Latest News and Comment from Education

Sunday, May 3, 2020

Jeff Bryant: Economic Tsunami Crashes into America’s Schools - LA Progressive

Economic Tsunami Crashes into America’s Schools - LA Progressive

Economic Tsunami Crashes into America’s Schools


Due to the coronavirus pandemic, nearly all states have ordered or recommended school buildings stay closed for the rest of the academic year, according to Education Week’s most recent count, and “schools are likely to stay shut for months,” according to the New York Times. Teachers are responding to the crisis by continuing their heroic efforts to ensure students are getting fedstaying engaged, and receiving ongoing instruction via remote learning in some form. Meanwhile, economists and policy leaders are warning that public schools are headed toward a financial crater unless governments at all levels come up with emergency funds for schools.
But instead of rushing to rescue schools from financial calamity, many government leaders—including U.S. Education Secretary Betsy DeVos—are using the pandemic to advance their personal agendas, whether it’s to privatize public education or balance budgets on the backs of school kids.

Their proposals to privatize education and slash spending are the wrong way to respond to a pandemic.

The predicted shortfalls will compound harm that’s been done to a public education system already in financial trauma.
Public schools haven’t fully recovered from the beating they took as a result of the Great Recession, argues a new report from the Albert Shanker Institute, a research center affiliated with the American Federation of Teachers. The downturn in the nation’s economy that started in 2007 hit schools hardest in 2009 to 2011, after states had slashed education budgets and aid that came from the federal stimulus package had run out. The results were “fewer teachers and support staff, larger classes, and a narrower array of academic CONTINUE READING: Economic Tsunami Crashes into America’s Schools - LA Progressive

EdAction in Congress May 3, 2020 - Education Votes

EdAction in Congress May 3, 2020 - Education Votes

EdAction in Congress May 3, 2020


States need federal help to weather COVID-19

As fallout from COVID-19 continues to spread, states are battered by rising costs, declining revenues, and massive unemployment. In the last week alone, 3.8 million Americans filed unemployment claims, bringing the total number of unemployed to more than 30 million. The non-partisan Center on Budget and Policy Priorities now projects $350 billion in state budget shortfalls in FY2021—an increase of $60 billion in just a week. School buildings housing more than 45 million students in 43 states and Washington, DC, have shut down, according to Education Week, and layoffs of educators and other public employees have begun.
To help states weather what could be the worst economic downturn in U.S. history, NEA is asking Congress for an additional $175 billion to stabilize education funding—the $30.7 billion authorized thus far is not nearly enough. The non-partisan National Governors Association is calling for even more—an additional $500 billion in direct relief to state and local governments. But Congress needs to hear from us. Right now. A decade ago, during the Great Recession, state and local governments scrapped essential student services and laid off tens of thousands of educators. We can’t let that happen again. TAKE ACTION

Narrow the digital divide and close the homework gap

“People like to talk about opportunity all the time, but I always say without access, opportunity means nothing,” says Oklahoma drama and speech teacher Shawna Mott-Wright. She estimates that as many as half of her students at Tulsa’s Memorial High School—where more than 80 percent of students are from lower-income families—can’t engage in distance learning. They either don’t have devices, or they don’t have high-speed internet access.
As part of the next COVID-19 legislative package, NEA is pushing Congress to help narrow the digital divide and close the homework gap—the inability to do schoolwork at home due to lack of internet access. Nationwide, as many as 12 million students are affected—roughly 1 in 5. A disproportionate share of those students are African-American, Hispanic, live in rural areas, or come from low-income families. The Emergency Educational Connections Act (H.R. 6563) provides a $2 billion down payment for a special fund, administered by the Federal Communications Commission’s E-Rate program, to equip students with internet access; the Senate version, which will be introduced this week, provides $4 billion to support students for the duration of the 2020-21 school year. TAKE ACTION

May 4-8 is Teacher Appreciation Week

Now more than ever, it is fitting that we celebrate educators—teachers and ESPs—and their unwavering fortitude, optimism, creativity, and love for students during the COVID-19 pandemic.
Bipartisan resolutions, introduced in both chambers to designate May 4-8 Teacher Appreciation Week, note that educators “have stepped up in new ways to support their students and communities, including by coordinating remote learning, supporting students’ mental health, providing meals to students in need, and distributing technology to students.” The resolutions are sponsored by Reps. Sam Graves (R-MO) and Dave Loebsack (D-IA) and Sens. Susan Collins (R-ME) and Sherrod Brown (D-OH). Tell your members of Congress to contact one of them to become a cosponsor. TAKE ACTION

Cheers and Jeers

Reps. Ayanna Pressley (D-MA), Ilhan Omar (D-MN), and Alma Adams (D-NC) are leading a Dear Colleague letter urging House leadership to include student loan debt cancellation in any future coronavirus relief package.
Reps. Jesús “Chuy” García (D-IL), Robin Kelly (D-IL), and Raul Ruiz (D-CA) spoke at a Congressional Hispanic Caucus Institute virtual briefing on addressing COVID-19 health disparities.
Rep. Steven Horsford (D-NV) Introduced the Emergency Unemployment Insurance Stabilization and Access Act (H.R. 6199), which provides $1 billion to strengthen unemployment insurance and was incorporated in the Families First Coronavirus Response Act signed into law on March 18.
Sens. Jeff Merkley (D-OR) and Chris Murphy (D-CT) and nearly two dozen others wrote to Senate leadership asking to raise SNAP benefits by 15 percent as well as increase the monthly minimum benefit from $16 to $30 for all households, something that would particularly impact single Americans who might only qualify for the minimum benefit.
Majority Leader Mitch McConnell (R-KY) is bringing the Senate back to Washington to confirm more judges despite the COVID-19 pandemic and urgent need to help those whose health and financial well-being have been affected by it.
EdAction in Congress May 3, 2020 - Education Votes

Jamala Rogers: Poor Kids Not Getting Online Instruction - LA Progressive

Poor Kids Not Getting Online Instruction - LA Progressive

Poor Kids Not Getting Online Instruction




Poor Kids Not Getting Online InstructionAlmost overnight, the jobs of a lot of working-class parents and grandparents were shut down. Thanks to COVID-19, many were thrust into new roles—to replace their child’s teachers. This new role has added to the stress and strain already created by the virus.
We know that students are not showing up for the online classes. From the U.S. Census and other sources, we also know that most of them do not have internet services or computers at home. How is this situation–well-known before the pandemic—being addressed in our struggling communities?
My concern is that given the lack of access to instructional resources, along with the mental and educational capacity of many poor and working-class families, this current semester will be a critical setback. Students coming from impoverished homes struggle academically without a nasty virus on the scene. If there is no summer school to make up for the loss of second semester, we can count on the academic achievement gap widening.

If there is no summer school to make up for the loss of second semester, we can count on the academic achievement gap widening.

Significant research has been done on the backsliding of poor students during the summer break. While parents with resources enroll their kids in computer camps, thespian teams, sports leagues or travel aboard, too many poor kids spend hours watching TV or playing outside unsupervised. Any instructional gains made during the first semester are doomed.
Research over decades indicate the learning loss increases with age so that by middle school, these students are experiencing 35-50 percent decreases in reading and math. School districts should be thinking about interventions right now. The interventions cannot be just about the academics.
We know who the haves and have nots are and it’s not always about race. A Pew research study CONTINUE READING: Poor Kids Not Getting Online Instruction - LA Progressive

California: Charter Leaders Charged with Breaking Securities Law; No Criminal Charges | Diane Ravitch's blog

California: Charter Leaders Charged with Breaking Securities Law; No Criminal Charges | Diane Ravitch's blog

California: Charter Leaders Charged with Breaking Securities Law; No Criminal Charges


As the old saying goes, better to steal a million dollars than to steal a loaf of bread. The former is smart thinking, the latter is a crime.
When you read this story, you realize what clever guys they were to figure out such a complex scheme. You have to be an accountant to follow the money.
The U.S. Securities and Exchange Commission has charged former CEO of the Tri-Valley Learning Corporation, Bill Batchelor, with allegedly misleading investors when acquiring a $25 million bond for Livermore charter schools.


Batchelor and John Zukoski, the former director of finance for the schools, were charged with a violation of the antifraud provision of the Securities Act of 1933. They were accused of helping prepare and sign a bond-offering document of $25.54 million to fund the purchase and renovation of a Livermore building to house two CONTINUE READING: California: Charter Leaders Charged with Breaking Securities Law; No Criminal Charges | Diane Ravitch's blog

CURMUDGUCATION: Another Voucher Angle: Child Safety Accounts

CURMUDGUCATION: Another Voucher Angle: Child Safety Accounts

Another Voucher Angle: Child Safety Accounts


It's one of the less common buttons pushed by reformsters intent on pushing school choice, and it might be one of the most backwards pitches out there.

Child Safety Accounts seem to be particular baby of the Heartland Institute, a thinky tank that leans way right. Their mission: "to discover, develop and promote free-market solutions to social and economic problems." They are big advocates for the "What global warming?" school, and believe that the left is using the coronavirus lockdown is "a dress rehearsal for the Green New Deal." These are the guys who put up a billboard linking global warming belief to the Unabomber. They no longer list their sponsors, but Media Bias Fact Check says that Exon-Mobil, Charles Koch, and the Lynde and Harry Bradley Foundation were among the money sources in the past.

So, zero surprise that their Center for Education Opportunities advocates heavily for choice in many forms. What might make them stand out is their rather loose interest in facts. Take this scare-sentence from their education pages:

Today about nine of every 10 students attend schools that are owned, operated, and staffed by government employees.

It will come as a big shock and surprise to teachers and administrators to discover that they own the public schools in which they work, and that those schools are not owned by, say, the district itself operating as an arm of the taxpayers and controlled by an elected group of citizens. The fact that Heartland hopes to strike fear by invoking "government" tells you plenty about these guys. Their three big ideas are to get rid of Common Core, more school choice, and removing the Blaine Amendments (aka making it okay to give public tax dollars to religious organizations). Their policy CONTINUE READING: 
CURMUDGUCATION: Another Voucher Angle: Child Safety Accounts

DIARY OF A PUBLIC SCHOOL TEACHER!: This Remote Teaching/Learning Thing!

DIARY OF A PUBLIC SCHOOL TEACHER!: This Remote Teaching/Learning Thing!

This Remote Teaching/Learning Thing!



Just a hodgepodge of thoughts/opinions here!
Thank goodness I have always been a fan of integrating tech in my classroom, that has made this remote teaching/learning situation a WHOLE lot less stressful for me! Whew!

However, I feel for teachers who were not prepared for this, and find it very difficult to navigate this terrain. Especially when it just happened out of nowhere, there was no time to prepare, the expectations are crazy(in some places), and companies are coming at you.Buy/Use my Distance/Remote/Virtual Learning tool! Take my Distance/Remote/Virtual webinar!

If you are an educator showing what you are doing during this time in order to help others, thank you. If you are "showing off?" STOP. You are making other teachers feel "less than."  Have you seen the "Not Every Teacher" image?

Why would someone think it was a good idea to have teachers create a classroom setting virtually? I mean the "sit in front of the kids for hours" type of setting?

Why would teachers give kids SO much work? Especially middle school and high school? Is CONTINUE READING: 
DIARY OF A PUBLIC SCHOOL TEACHER!: This Remote Teaching/Learning Thing!

Save Our Schools From Coronavirus Budget Cuts | gadflyonthewallblog

Save Our Schools From Coronavirus Budget Cuts | gadflyonthewallblog

Save Our Schools From Coronavirus Budget Cuts

America is one dumbass country.
We don’t do the metric system.
We don’t do universal healthcare.
And during a global pandemic, we don’t demand the government pay us to stay home and stop the spread of the disease.
It should come as no surprise, then, that we deeply under-fund our public schools.
There’s always money for a new war or to subsidize fossil fuels or give billionaires another tax cut, but when it comes to teaching kids how to think critically about their world – time to take out the scissors and slash some budgets.
And now with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, experts are expecting the deepest CONTINUE READING: Save Our Schools From Coronavirus Budget Cuts | gadflyonthewallblog

Teacher Appreciation Week 2020 - Network For Public Education

Teacher Appreciation Week 2020 - Network For Public Education

Teacher Appreciation Week 2020


May 4 begins Teacher Appreciation Week. The Network for Public Education is so very proud of our teachers across the country as they rise to the challenge of caring for and educating students from their own homes. As our survey results show, our teachers are working harder than ever while going above and beyond to let their students know how much they care.
We would like to help you make this year’s Teacher Appreciation Week special for the teachers you care about the most so that you can thank them for what they do every day–even in the face of a national crisis.
So many of you generously give to the Network for Public Education, and we appreciate your donations, large or small. We use those funds to fight for better public schools for our teachers and students. Frankly, we are the only national organization willing to fearlessly take on the charter industry, vouchers, and other privatization schemes that are draining resources and attention from our public schools.
For any donation of $20 or more that we receive from today until the end of Teacher Appreciation Week (May 8), Diane Ravitch will send a special note to the teacher of your choice, and tell them that you made a donation to help save public education in their name.
All you need to do is tell us who you want to honor, along with their email address, when you donate here.
Happy Teacher Appreciation Week!  Teachers, we thank you for all you do.  We will continue to let the public know about the wonderful ways that you are supporting your communities and your students.
  
Carol Burris, Executive Director
Teacher Appreciation Week 2020 - Network For Public Education

Six Feet in Schools just Will Not Work | JD2718

Six Feet in Schools just Will Not Work | JD2718

Six Feet in Schools just Will Not Work


What will it take to reopen schools?
A vaccine and a cure?  that would mean a long time. We would have to do some real work on making remote learning more productive than it is now. There are definitely people who are thinking we will wait that long. Not me.
“Flatten the curve” – that was designed to avoid the crush of cases all at once, when the ERs or ICU beds, or doctors, or ventilators, etc, etc, could not keep up with demand. We flattened the curve somewhat, not enough, people died, many fewer than if we had done nothing. But we are past that, or passing that point, in NYC.
We will be, in the not distant future, ready to open with precautions. But what will those precautions be? And specifically in schools, are there enough precautions to be ok to open? Or will schools be an exception (among many exceptions)?
Masks – not a problem in the real world. Not a problem in schools.
Sick – stay home. The advice is right. And with those new-fangled thermometers they can at least check temperatures before someone comes in – to any building, including a school. But we should be mindful about the time this takes.
Testing – the tests need to be better – and yes, it makes sense to test everyone at the start of the year. Do we have enough tests? Are they good enough? I think the answer to both of those will be yes, but not today. By August.
Reaction Protocols when Covid-19 shows up at a school – there needs to a disinfecting protocol that is CONTINUE  READING: Six Feet in Schools just Will Not Work | JD2718

JAMES BOUTIN: Working More Collaboratively in the Wake of COVID-19

Working More Collaboratively in the Wake of COVID-19

WORKING MORE COLLABORATIVELY IN THE WAKE OF COVID-19


I was encouraged yesterday by a few tweets I saw from some education leaders who wondered aloud how various stakeholders in public schools might come to work more collaboratively in the wake of COVID-19. What if we could find ways to get outside of our us vs. them mentality when it comes to the divisions that often exist between classified, certificated and administrative staff; the union and district administration; community members and schools; or even individual schools and the district. Is there some way we could all let go of long-held disputes and just work together to serve young people? What would that be like? How could we achieve it?


I greatly appreciated the questioning because it really got me thinking. What WOULD that be like? Why DOES working in public education feel adversarial so often? I mean, when I began teaching, I imagined most education professionals would probably get along pretty well. After all, we all chose this work for presumably similar reasons. But when I got into the classroom, and I began taking an interest in decisions being made that affected the schools, communities, and classrooms I worked in; I began to learn about the touchy politics related to school budgeting, boundary making, and class size. I discovered that even educators garrison themselves into opposing camps.

So, is there a way we can do things differently in the wake of COVID-19? I love the question. Any chance I'm offered to radically rethink the way we do things - I'll take it. So let's get to work. It seems to me that the first place we're going to have to start is by asking what's CONTINUE  READING: Working More Collaboratively in the Wake of COVID-19

98 Success Academy Students Accepted To College | Gary Rubinstein's Blog

98 Success Academy Students Accepted To College | Gary Rubinstein's Blog

98 Success Academy Students Accepted To College


But is that a lot?
The New York Post seems to think so.  Three times in a recent article they suggest that this is 100% of the seniors.  The title “Entire Success Academy senior class accepted to college” certainly implies it.  The first sentence “Every senior in one of the city’s largest charter school networks has been accepted to a college this year, officials said.” reinforces it.  And the second sentence “All 98 of the 12th graders at Success Academy’s HS of the Liberal Arts in Manhattan earned admission to universities — including Yale, Penn, Duke and Georgetown.” further drives the point home.
But a responsible reporter would ask the logical follow up question.  Is 98 really all the students in the class of 2020?
The answer, of course is, ‘no.’  What the actual number is depends on how you define the class of 2020.
If you go back to a New York Post editorial from just six months ago, it begins with the sentence “Seniors at the Success Academy HS of the Liberal Arts just got their SAT scores — and all 114 did great, with an average score of 1268, 200 points above the national average.”  So six months ago there were 114 seniors, which is 16 more than the 98 that are now called the ‘entire’ senior class.  For Success Academy to lose roughly one-seventh of CONTINUE READING: 98 Success Academy Students Accepted To College | Gary Rubinstein's Blog

SPECIAL CORONAVIRUS UPDATE Larry Ferlazzo's Websites of the Day... The latest news and resources in education since 2007

Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007


SPECIAL CORONAVIRUS UPDATE
Larry Ferlazzo's Websites of the Day... 
The latest news and resources in education since 2007


Worrying Statistic Of The Day: Teaching Next Fall Is Going To Be Risky For A Lot Of Us

A Third of Teachers Are at Higher Risk of Severe Illness From COVID-19 is a worrying article in Ed Week. I’m adding it to THE BEST POSTS PREDICTING WHAT SCHOOLS WILL LOOK LIKE IN THE FALL .
Wiki-Atlas Is A Cool Way To Explore Your Local Community

You can use Wiki-Atlas to explore the locations in any area that are listed as Wikipedia entries. It seems to me that it would be interesting for students to see what places in their town or city were thought to be worthy of being in Wikipedia and to learn about the ones they didn’t know about previously. And, if you’re really ambitious, students could also brainstorm what places are presently om
This Week’s Resources To Support Teachers Coping With School Closures

Wokandapix / Pixabay I have a number of regular weekly features (see HERE IS A LIST (WITH LINKS) OF ALL MY REGULAR WEEKLY FEATURES ). This is a relatively new addition to that list. Some of these resources will be added to The Best Advice On Teaching K-12 Online (If We Have To Because Of The Coronavirus) – Please Make More Suggestions ! and the best will go to The “Best Of The Best” Resources To

YESTERDAY

Ed Tech Digest

Eight years ago, in another somewhat futile attempt to reduce the backlog of resources I want to share, I began this occasional “” post where I share three or four links I think are particularly useful and related to…ed tech, including some Web 2.0 apps. You might also be interested in THE BEST ED TECH RESOURCES OF 2019 – PART TWO , as well as checking out all my edtech resources . Here are this
Around The Web In ESL/EFL/ELL

BiljaST / Pixabay Six years ago I began this regular feature where I share a few posts and resources from around the Web related to ESL/EFL or to language in general that have caught my attention. You might also be interested in THE BEST RESOURCES, ARTICLES & BLOG POSTS FOR TEACHERS OF ELLS IN 2019 – PART ONE and THE BEST RESOURCES, ARTICLES & BLOG POSTS FOR TEACHERS OF ELLS IN 2019 – PART TWO. A
“Black Students Need Love Shown Through Action Right Now”

Black Students Need Love Shown Through Action Right Now is the headline of my latest Education Week Teacher column. Shannon R. Waite, Ed.D., writes that Black students need to be shown love during the pandemic, and that love should be demonstrated through developing “a critical consciousness in teachers and administrators.” Here are some excerpts:
Classroom Instruction Resources Of The Week

Each week, I publish a post or two containing three or four particularly useful resources on classroom instruction, and you can see them all here. Of course, this is a crazy time for “classroom” instruction…. You might also be interested in THE BEST RESOURCES ON CLASSROOM INSTRUCTION IN 2019 – PART TWO. Here are this week’s picks: Should We Be Using Words Correct Per Minute? is from Timothy Shana
Video: “Why is Coronavirus Hitting People of Color so Hard?”

nastya_gepp / Pixabay PBS’ “Above The Noise” videos are great – they always have accompanying lesson plans and transcripts, and they cover timely topics of interest to young people. In addition, they have a direct connection to Google Classroom and offer their videos in versions on and off YouTube in case you’re in districts that make poor decisions (like ours) to have extraordinarily strict limi
Just Sent-Out Free Monthly Email Newsletter

geralt / Pixabay I’ve just mailed out the May issue of my very simple free monthly email newsletter . I sent out two special coronavirus-related editions of the newsletter earlier in March. This is the “regular” monthly version. It has over 3,000 subscribers, and you can subscribe here . Of course, you can also join the eighteen thousand others who subscribe to this blog daily. Here Are 8 Ways Yo


April’s Most Popular Posts From This Blog

As regular readers know, at the end of each week I share the five most popular posts from the previous seven days. I thought people might find it interesting to see a list of the ten most popular posts from the previous thirty 
Big Education Ape: SPECIAL CORONAVIRUS UPDATE Larry Ferlazzo's Websites of the Day... The latest news and resources in education since 2007 - https://bigeducationape.blogspot.com/2020/05/special-coronavirus-update-larry_2.html

Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007