Latest News and Comment from Education

Friday, September 20, 2013

NYC Educator: Diane Ravitch, Yellow Stripes and Dead Armadillos

NYC Educator: Diane Ravitch, Yellow Stripes and Dead Armadillos:

Diane Ravitch, Yellow Stripes and Dead Armadillos

According to Jim Hightower, yellow stripes and dead armadillos are the only things you'll find in the middle of the road. And yet Jessica Levin, over at Huffington Post, paints corporate reformers as occupying some middle ground. Levin mentions Michelle Rhee as one of these moderate voices. I'm reminded of another quote:

When a true genius appears, you can know him by this sign: that all the dunces are in a confederacy against him.

~Jonathan Swift

Ms. Levin appears to represent one of the first dunces to venture forth into the arena after having read Ravitch's book. Levin finds hitherto unsung nuance in reforminess:

Ravitch claims all education reformers are bent on promoting privatization, vouchers, and for-profit schools. However, most of those I interviewed have little faith in market solutions to improve schools systemically. They won't actively oppose vouchers because they refuse to tell poor parents what they wouldn't tolerate hearing themselves: "Your kids must stay in this failing school while we spend a decade trying to fix it." But many talked about vouchers and for-profits as distractions more than game changers. 

So let's understand this. The corporate reformers oppose vouchers, but won't say they do. The important thing is what they think, not what they do, and of course to move the kids from so-called failing schools. Whether or not they address the underlying issues that cause low test scores, like poverty, learning disabilities, or lack of English, is of no consequence. Whether the schools prove better, equal, or worse than the "failing" schools is also 

Gay and Lesbian Educators Remain Vulnerable to Bias | NEA Today

Gay and Lesbian Educators Remain Vulnerable to Bias | NEA Today:

Gay and Lesbian Educators Remain Vulnerable to Bias

September 20, 2013 by twalker  
Filed under Featured NewsTop Stories
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By Rita Zeidner
The U.S. Supreme Court’s June decision striking down a key provision of the Defense of Marriage Act DOMA promises many federal benefits to married gay and lesbian couples. But the landmark ruling does little to ensure a nondiscriminatory workplace for gay, lesbian, bisexual and transgender educators.
Nearly one out of three Americans lives in jurisdictions where same-sex marriage is legal. But many of the married gay and lesbian educators who live in states that are not gay-friendly are unlikely to take full advantage of their newly affirmed rights, including lower federal taxes. That’s because the sad reality in many schools is that an educator can still be fired once word gets out that they’re gay.
The Supreme Court’s ruling in Windsor v. U.S. nixed the most damning part of DOMA—the provision that limited the federal definition of marriage to “only a legal union between one man and one woman.” But there is still no federal law guaranteeing GLBT employees the same kind of workplace protections extended to other vulnerable workers.
In the past, we could count on Congress to ensure workplace protections by passing laws like Title VII of the Civil Rights Act of 1964, the Pregnancy Discrimination Act and the Age Discrimination Act. That’s no longer 

Millions of youngsters are heading back to school eager to start a new academic year. Many will thrive but too many will succumb to the epidemic of boredom threatening students in schools throughout our country. Boredom in schools – the opposite of the behavioral, cognitive and relational engagement that predicts long-term educational persistence and success, is surely behind the steady decline of

Achieving Excellence and Equity: The U.S. Department of Education’s Strategic Plan Released for Public Comment | ED.gov Blog

Achieving Excellence and Equity: The U.S. Department of Education’s Strategic Plan Released for Public Comment | ED.gov Blog:

Achieving Excellence and Equity: The U.S. Department of Education’s Strategic Plan Released for Public Comment

Please submit all comments on the Department of Education’s draft FY2014-2018 Strategic Plan to strategicplancomments@ed.gov. All comments must be received by Friday, October 4th at 5pm.
The U.S. Department of Education’s (ED) mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access to quality educational opportunities. Every four years, the Department of Education has the opportunity to share our strategic plan for achieving this mission—making clear our goals and how the Department will meet them. Too often, achieving excellence and equity has been relegated to a wish rather than elevated as an attainable goal. This plan attempts to make clear how we will define and attain this audacious goal;and we hope to get your input.
Ensuring America once again leads the world in post-secondary completion by 2020 is the North Star guiding all our work at the Department of Education. The basic arithmetic of achieving this goal requires improvement at every level of education—from school entry to post-secondary enrollment and completion—and for all populations, including the historically underserved, from poor children to displaced adults.
We must address existing opportunity gaps so that all youth, beginning at birth, have access to a high-quality education and graduate from high school ready to succeed in college and careers. Dramatically improving learning and life outcomes across the spectrum means that we must identify and develop significantly more effective and more scalable approaches to our most persistent educational challenges.
To guide our efforts, ED has committed to goals and objectives in six areas during this next phase of the agency’s work:
  • Early Learning
    Improving the health, social-emotional, and cognitive outcomes for all children from birth through third grade, so that all children, particularly those with high needs, are on track for graduating from high school college- and career-ready.
  • Elementary and Secondary Education
    Continuing to improve the elementary and secondary education system’s ability to consistently deliver excellent instruction aligned with rigorous academic standards while providing effective support services to close achievement and opportunity gaps and ensure all students graduate high school college- and career-ready.
  • Postsecondary Education, Career and Technical Education, and Adult Education
    Increasing college access, affordability, quality, and completion by improving postsecondary education and lifelong learning opportunities for youths and adults.
  • Equity
    Increasing educational opportunities for and reducing discrimination against underserved students so that all students are well-positioned to succeed.
  • Continuous Improvement of the U.S. Education System 
    Enhancing the education system’s ability to continuously improve through better and more widespread use of data, research and evaluation, evidence, transparency, innovation, and technology.
  • U.S. Department of Education Capacity
    Improving the organizational capacities of the Department to implement this strategic plan.
A subset of objectives will be prioritized and will guide the day-to-day work of the Department for the next two years. These goals include: supporting comprehensive early learning assessment systems; supporting the successful implementation of college- and career-ready standards and assessments; ensuring more students have effective teachers and leaders; decreasing disparities in the national high school graduation rate; dramatically decreasing the number of high schools with low graduation rates; increasing college degree attainment among 25-34 year olds; and increasing evidence-based decision making and investment.
Although we, at the federal level, have chosen in many cases to hold ourselves accountable for the ultimate educational outcomes of Americans, we are clear that educators at the classroom, school, district, and state levels will continue to design, lead, and execute the efforts determinative of our collective success. We are also aware that Congress will define the breadth, depth, and sustainability of our success; therefore, this plan assumes Congress will provide the needed context and resources to support this plan. Finally, the ability to build stronger and better partnerships with stakeholders—from parents to CEOs—always has been and always will be essential to educational success.
Although we at the Department of Education fully anticipate realizing our goals, we are also conscious that the road ahead will not be easy. We believe our mission and the potential benefits of success are worth the challenges.
To learn more about and contribute to the development of the Department of Education’s Draft fiscal year 2014-2018 strategic plan and 2014-2015 priority goals, please click here. We invite your questions, comments, and all other feedback on the draft plan.
Please submit all comments on the Department of Education’s draft FY2014-2018 Strategic Plan to strategicplancomments@ed.gov. All comments must be received by Friday, October 4th at 5pm.
U.S. Acting Deputy Secretary of Education Jim Shelton

9-20-13 Ed Notes Online

Ed Notes Online:







Bill Thompson "Tone Deaf" Campaign Deficiencies Exposed in NY Times
...and UFT support shows how tone deaf they are. David Chen in the Times reported the other day - A very revealing article on Bill Thompson's faults and failures -- all of which were not noted by the equally tone deaf UFT.Mr. Thompson never articulated a clear message. “Muddled” was a word used by many. He developed a centrist platform, better suited to a general election than a Democratic primary
9-19-13 Ed Notes Online
Ed Notes Online: @Ravitch WebinarI had the opportunity last night to be in the room with Diane Ravitch while she interacted with bloggers on the web using an interesting technology from Shindig. For over an hour I stood behind her taping her off the screen. Now I could have taped her off the screen I guess at home but I have an idea for a possible small documentary by gathering footage from her bo

9-20-13 Seattle Schools Community Forum

Seattle Schools Community Forum:




For (Hopefully) the Last Time - No Name Calling
I feel like a teacher with some 5th graders. What part of "no name-calling allowed at this blog" is not understood?That means no name-calling of:- administrators- teachers- staff- students- schoolsIf you had a bad experience with a teacher or school, you are welcome to tell us about it but you cannot label a person or place with an unsavory name. You can certainly say  - as I have - that


Seattle Schools on Saturday
From SPS:Seattle Public Schools has teamed with the Washington Association of School Business Officials (WASBO) to bring to you a workshop specifically crafted for booster club members, parent group members, athletic and activity directors, principals and school administrators. The PTSAs and booster clubs that make up our support groups are an integral component of our students’ academic and extra
Seattle Schools News and Updates
From SPS Communications:Symetra and the Seattle Seahawks honored Nathan Hale High School teacher Doug Edelstein as a “Symetra Hero in the Classroom” on Sept. 18, during a classroom presentation. Edelstein is a Social Studies instructor for Grades 10–11. “Doug Edelstein is a remarkable individual and educator, who is celebrating his 20th year as a teacher. He has given his heart and soul to student


Seattle Schools Community Forum
Seattle Schools Community Forum: Friday Open ThreadWell hello there. Back from hiatus and a big thank you (and good job) to Charlie who kept this thing going quite nicely.  I did read from afar a couple of times but true to my word to myself, I did not comment or post. (And by the way, a BIG thank you to all our readers.  Our numbers continue to soar and it's quite amazing.  I like to think that p

FCMAT » Cali Education Headlines Friday, September 20, 2013

FCMAT » Fiscal Crisis & Management Assistance Team:


Peter Schrag: How are the schools doing? This year, don’t ask





Education Headlines

Friday, September 20, 2013

KCSOS updates policies after disabled child forgotten on bus

The father of an 8-year-old autistic boy who was discovered abandoned on an otherwise empty school bus said he's not appeased by new safety measures the Kern County Superintendent of Schools office has added since the incident last week.

Water, school meals cost Conejo Valley district unexpected $6 million

Spiraling water costs and poor sales of school meals cost the Conejo Valley Unified School District slightly more than $6 million in unforeseen costs in the last school year.

Moorpark school board discusses changes at continuation school

Moorpark Unified School District board members have been meeting with staff members at Moorpark Community High School to work on changing the school into "a career and technical education-themed high school."

Santa Ana Unified may announce new superintendent Tuesday

The board of the Santa Ana Unified School District may announce the appointment of a new superintendent at its meeting on Tuesday. “It is on the agenda to discuss and possibly name the appointment,” said Deidra Powell, the district spokeswoman.

District, Alliant back to drawing board

The Sweetwater Union High School District recently pulled its application for a conditional use permit to operate a satellite campus out of the National City Adult School.

Grant to fund officers for every Modesto high school

The $1 million grant awarded this week to the Modesto Police Department will fund eight new school resource officers, enough for every large Modesto high school and the Elliott alternative campus to have a full-time presence.

Teacher accused of molestation previously arrested for sex abuse

A former El Sereno Elementary School teacher accused of molesting three former students was arrested on sexual battery and lewd acts on children in 2010, but the charges were dropped because of a lack of evidence, authorities said Thursday.

Peter Schrag: How are the schools doing? This year, don’t ask

Gov. Jerry Brown’s George Wallace act seems just a little forced. Standing defiantly against the feds in the schoolhouse door as the Alabama governor once did is probably not his shtick. But Brown, who this week suggested American schools were just fine before the federal government “intruded in education,” seems to be trying. For a bright guy, that was about the silliest thing he ever said.

Fensterwald: Teacher, two superintendents to hold key positions on funding law’s new agency

Consistent with the goal of shifting power over education decisions away from Sacramento, the Local Control Funding Formula law creates a new agency to work with, not dictate to, local districts on how to meet their improvement goals. In the first step toward launching the California Collaborative for Educational Excellence, the Legislature this month determined that a teacher and two superintendents will form the majority on its governing board.
Thursday, September 19, 2013

Alisal school board adopts credit-card use policy

It's official: Alisal schools Superintendent John Ramirez Jr. is now authorized to use the district credit card.The school board voted 5-0 Wednesday night to approve a policy governing the use of the credit card, a policy that was nonexistent a year ago.

Baron: Future of high school exit exam unclear as California revamps testing requirements

The current overhaul of California’s student testing program is skipping, for now, the California High School Exit Exam, the one test that’s truly high stakes. If students don’t pass, they don’t receive a high school diploma

Chico school test scores good, but gains, losses hard to explain

A report finds the majority of Chico schools are doing better than the state averages on various standardized test measures, but what it means is not entirely clear.

Sandronsky TFA, Charter Schools Move into Sacramento

Sandronsky TFA, Charter Schools Move into Sacramento:

TFA and Charter Schools Move into Sacramento

By SETH SANDRONSKY



Teach for America, founded in 1990, employs recent university graduates, or corps members, to instruct low-income students. TFA, with a presence across the US, arrived in Sacramento, Calif., with 16 teachers in six area schools last school year.
There was little news coverage of TFA’s coming to California’s capital city. Was this an accident?
The answer is unclear. What is clear is Michelle Rhee, a TFA alumnus, helms StudentsFirst, an education reform group hostile to teachers’ labor unions, from its national headquarters in Sacramento.
Rhee is married to the city’s mayor, Kevin Johnson; they are registered Democrats. Critical news coverage of their efforts to reform public education is limited.
On that note, the Sacramento News & Review, the city’s alternative weekly, ran two full-page advertisements for TFA recently. (Disclosure: I contribute to SN&R occasionally.)
In the Golden State’s capital city, TFA corps members taught at one traditional public school with a labor union representing all classroom teachers in 2012-2013. TFA corps members also taught at five public charter schools that privately operate with taxpayer dollars, hiring employees under at-will contracts in Sacramento.
Ninety percent of the public charter schools across the US operate as non-union workplaces, according to author and historian Diane Ravitch. This is a close fit to the schools with TFA employees teaching in Sacramento.
Nikolas Howard is the executive director of TFA in Sacramento. Reared in Los Angeles, he became interested in classroom teaching and education reform in the 1990s.
Howard is the first in his family to attend college. He completed his undergraduate studies at Cal Poly San Luis Obispo, and graduate school at the University of Oregon.
Howard joined TFA in 2003, teaching special education at a middle school in West Philadelphia. Howard was a TFA coach, instructing incoming teachers in the South Bronx, N.Y., from 2005-2007.
Later, he accepted TFA posts as an assistant principal, chief instructional officer and principal in L.A. He arrived in Sacramento last year.
According to Howard, half of TFA’s teachers in Sacramento are local residents, and identify as people of color from low-income backgrounds. Half of the TFA teachers instruct students in kindergarten through middle

Susan J. Demas: Education is not a for-profit business, so don't treat it like one | MLive.com

Susan J. Demas: Education is not a for-profit business, so don't treat it like one | MLive.com:

Susan J. Demas: Education is not a for-profit business, so don't treat it like one

school funding.jpg
Michigan has slashed education spending 9 percent since 2008, sparking several rallies against the cuts. (AP File Photo)
Government should be run like a business. That mantra spills from the mouths of Republicans and Democrats a lot these days.
And it's often used about education, as a way to justify spending cuts. If bloated school districts would just manage their money better, they wouldn't even feel the effects of budget cuts, so the thinking goes.
In Michigan, we've put our money where our mouth is with that theory.
We've cut K-12 spending more than 33 other states since 2008 -- 9 percent, according to a new study by the nonpartisan Center on Budget and Policy Priorities
That's been a bipartisan effort. Cuts started in the Gov. Jennifer Granholm era, and peaked with Gov. Rick Snyder's fiscal 2012 budget, in which he slashed schools by about $400 per student. The 2.5 percent increase for next year's budget is only around the rate of inflation.
Now the idea that running schools like businesses is a fallacy to begin with. Business operate to make a profit. Public schools operate to educate children. 
Both can fail at their missions -- and do. But comparing the two is like saying that a goat should be more like an orange. There's a level of absurdity there.
However, the run-government-like-a-business trope isn't going away anytime soon. Many Republicans genuinely believe that private enterprise is superior to government in every way. And plenty of Democrats deploy the theme to show they're 


Democratic Congressman who tweeted Ravitch is “evil” goes on to compare her to Koch brothers - Wait What?

Democratic Congressman who tweeted Ravitch is “evil” goes on to compare her to Koch brothers - Wait What?:

Democratic Congressman who tweeted Ravitch is “evil” goes on to compare her to Koch brothers

The Attacks Begin (click picture)



 Jared Polis, a Democratic member of Congress from Colorado, who tweeted yesterday that America’s leading public education advocate, Diane Ravitch, was an “evil woman” went on to tweet, “Can’t think of anybody else who has caused more harm to public schools, except maybe Koch brothers.”
The Wait, What? (WTF) moment is brought to us by the three-term, multi-millionaire who is apparently a huge supporter of charter schools, having created at least one charter school himself through his personal foundation that he calls the Jared Polis Foundation.
One can only assume that Polis doesn’t like the fact that Ravitch (and many other pro-education advocates) have revealed the fact that charter schools traditionally “increase” their standardized test scores by “creaming” off the best students, discriminating against non-English speaking students and refusing to take their fair share of students who need special education services.  The fast majority of charter schools also have policies that are overly dependent on disciplinary procedures and directly work to undermine teachers, their unions and the teaching profession.
Most incredible about Polis’ outrageous tweets that the he imagines himself as an up and coming “progressive” figure in the Democratic Party.
According to an article 

'Charter schools are like turkey hot dogs' and other education musings from a South Philly stoop lady [video] — NewsWorks

'Charter schools are like turkey hot dogs' and other education musings from a South Philly stoop lady [video] — NewsWorks:

'Charter schools are like turkey hot dogs' and other education musings from a South Philly stoop lady [video]

September 19, 2013
By Peter Crimmins, @PeterCrimmins 
Video by Lindsay Lazarski, @llazarski
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Since the Philadelphia public schools openedearlier this month, NewsWorks has sought opinions and insights from such education experts as Michelle Rhee (former Washington, D.C., school chancellor and long a critic of teacher seniority policies) and NYU Professor Diane Ravitch (a defender of public schools over charters).
To get some home-grown perspective on the turbulence of Philadelphia public schools, we turned to venerated opinion leader and longtime denizen of South Philadelphia, Patsy. Her own kids attended the Holy Mary Mother of God school (a reverent institution that exists beyond the reaches of the Internet; don't bother to Google it) near 7th and Shunk streets (don't attempt to locate it, either). Why did she send her kids to Catholic school? "Three words," says Patsy: "'Nuns don't strike.' The hit youse, but they don't strike."
Patsy holds court on her semi-regular show, "The View From My Stoop." That view can get pretty fuzzy as she strains to see anything north of Snyder Avenue. We asked her to entertain reader questions about the state of Philadelphia's public schools.
"Patsy" is a character created by Jen Childs, the founder and director of 1812 Productions, an all-comedy theater company in Philadelphia

Our School’s Utilization of Technology as a Vehicle for Growth | Connected Principals

Our School’s Utilization of Technology as a Vehicle for Growth | Connected Principals:

Our School’s Utilization of Technology as a Vehicle for Growth

September 20, 2013
By 
K-SMARTboard-1

When I walk into our kindergarten classrooms now, seeing a five-year old moving her avatar to the “School Lunch” or “Home Lunch” box does not seem like a big deal. This not only provides this information to the teacher regarding her lunch preference, but also simultaneously takes attendance (if someone’s avatar has not moved, he or she is either absent, or they have forgotten to move it!) But when I recall how far we have come as a school in a fairly short period of time, I realize that the growth we have made has been significant, and was not accidental.
Eight years ago I sat in a room with a group of fellow administrators deliberating which of the many “initiatives” we were undertaking were most crucial to our district’s success moving forward. I remember choosing “technology” as being in the top three (along with our district tech director). I had been taking classes at the University of New Hampshire for my Ed. S degree, and had been involved in a hybrid course, and my strong feelings regarding the importance of maximizing available technologies had begun to form. I am pleased that technology is no longer an “initiative”, but a vehicle by which we are able to make learning opportunities more engaging, timely, and accessible