesn’t want to destroy public education — only inject competition.

“Dick and Betsy are not radical fundamentalist, 'in the hills' kind of people,” said Rev. Robert A. Sirico, head of the Acton Institute for the Study of Religion and Liberty, who described himself as a close friend. “They’re not the kind of people who want to force their beliefs down anybody’s throat.”
DeVos’ spokesman referred questions to the Trump transition team, which did not respond to a request for comment.

The DeVos family are billionaires, but in the interview, Betsy DeVos said that rather than just give money to boost Christian schools, she’s fighting to change the whole system because there “aren’t enough philanthropic dollars in America to fund what is currently the need in education.”
Betsy DeVos also described her efforts, using the biblical term “Shephelah,” an area where battles — including between David and Goliath — were fought in the Old Testament.

“Our desire is to be in that Shephelah, and to confront the culture in which we all live today in ways that will continue to help advance God’s Kingdom, but not to stay in our own faith territory,” she said.

Those who know DeVos say her goals are not sinister — though they acknowledge the policies she’s likely to advance would benefit Christian schools. In fact, Trump’s $20 billion school choice program that would allow low-income students to select private or charter schools was devised with the help of the advocacy group DeVos headed until recently.

“What she wants to do is just make sure education is much more locally controlled,” said Sirico, who talked to DeVos about her “dreams generally” while celebrating Thanksgiving with her family. “That it’s sensitive to the localities, to the states, to the cities, to the families. That’s just going to naturally involve — at least in the great swath of flyover America — that’s going to involve religious .”Trump's education pick says reform can 'advance God's Kingdom' - POLITICO:



John Jackson Interview on SchoolHouse Podcast | Schott Foundation for Public Education

John Jackson Interview on SchoolHouse Podcast | Schott Foundation for Public Education:

John Jackson Interview on SchoolHouse Podcast

Image result for Schott President & CEO John H. Jackson


Schott President & CEO John H. Jackson was interviewed on a recent podcast on education organizing, the election, and what direction education justice movements should take over the next four years. Dr. Jackson was interviewed by Allison R. Brown, Executive Director of the Communities for Just Schools Fund for CJSF's SchoolHouse podcast.
The silver linings of the 2016 election were found at the state and local levels:
"What you saw in Georgia is voters voted to ensure that their educational systems are not void of a democratic process. They voted against the state’s desire to takeover several of the school districts across the state. In Massachusetts you saw voters push back an effort to increase the number of charter schools across the commonwealth. I think voters are in a place where they would like to see the state make substantive investments that are going to impact all students regardless of what type of school they exist within, but mainly those students that exist within the public educational system. And to your point we have seen that education is more of a bipartisan issue."
"I think voters are recognizing that you can’t have a broken economic system, you can’t have a broken health care system, and expect to have a highly effective educational system, all exist within the same ecosystem. I think its also important to note that voters do recognize that the public education system can work and that we have to invest in it so that it can work for all students. And that’s the major hurtle that many of the bond initiatives to increase resources, to increase taxes, were designed to do – to begin the types of supports so that regardless of where the student is located, regardless of what zip code the student lives within, that they will have the supports that will provide them a fair and substantive opportunity to learn."
The far right wants to dismantle the Federal Department of Education, but to do so would be an immense undertaking that isn't likely in the short-term.
"There is a long-term threat of perhaps losing the Department of Education. That threat I don't view as immediate, because even if you get rid of the Department of Education you would still have to identify where they're sending Title IX complaints, where they're sending the Civil Rights portion of the work the Department of Education does — how then do you provide the grant support that the Federal government provides to the states? Will that be block grants that the states receive directly every year? Who's going to administer that process? And then there's this thing called the student college loan system, where there's a trillion dollars of college loans that some institution is going to have to manage.
"We have to be able to map out, ‘what are some of the more immediate threats’ and what are some of the ways that we can push back those immediate threats. And what are the opportunities that exist? There are many opportunities at the state and local level, where we see individuals who are willing to make decisions on education who are not necessarily along party lines, but are looking at the value of the issue."
"To pull back and take a broader look: if you look at the history of the fight for justice, it has never been a linear track. It's always been three steps up, one step back. Two steps up, one step back. While we had emancipation, around the corner were Jim Crow laws. While we had Brown v. Board of Education, around the corner was the Bakke decision that said you can’t use race in higher education. While we’ve had opportunities to move legislation like the Civil Rights Act, like the Voting Rights Act, we also had the Reagan administration, which pushed back on that... I do think it's important that for this generation and generations to come, we put this struggle in context... It’s going to be our efforts during this season that determine how many steps back we take, and how many steps forward. And that’s where I’m hopeful, because we’re still in the game."
Listen to the entire podcast here:


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Catch up with CURMUDGUCATION: Smarick: How It Could All Go Wrong + Book Banning and Gaslighting America

CURMUDGUCATION:

Catch up with CURMUDGUCATION: Smarick: How It Could All Go Wrong +   Book Banning and Gaslighting America







Smarick: How It Could All Go Wrong
Regular readers know that Andy Smarick is on my short list of folks from The Other Side whose writing I generally respect. Smarick is often a thoughtful voice for what I think of as "old school conservatives" or "traditional conservatives" or even "real conservatives." And he's comfortable with nuance. None of which is to say that I don't totally disagree with him on many subjects. But he makes an
Book Banning and Gaslighting America
Here we go again. A family in Virginia has apparently scared a school district into banning Huckleberry Finn and To Kill a Mockingbird . If you have been an English teacher for longer than a week, this is well-trod ground. American literature is a field full of land mines because American culture is a field full of land mines; as I tell my students every year, it is impossible to talk about Americ

DEC 01

Measuring Charter Success
The charter business is going to boom soon. Let's imagine how we could become really successful in that industry. Let's imagine a world where schools are judged on how healthy their students are. And since overall health is a complicated metric, let's choose an easily-measured metric as a proxy. We'll say that the students' height will be the measure of student achievement. We'll start advertising
Unionizing Charters (PT. 3)
So I've been working my way through the newly-launched conversation about how teacher unions and charter school fans could become BFFs. (Here are Part 1 , Part 2 , and a sort of Prelude ). After plowing through all that, I'm going to try to articulate what I think we're looking at and how I feel about it. The Need This is all in reaction to the Ascent of Herr Trump and his Secretary of Education-i
Unionizing Charters (PT. 2)
As I noted in Part I, Peter Cunningham and others from the Why Of Course We're Liberal Democrats Who Support Charter Schools crowd have been trying to rustle up a new conversation about unions and charters and why they should be BFFs. This newly minted conversation has cropped up and there, but Ed Post has whipped a whole little flurry of discussion on its own millionaire-charter-lover-backed web
Unionizing Charters (PT. I)
A curious conversation is unfolding over at Education Post, kicked off by this piece by Dirk Tillotson , founder and executive direct of Great Schools Choices, a charter advocacy group. It's a "provocative" piece simply because it is a charter fan writing in favor of unionizing charter work forces. Tillotson kicks off his conversation by using classic passive voice weaseling to get around a fundam

NOV 30

Revising Reform for Trumplandia
If reformsters are good at anything, it's revising the narrative to match current conditions. They are masters of the retcon (a comics term referring to retroactively altering character continuity, like when Frank Miller introduced Elektra into Daredevil continuity and we suddenly learned that a character we had never heard about before had actually been-- oh, shut up. You're a nerd!). Anyway, ref

NOV 29

Slowing Down
For the past several years, I have sometimes felt like Indiana Jones just a few feet in front of the damn giant boulder. This is not entirely the result of various education reforms. We've been through some changes locally, including but limited to some schedule changing that has resulted in slightly shorter periods, and some changes in staffing that have led to slightly larger classes. But of cou
Christmas Curmudgushopping
If you want a little something for the fan of education blogging in your life (because don't we all know dozens of such people), I'm going to make a quick pitch here for Curmudgucation gear. It almost physically pains me to say "Hey, buy my stuff," but 1) helpful people keep telling me to build my brand and 2) I've got twins on the way. Here's a book! Featuring almost 100 hand-picked blog posts fr

NOV 28

Online Teaching Credentials
Want to be a teacher, but just don't have the time or money to do all that, you know, college degree getting stuff? Well, you're in luck. Meet Teach-Now ! It's the Teach-Now Educatore difference (no, I didn't mistype "educator")! "Become certified to teach in virtually every subject, at virtually every level, in virtually every state" though it's more than that, because the company is internationa
FL: Testing Students Into Oblivion
Friday the Tampa Bay Times reported on a great new program being pursued by Pinellas County schools to raise school ratings. The program could best be described as "Just stop having school and devote your time to test prep instead." The article focuses on differences that are emerging between biweekly test results for 3-6 grade students and K-2 students. In doing so the article completely breezes

NOV 27

ICYMI: Post Turkey Edition (11/27)
I briefly toyed with the idea of collecting all the articles that explain how awful Betsy DeVos will be as Secretary of Education, but it just made my computer sad, so I just picked a couple and selected some other pieces to help us all remember that there are other things to pay attention to. Higher Education in Pennsylvania 101 William Boggs in the Pittsburgh Post-Gazette explains what some legi
How Bad Is DeVos? So Bad...
The nomination of Betsy DeVos to the post of Secretary of Education is such a bad choice that we don't even have to talk about actual policy ideas to understand how unsuited she is for the position. Consider-- John King was a terrible choice for Secretary of Education. But John King has worked in a classroom with students and run a school, even if the classroom and school were charters. John King

NOV 26

Spotting Fakes and the Death of Reading
I've looked once before at the Stanford study which found that students-- middle school, high school and college-- can't tell the difference between real news and advertisements, fake news, or just general detritus on line . The researchers themselves called the results shocking; that may be only becaus
CURMUDGUCATION: