Friday, May 1, 2015

'Failing schools' robocall confuses Sumner residents

'Failing schools' robocall confuses Sumner residents:

'Failing schools' robocall confuses Sumner residents

A recent pro-school voucher robocall that has offended some Sumner residents has been misinterpreted, its source says.

The robocall received April 15 specifically targeted GOP voters in the 2012 and 2014 primaries inRepublican Rep. Courtney Rogers' legislative district that partially covers Goodlettsville, Hendersonville, Millersville and White House. Its voice is former Tea Party U.S. Senate candidate and state Rep. Joe Carr of Murfreesboro's District 48, speaking on behalf of the Tennessee Federation for Children, encouraging residents to support Rogers as she backs the pro-school voucher bill.

The Tennessee or American Federation for Children is a Washington, D.C.-based pro-school voucher nonprofit advocating to provide parents with a private school choice. For supporting the proposal, the message says, Rogers has been attacked by "union-funded front groups" that "take their direction from the National Education Association, the largest labor union to support Barack Obama and the largest labor union in Tennessee."

"They want to impose their values on our schools, and are working to oppose parental choice scholarships that allow parents to escape failing government-run schools," the message says.

Numerous parents and teachers contacted Director of Schools Del Phillips upset with the call that they felt suggested Sumner County has failing schools, spokesman Jeremy Johnson said. Some also thought Rogers approved the message.

"Prove that. Where do we have failing schools," school board member and parent Ted Wise asked. "Don't just say it. Prove it to me. If a message was sent about her and she didn't approve it, I'd have a huge problem if I were her. I think she absolutely knew about it, and if she didn't, she's got a bigger problem than she realizes."

The Hendersonville home of school board member Beth Cox, also a parent, received the call twice.

"Everyone was perplexed to have a political call in a non-election year," Cox said. "I thought it was a confusing message because we have incredible schools. That's why people move here. If it were me, I would do everything I could to correct it and separate myself from the situation, and I am not sure that was done effectively. I would have done more."

The federation confirmed neither the call nor the message came from Rogers, who was not informed of it ahead of time. The robocall's script also specifies that it was, "Paid for by the Tennessee Federation for Children and not authorized by any candidate or candidate's committee."

"It's not a political ad; it's a policy ad," said Steve Gill, a communications strategist and a political analyst, one of whose clients is the Tennessee Federation for Children. "It's not unusual for policy ads to be run in a non-election year to encourage legislators to either vote for or against a particular issue."

Purpose: to generate support

The targeted issue here, Gill said, is House Bill 1049, a pro-voucher proposal that aims to provide low-income students with a state-funded scholarship so they can attend a private school. The bill, which the Senate passed March 30, affects five counties — Davidson, Knox, Hamilton, Shelby and Madison.

"The message was not referring to failing schools in Sumner County," Gill said. "The purpose of the robocall was to generate support for Courtney Rogers on the school choice bill that gives children the option to escape horribly failing government schools."

The call is "pretty odd," said Sumner County Commissioner Paul Goode pointing that Rogers is not on committees voting on the bill.

"Why would this group single her out out of 99 representatives when she isn't on any committee that would debate this bill?" asked Goode, who also received calls from upset constituents.

There are two reasons, Gill said, to encourage support for and defend Rogers.

"Courtney Rogers was being targeted by advocacy groups opposing the school choice bill," Gill said. "I also think there are people, including Republicans, who still have a political vendetta against Courtney Rogers because she won an election against Debra Maggart. It was to support someone under fire, and unfairly so, as demonstrated by the response to the call, which proves the point of the robocall. People are creating a false hysteria over a message about a proposed legislation that does not even apply to Sumner County."

Rogers replies

Carr, a radio talk show host, was picked for the call, Gill said, because of his recognizable, conservative voice and advocacy for school choices.

"The robocall is in no way directed toward Sumner County Schools," said Carr, who has experience in public, private and home-schooling. "We called in Sumner County because Rep. Rogers has shown leadership on the issue. I oppose excluding any method that would help raise the educational standards of our children. I'm for parental choice and competition. The massage basically said, 'Hey, parents of Sumner County, we have failing schools in Tennessee and vouchers are a tool in the toolbox that we should consider to improve the opportunities for children to excel. Support Rep. Rogers on this bill.' "

Rogers, one of 30 representatives co-sponsoring the bill, said she appreciates individuals and groups that give up time and resources to support her, but confirmed she neither initiated nor approved the message.

"One of the tough things about being in politics is that you never know when or from whom (support) will come," Rogers said. "I support parental choice especially in areas where there are failing schools. I believe that parents are the final authority in the education of their children. The message did rightfully address the fact that there are failing schools in Tennessee. I believe that public schools will continue to be the primary mechanism for education in our state and therefore should be supported for the task at hand, but if specific schools repeatedly fail to serve their purpose, we have an obligation to take action to restore excellence within the schools in question and to allow the use of different options in the meantime."

The verbiage of the call, however, concerned Rogers, who felt that it "could be misinterpreted as a complaint against Sumner County Schools" and asked that it be withdrawn. She also added her family moved to Sumner because of the good schools and feels happy with that decision.

After receiving numerous concerned inquiries, Phillips felt it was necessary to reach out to Rogers.

"They were upset by the content that stated Sumner County had failing schools," Phillips said. "I reached out to Rep. Rogers to ensure that she understands that we do not have nor have we had a school classified as a failing school under any metric used by the Tennessee Department of Education here in Sumner County. I wanted to make sure Rep. Rogers had the correct information in regards to the performance of our school district."

The federation has not sent similar robocalls in other districts. The nonprofit has, however, used radio ads and paid social media to encourage support for the bill. House Finance, Ways and Means Subcommittee members deferred the proposal Tuesday after lead sponsor Rep. Bill Dunn, R-Knoxville, took it off notice. The bill won't come back up until next year.

Reach Dessislava Yankova at 575-7170 and on Twitter @desspor.

Robocall script

This is Joe Carr with an important message from the Tennessee Federation for Children about Sumner County Schools.

Right now, union-funded front groups are attacking conservative leader Courtney Rogers, simply for her decision to fight to give parents more power to choose where their child goes to school.

The groups attacking Courtney take their direction from the National Education Association, the largest labor union to support Barack Obama and the largest labor union in Tennessee.

They want to impose their values on our schools, and are working to oppose parental choice scholarships that allow parents to escape failing government-run schools.

We're in the midst of a fight for the future of our education system. Our choice is whether to give bureaucrats and unions even more control or try something new, and give each family a direct say in how their tax dollars should be spent.

Call Courtney Rogers today or text STOPNEA to 41411, that's STOPNEA to 41411, to support Rep. Rogers in her fight to keep government unions and their political agenda out of our schools.

Paid for by the Tennessee Federation for Children and not authorized by any candidate or candidate's committee.'Failing schools' robocall confuses Sumner residents:

Questions, answers about plan for Detroit school district - Yahoo News

Questions, answers about plan for Detroit school district - Yahoo News:

Questions, answers about plan for Detroit school district

LANSING, Mich. (AP) — Michigan Gov. Rick Snyder wants to overhaul Detroit's troubled state-run school district and divide its operations to address the "crushing" debt he says is hurting education in the city.

Some questions and answers about the wide-ranging plan, which needs approval from the Michigan Legislature:

___

WHAT ARE THE MAIN POINTS OF THE PROPOSAL?

Under the plan unveiled Thursday, an entirely new Detroit school district would be created to handle the academic operations of the city's public schools. The existing district would be kept intact to collect existing taxes and pay off $483 million in debt. The Legislature would direct $72 million more annually over seven years to the new district. The new district would have a universal enrollment system in which parents would rank their top three school choices for their children. An education manager would be hired to determine if failing schools should be closed.

____

WHAT IMPACT WOULD IT HAVE ON SCHOOLCHILDREN?

Those attending traditional schools could have more options, while those attending charters might have less, depending on whether they can attend their top pick. A lottery system would be used if a school is in too much demand. Students at traditional schools now attend based on proximity to their home or by applying to specialty schools. Many students attend charter schools, some of which are authorized by the district and others by universities or others.

___

HAS THIS BEEN DONE ANYWHERE ELSE?

To a certain extent, yes. Since 2012, four other Michigan school districts have received additional aid to address their operating deficits. Two were dissolved. Two others — in Muskegon Heights and Highland Park — were under state management and converted to charter school districts. The original districts remained in existence only to levy taxes.

___

HOW DID DETROIT SCHOOLS GET IN SUCH A MESS?

Since 2000, more than a quarter-million people have left the city. Its population now is about 690,000. Fewer children mean less from the state in funding. The district also has lost thousands of students to city charter and suburban schools. More than 177,000 students were enrolled in 263 schools in 1997. Unofficial numbers from last fall showed 47,238 full-time students in 97 schools. More than 40 schools closed in 2010 alone.

___

WILL THE GOP-CONTROLLED MICHIGAN LEGISLATURE AGREE TO THE FUNDING?

Snyder, a Republican, faces an uphill climb. Some lawmakers are "bailout"-weary after committing $195 million last year to prevent steeper cuts to city retiree pensions as part of the city's bankruptcy exit.

However, Snyder has some leverage with lawmakers. He says much of the Detroit school district's debt is backed with state credit, so Michigan ultimately is on the hook. He can make a similar argument to the one he made to rescue bankrupt Detroit: The cost of not acting now would make things worse later. Legislators also largely agree that something must be done to turn around a district ranked as the worst urban district in the country in terms of academic performance.

___

WHAT DO TEACHERS THINK?

Teachers were unhappy about the plan even before Snyder unveiled it. Classes in 18 Detroit schools were canceled Thursday after 500 of 2,800 teachers took personal days to protest the proposal. They say lawmakers need to address issues in the classroom, including class sizes and supplies.

___

WHAT ARE THE PROSPECTS FOR DETROIT PUBLIC SCHOOLS TO GET PAST THEIR WOES?

It has made some headway in education with improved scores on standardized tests and higher graduation rates. The district has saved millions of dollars by closing obsolete and half-empty school buildings. But even if its debt is wiped out, the district has done little to attract more students.

___

Corey Williams contributed from Detroit.

Dad Delivers Perfect Response to Kindergarten Dress-Shaming His Little Girl: Read His Viral Letter - Yahoo Celebrity

Dad Delivers Perfect Response to Kindergarten Dress-Shaming His Little Girl: Read His Viral Letter - Yahoo Celebrity:

Dad Delivers Perfect Response to Kindergarten Dress-Shaming His Little Girl: Read His Viral Letter

Move over, Kindergarten Cop! A Houston dad,Jef Rouner, called out his 5-year-old daughter's school district after her kindergarten class shamed the little girl for wearing a spaghetti-strap dress.

Rouner vented his frustration at the Cypress-Fairbanks Independent School District in a blog post written for the Houston Press, which has gone viral after it was published on April 22. The dad recalled how his daughter had her heart set on wearing a "rainbow sun dress" as the spring weather kicked in.

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"I finally acquiesced and let her," he wrote. "Still it wasn't too surprising to me to see her walk out of school that afternoon with her T-shirt on over the dress and her jeans on under it."

It was their exchange that shocked him. "'Did you get cold, sweetheart?' I asked her," he wrote. "'No,' she said a little crestfallen. 'I had to change because spaghetti straps are against the rules.'"

"I'm not surprised to see the dress code shaming come into my house," Rouner wrote. "I didn't think, though that it would make an appearance when she was five years old. Five. You get me? She's five. Cut her hair and put her next to a boy with no shirt on and she is fundamentally identical. I guess you could argue that a boy would not be allowed to wear a shirt with spaghetti straps either, but the day they sell anything like that in the boys section of a Target I will happily withdraw my objections."

PHOTOS: Hands-on celeb parents

Rouner called out the double standards between boy and girl dress codes at his daughter's school district. "I mean prohibitions against exposing the chest or torso could hypothetically apply to boys except that they don't. Not really. They don't sell boys clothes that do that," he wrote. "There's nothing that is marketed to boys that is in anyway comparable to a skirt or a sun dress. Essentially, a school dress code exists to prevent girls from displaying too much of their bodies because reasons."

The dress' purpose was for comfort, according to Rouner. "It's a dress from a mall chain store in her size. It covers everything but her shoulders and a small section of her upper chest and back. She's worn it to church, and in the growing heat she was looking forward to wearing it a lot because it's light and comfortable," he wrote. "You know what really grills my cheese about it? It's not even the shirt they made her put on over her top, it's the pants they made her wear underneath. It's a full-length dress that she has to hold up to keep from getting wet in uncut grass."

PHOTOS: Internet sensations of 2014

Making matters worse? "She even had a small set of shorts underneath because it was gym day. But because the top part of her dress apparently exposed the immoral sinfulness of her bare shoulders she also had to pull on jeans even though her legs remained completely covered as part of her punishment," he wrote.

Though rare, the issue does go both ways, he wrote, citing his own personal "battle for my long hair throughout middle and high school... There's literally no other possible reason to force a boy to cut his hair if he doesn't want to."

PHOTOS: Celeb moms brag about their kids

He concluded his note with a threat — of sorts. "Part of me very much wants to go buy a nice dress for myself and drop her off at school in it for the rest of the year to prove a point," he wrote.

"In the meantime I think I'll employ the greatest weapon a five-year-old possesses; the question 'Why?' The next time the kid wants to wear her dress I'm going to let her, and I'm going to tell her that there's nothing wrong with it or her because she is dressed in a perfectly normal manner and cute as a button to boot. I'm going to tell her that some people think a girl who shows too much skin is wrong or dangerous, but that those people are, for want of a better term, lackwitted thugs living in a bad place. And if anyone tells her to change I'm going to advise her to ask why and to keep on asking that person 'Why?' until she gets an answer she likes."Dad Delivers Perfect Response to Kindergarten Dress-Shaming His Little Girl: Read His Viral Letter - Yahoo Celebrity:

Social and emotional development: The next school reform frontier | Brookings Institution

Social and emotional development: The next school reform frontier | Brookings Institution:

Social and emotional development: The next school reform frontier

As Congress wrestles with rewriting the federal Elementary and Secondary Education Act (currently better known as the No Child Left Behind law or NCLB), it is high time policymakers address a crucial aspect of K-12 school improvement that has long been given short shrift by legislators and educators–the social and emotional development of youngsters who chronically lag far behind academically. More than 30 years after the controversial A Nation at Risk report triggered successive waves of reform, America’s schools have unquestionably gained ground: achievement gaps along racial and ethnic lines have narrowed and high school graduation rates nationally are climbing. Yet progress in urban districts that largely serve low-income and minority students is still stalled.

The sobering statistics

As recently as 2013, half of black fourth-graders and 47 percent Latino fourth-graders scored “Below Basic” in reading according to the National Assessment of Educational Progress, known as the “nation’s report card.” Minority youngsters, who will comprise a growing proportion of the U.S. labor force, suffer disproportionately from high suspension and grade retention rates, and they still drop out in droves.

Students who struggle perpetually in school often lack the social and emotional skills needed to succeed academically. They act out, interact poorly with teachers and classmates, pay scattered attention in class, and skip school.

Some educators view social and emotional development as peripheral. Others lack the time or energy to address it because of unrelenting pressure to improve test scores as mandated under NCLB.

On the bright side

Research and real-world experience convincingly show that interventions aimed at developing youngsters’ social and emotional skills boost their achievement levels and curtail behavioral problems.

Cost-benefit analyses demonstrate that these approaches produce significant benefits that appreciably exceed their cost.

For the sake of our children and society, we must invent—and invest in—a new educational paradigm. We urgently need public schools that that are devoted explicitly to the academic and social development of struggling students. This dual mission should drive the structure, curriculum and staffing of these schools.

Wise federal, state and local policy should reflect the reality of America’s children who remain left far behind. The smartest way to jumpstart school improvement is, at long last, to give social and emotional development its due in education policy, appropriations and practice. Congress should bear these empirically-validated and academically compelling policies in mind as they reauthorize NCLB.

Download the paper.

Download the media summary.

Teacher: I am not against Common Core or testing — but here’s my line in the sand - The Washington Post

Teacher: I am not against Common Core or testing — but here’s my line in the sand - The Washington Post:

Teacher: I am not against Common Core or testing — but here’s my line in the sand

Julie Campbell is a fifth-grade teacher in Dobbs Ferry, N.Y. She recently completed “Scorer Leader Training” for the English Language Arts Common Core test given in her state to fifth graders, and she says that what she discovered shocked her. Because she signed a confidentiality agreement regarding the current test, she can’t discuss it, but she did take what she learned from her training and applied it to last year’s publicly released fifth-grade English Language questions and “anchor papers” that were released by the New York Department of Education. This is her report.

By Julie Campbell

What do I do as a teacher when asked to perform an act that goes against my conscience?

Let me begin by saying that I am not against Common Core. I think that there are plenty of good ideas inherent in these standards. I am in favor of the rigor, of the push for critical thinking skills. Certainly I have a few qualms. I wish that educators had had more of a say in their development. I do worry about how the focus on English Language Arts and math negatively impacts the arts and humanities – particularly, the teaching of social studies. I am a bit queasy about the emphasis on nonfiction texts at the expense of literature, and I also have some concerns about the developmental appropriateness of the Common Core Learning Standards as they apply to our youngest learners in grades K-2. All that being said, as a fifth-grade teacher, I find the standards a great starting point for high quality, deep, meaningful instruction. I am not anti-Core.

Additionally, I am not opposed to standardized testing. I think that a good deal of information can be garnered through standardized tests. I started my teaching career working for a nationally renowned SAT prep company, and I learned a whole lot working in the testing business. Standardized tests certainly have their place in education, but they also have their limits. The marriage between standardized testing and Common Core is not a happy one. If the Common Core standards are truly about deep learning and critical thinking, these qualities are some of most difficult to assess using a standardized measure like a multiple-choice test.

While there has been a great deal of “buzz” in the community, in the state, and in the social media about testing lately, it is not my intention to rehash the surfeit of issues already in play. I don’t want to talk about Common Core, the opt-out movement, the length of hours kids sit testing (particularly special education students), the reading level of the passages, Race to the Top, No Child Left Behind, Gov. [Andrew] Cuomo, or the inefficacy of VAM (value-added model), which uses student standardized test scores in questionable ways to evaluate teachers. I don’t want to talk about unions or politics, Michelle Rhee or Eva Moskowitz.

I want to talk about the test itself. It is a fundamentally flawed tool that will only debase the good work we teachers do in the classroom, the work that districts do in designing and implementing quality curriculum, and the work our students do in learning to become enlightened critical thinkers.

Read the newspapers, read your twitter feeds, and you will find lots of people talking about testing but not about the actual test. There’s a reason for that, of course: security. Since the new Common Core tests were put Teacher: I am not against Common Core or testing — but here’s my line in the sand - The Washington Post:

De Blasio's new co-location puzzle | Capital New York

De Blasio's new co-location puzzle | Capital New York:

De Blasio’s new co-location puzzle

Mayor Bill de Blasio is facing a new battle over school co-locations, a source of consistent controversy for the administration, as it seeks to balance space for the city’s struggling schools with the infrastructure needs of the city’s growing charter school sector.

Since January, the Department of Education’s Panel for Educational Policy (P.E.P.) has approved six proposals that site schools in the same buildings as some of the city’s lowest-performing schools which fall under de Blasio’s “Renewal Schools” program to improve failing schools.

Five of those six proposals have involved growing charter schools moving into buildings with Renewal schools, and two of the six have involved Success Academy, the city’s largest and most controversial charter school network. De Blasio announced the $150 million Renewal program in November, pledging to add academic supports and transform all 94 Renewal schools into community schools with a variety of social services.

Advocates say the space-sharing arrangements between struggling schools and charters put the already-vulnerable Renewal schools at an even greater disadvantage by reducing their space and introducing a new and potentially disruptive dynamic to the building.

“If we all agree that we want [the Renewal program] to work, and I think we do, then co-locating schools is not the way to do it,” said Zakiyah Ansari, the advocacy director of Alliance for Quality Education, an education advocacy group partially backed by teachers’ unions.

But the balancing act puts de Blasio and city schools chancellor Carmen Fariña in yet another bind involving charter schools.

Renewal schools, many of which have been struggling for years, tend to be under-enrolled, creating the extremely rare commodity of empty classrooms, which are of particular interest to charter schools as the sector continues to grow.

It is also now in the city’s financial interest to co-locate as many charters as possible, since a pro-charter state law passed last year requires the city to pay rent in private spaces for charters that cannot be accommodated in public space. That’s an expensive proposition for the city; Chalkbeat recently reported that the city could pay up to $10 million for charter school rent this year.

The administration’s bind has not quelled dissent from from advocates and parents, whose frustration came to a head over a proposed co-location of grades three through five of a Success Academy into a Bronx building housing three Renewal schools. That proposal narrowly passed the P.E.P. on Wednesday night.

The plan is an extreme example of the concerns over siting struggling schools alongside charters: All three schools in the building in question are both middle schools and Renewal schools, and about a quarter of students at two of the schools are in temporary housing. On the other side, the Success network boasts some of the highest standardized exam scores in the entire state.

Parents from the three schools, Urban Science Academy, New Millennium Business Academy, and Arturo Toscanini Junior High School, held a rally protesting the proposal last week, arguing that their children’s schools would be further jeopardized by Success’ presence.

“It’s a Renewal school—they are trying to grow and now they won’t because [the D.O.E.] is taking classes away,” Susana Arroyo, whose daughter attends New Millennium, said in an interview on Thursday.

"They are bringing third graders into our middle school," she said, adding, "These are De Blasio's new co-location puzzle | Capital New York:

CURMUDGUCATION: Maryland Disappoints Charters

CURMUDGUCATION: Maryland Disappoints Charters:

Maryland Disappoints Charters

Maryland's Governor Larry Hogan had a dream, a dream of a state where charters could bloom more easily, more plentifully, and more profitably.

And so he was pushing a bill, a bill that would allow Maryland to catch up to other states in the chartery race for riches. The bill would let charters hire and fire staff at will (Maryland's charter teachers are actually employed by the local district). Teachers wouldn't have to be certified. Charters would have more ability to pick and choose students. Charters would get more money per student and also get a shot at construction funding. Perhaps most importantly, charters would finally have a recourse if mean old local school boards turned them down; they would be able to appeal to the State Board of Education to override the decision of local elected officials. So, democracy.

The Democrats are in control of the Maryland legislature, and they correctly identified the bill as union busting and bad for students. Compromise was sought.

The Senate committee later passed along a version of the bill that was either "watered down" or "improved" depending on your point of view.

That was late March. This week the legislature passed the bill. Sort of. Says the AP

Hogan initially tried to get more input for the state board of education on charter school operations. His expansion plan also waived certain teacher certifications and opened the possibility for new collective bargaining agreements.

But Senate and House committees made roughly a dozen amendments that largely reversed those proposals in Hogan’s measure.

You can tell the charteristas are Not Pleased, as witnessed by a statement released by Kara Kerwin, president of the Center for Education Reform, a group that is deeply committed to profitable entrepreneurship via the charter biz.

“Late last night, The Maryland General Assembly took a step backwards in passing a dramatically revised charter school bill, making it less likely that parents and educators will be able to create and advance innovative public school opportunities for children.

Yes, because only charters can innovate. This would be the perfect moment to list off some of the innovations that have come out of charter schools. Kara? Kara???

“The bill removes the State Board’s check and balance authority to review school district actions on charter applications, which by extension removes a Governor’s authority to impact charter school CURMUDGUCATION: Maryland Disappoints Charters:

California: A Teacher, Living in Fear | Diane Ravitch's blog

California: A Teacher, Living in Fear | Diane Ravitch's blog:

I posted about the state of education in California, where Governor Jerry Brown pushed through a tax increase to benefit schools, State Superintendent Tom Torlakson suspended the stakes attached to tests while the Common Core is phased in, and where there have been thus far no negative consequences attached to the new regime of Common Core and its assessments. Several teachers wrote to complain that the post was far too positive, so I changed the title to a question rather than a statement. As backdrop remember that Governor Arnold Schwarzenegger slashed the education budget by many billions and appointed charter advocates to a majority of seats on the state board. The California Charter Schools Association is politically active, supporting candidates who support their agenda.

This comment was posted, without a name attached.

I am not even at liberty to write what I know or feel comfortable to share what I have experienced for the fear of what “they: will do to me (yes, I know, nothing can happen to me, truth is a defense to defamation claims etc., but the fear and paranoia persists).

I have taught on the East Coast (not comfortable even sharing which city) and extreme necessity led me to CA.

WHATEVER YOU ARE IMAGINING in CA as “BAD”, it is worse than that. The corporate takeover is beyond insidious. This is happening in rural communities—and most CA is THAT– where people outside the state don’t even know about the worst exploitations that are going on, where principals are just figureheads, and consultants from LA and Silicon Valley are hired at unconscionable rates. The parents are often illiterate or don’t know any better in these communities. The politicians are in the hands of the big companies (I can’t even name industries for the fear…) This is the first time I have ever written a comment here. I have no words to express how bad it is. But God is my witness, when the day comes when the fear has subsided, my words will be the brightest light to shed on what is actually going on there. Whatever “negative” articles exist about Success Academies and such, nothing compares to what is actually going on in CA.

Thank you for changing the title.

Marie Corfield: An open letter to NJEA members

Marie Corfield: An open letter to NJEA members:

An open letter to NJEA members

Hey you. Yea, you, NJEA member. The one with the stack of homework to correct and report cards to complete. The one working the after school club or coaching to put a few extra bucks in your wallet. The one heading off to that second or third job because your salary and that club and that coaching aren't enough. The one who has no time to advocate because you're just trying to keep your head above water. I'm talking to you. You need to stop what you're doing right now and read this.

See that counter on the right side of this screen? That's counting down to D-Day: the day the NJ pension system runs dry. That's right, I said, 'dry' as in running out of money. That's 12 years. For everyone. E-V-E-R-Y-O-N-E. Doesn't matter if you're a first year teacher or a 20 year retiree. There is no grandfather clause, no sliding scale. Nothing. Nada. Zippo. Say buh-bye to your future and hello to working til you drop.

It's that serious.

How'd it happen? Well, there's plenty of blame to go around starting with Gov. Christie Todd Whitman who, along with subsequent governors from both sides of the aisle, used the fund like a cash cow while we were making our legally obligated payments.

So, what did that get us? This:

Take a look at that red line. That's how much the state has actually contributed since 1996. The blip between '07 and '08 is courtesy of former Gov. John Corzine. The next blip is Gov. Christie's 'fix'. Notice the difference between the grey line (what the state is supposed to contribute) and the actual contribution. So much for his 'landmark' pension reform law that was supposed to solve this crisis. That black line is us—NJEA members steadily making our required contributions while one governor after another used our deferred compensation—not an entitlement—to plug budget holes and who knows what else (perhaps a bankrupt casino in AC?). But what about that grey line? That, my friendsMarie Corfield: An open letter to NJEA members:

With A Brooklyn Accent: The Path Not Taken With At Risk Youth: Reviving the Civilian Conservation Corps

With A Brooklyn Accent: The Path Not Taken With At Risk Youth: Reviving the Civilian Conservation Corps:

The Path Not Taken With At Risk Youth: Reviving the Civilian Conservation Corps

As I watch the City of Baltimore try to impose the harshest of penalties on young people involved in the unrest following the death of Freddie Gray, I think of my own work with inner city youth as a coach, league director and advocate during the peak years of the crack epidemic in New York City- 1985-1995. This involvement took three forms; coaching teams and running leagues which drew young people from Park Slope, Prospect Heights, Red Hook and Boerum Hill; working with United Community Centers of East New York on developing programs which reduced violence and empowered neighborhood youth; and working with Bronx tenant organizers and religious leaders in the Crotona neighborhood to develop an organization called "Save a Generation"

Everything we did in those groups- which ranged from creating sports leagues, to developing mentoring programs, to reaching out to drug dealers on the streets and engaging them in conversation- had some positive impact, but most of us ultimately realized that unless we provided an economic alternative to the underground economy, young peoples lives would continue to be at risk, and the law enforcement methods required to get them off the streets would impose severe collateral damage

So in the one group I participated in which had the broadest political base-- Save A Generation- we proposed reviving the Depression Era Civilian Conservation Corps- which created over half a million jobs for young people building roads and creating and restoring national parks- and demanded that a thousand jobs be created serving the young people of the Bronx. .

Needless to say, this never happened. After three years of lobbying, we managed to get 35 Americorps positions for the Crotona neighborhood, a much needed infusion of energy and hope, but the sense of urgency we felt about giving young people in the underground economy something which would put them to work, get them out of harms way, and get them back in school ( we added a GED program to the mix) and give them a sense of purpose doing something constructive never caught on in Washington, or even in Albany.

Too bad. Because at a time when so much of our infrastructure is With A Brooklyn Accent: The Path Not Taken With At Risk Youth: Reviving the Civilian Conservation Corps:

Thursday, April 30, 2015

Senate ESEA Draft: Review of Approved Amendments– Part III (All Done) | deutsch29

Senate ESEA Draft: Review of Approved Amendments– Part III (All Done) | deutsch29:

Senate ESEA Draft: Review of Approved Amendments– Part III (All Done)

On April 16, 2015, the Senate education committee approved the Alexander-Murray draft of the reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), a 601-page document entitled, The Every Child Achieves Act of 2015.

The draft approval was accompanied by 29 amendments, which can be found on this Senate ed page.

I reviewed the entire original 601-page Alexander-Murray draft in a series of six posts that can be accessed here.

I have already reviewed 20 of the 29 amendments. My review of the first 10 can be accessed here, and the second 10 can be accessed here.

In this post, I conclude my review of the 29 amendments with the last nine.

Let’s jump right in.

Franken_TitleVII_Amendment#1:

This nine-page amendment adds to Title VII (“Indian, Native Hawaiian, and Alaska Native Education”) grants for Native American and Alaska Native Immersion schools and programs. That is, these grants promote the usage of Native American and Alaska native languages as the primary languages of instruction. Of course, given this is ESEA in 2015, one goal is “to improve student outcomes within Native American and Alaska native communities,” which means test scores, but it also includes, “if appropriate, rates of high school graduation, career readiness, and enrollment in postsecondary education or job training programs” (pg. 6).

An interesting limitation to the US secretary of education is that he/she is not allowed “to give a priority in awarding grants… based on the information described in paragraph (1)(E)” (pg. 6)– which means that the secretary cannot use this grant cannot to give priority to Native American and Alaskan native charter schools or private schools over local education agencies or tribal education agencies.

The terms of reporting the usages of the grant to the secretary is loosely defined in this grant: “Each eligible entity that receives a grant under this part shall provide an annual report to the Secretary in such form and manner as the Secretary may require” (pg. 9).

Isakson_TitleI_Amendment#1:

This single-page amendment to Title I clarifies that the stipulations of states’ implementing assessments that are the same for all students (except for those students “with the most significant cognitive disabilities” {pg. 41}) is not to be confused with the federal government determining state or local law regarding opting children out of such state assessments:

RULE OF CONSTRUCTION ON PARENT AND GUARDIAN RIGHTS–Nothing in this part shall be construed as preempting a State or local law regarding the decision of a parent or guardian’s child participate in the statewide academic assessments under this paragraph.

In other words, the federal government wants to stay out of state and local decisions regarding parental opt-out laws. In order for such to be true, it must be the case that the federal government honors a state’s good-faith “implementation” of testing in accordance with the requirements for Title I funding and holds the state implementation as separate from student completion of the state-implemented tests when issues of parental rights enter the picture.

Mikulski_Title II_Amendment#1:

This nine-page amendment to Title II (“High Quality Teachers, Principals, and Other School Leaders”) adds grants for “supporting high-ability learners and learning.” This part is also given the name, “Jacob K. Javits Gifted and Talented Students Education Act of 2015.” As the name states, this amendment is “to build and enhance the ability of elementary schools and secondary schools nationwide to meet the special education needs of gifted and talented students” (pg. 2). At the center of this amendment is the goal of meeting those “challenging State academic standards.”

Entities eligible for grants under this amendment include state and local education agencies; higher ed institutions, “other public agencies, and other private agencies and organizations to assist such agencies…” (pg. 3); so, it seems that any “agency” or “institution” is eligible to apply.

The secretary is also supposed to consult with “experts in the field of the education of gifted and talented students” in order “to establish a national Research Center for the Education of Gifted and Talented Children and Youth. A private entity may not lead this research center; only a state ed agency, or higher ed institution, or a “consortium” of state ed, higher ed, and “other public of private agencies or organizations” (pg. 5).

Murkowski_TitleIV_Amendment#1:

This 30-page amendment is to Title IV (“Safe and Healthy Students”) and is for “21st Century Community Learning Centers.” The amendment is to provide “tutoring… Senate ESEA Draft: Review of Approved Amendments– Part III (All Done) | deutsch29:

Judge in Atlanta school cheating case reduces stiff prison sentences - LA Times

Judge in Atlanta school cheating case reduces stiff prison sentences - LA Times:

Judge in Atlanta school cheating case reduces stiff prison sentences

In an unusual action, the judge presiding over the landmark Atlanta public school cheating trial changed his mind and on Thursday lightened the stiff prison sentences he meted out two weeks ago to high-ranking educators convicted of inflating students’ test scores.

Fulton County Superior Court Judge Jerry W. Baxter cut the seven-year terms for three senior administrators down to three years, in line with what prosecutors had recommended.

“When a judge goes home and keeps thinking over and over that something’s wrong, something is usually wrong,” Baxter said. “I want to modify the sentence so I can live with it.”

Attorneys for the convicted educators raised no objections to the lighter sentences, yet said they would continue to move forward with their plans to appeal.

The Atlanta community has been sharply divided over the punishment of the educators, all African Americans who worked at schools in struggling, low-income neighborhoods. Before the original sentencing, many — including Andrew Young, the civil rights leader, former U.S. ambassador to the United Nations and Atlanta mayor — pleaded for leniency and questioned the wisdom of jail time, arguing the educators had no criminal records and posed little threat to society.

When Baxter doled out heavy penalties two weeks ago, he argued that lengthy prison sentences for the administrators were fitting because the officials had led a system of widespread corruption that harmed thousands of children. The convicted educators, he emphasized, had consistently refused to accept responsibility for their roles in the scandal, which he called “the sickest thing that’s ever happened in this town.”

While many criticized the sentences — which were longer than some violent criminals face — others insisted that prison time would send a stern warning to educators across the city and the nation. Atlanta Mayor Kasim Reed voiced firm support for the judge’s initial punishment, telling the Atlanta Journal-Constitution last week that severe penalties were appropriate because “children were involved.”

The Atlanta trial stemmed from the largest known case of academic misconduct in U.S. history and was the first in the nation in which educators were accused of racketeering.

Eleven educators were convicted April 1 of violating Georgia’s Racketeer Influenced and Corrupt Organizations law, a statute originally intended to prosecute mobsters and drug cartels, for conspiring to change students’ answers on tests to ensure that schools met new high-stakes testing goals. One defendant was acquitted, and another is to be sentenced in August.

Before sentencing on April 14, Baxter had urged the convicted educators to accept an offer from prosecutors that would have allowed them to avoid extensive time behind bars in exchange for taking responsibility, apologizing and waiving their right to appeal. Only two accepted.

Clearly rankled that the majority refused to accept the last-minute deal, Baxter sentenced the remaining eight educators to prison, reserving his harshest punishment for the highest-ranking educators. Sharon Davis-Williams, Michael Pitts and Tamara Cotman, all regional supervisors with Atlanta Public Schools, each received seven years in prison, 13 years of probation and a $25,000 fine.

But a few days later, Baxter had second thoughts and notified the trio of senior administrators that he had scheduled another hearing. On Thursday, he reduced the administrators’ sentences to three years in prison and seven years of probation, with a $10,000 fine and 2,000 hours of community service.

“I’m going to put myself out to pasture in the not-too-distant future, and I don’t want to be out in the pasture with any regrets,” the judge said.

While many speculated the judge had been swayed by community sentiment, legal experts noted his reasoning could be more calculated. All of the convicted educators who received prison sentences have said they plan to appeal. By taking a more measured look at the sentences, modifying them closer to the prosecution's recommendations, the judge could limit the educators' prospects in appellate courts.

“I’m not Oliver Wendell Holmes, but I do have a feel for trials and cases, and it’s my humble opinion that this case is going to be affirmed,” Baxter said after he had detailed the new sentences. The convicted educators, he advised, should go ahead and start performing community service with students as they go through the appeals process.

There are few precedents for such a punishment. Academic misconduct rarely ends up in criminal court, and when it does it usually results in probation or a short period of incarceration.

In a recent cheating scandal in Ohio, a senior administrator with Columbus’ public schools was sentenced to 15 days in jail last year after pleading no contest to attempted tampering with government records. The former superintendent of the school system was given one year of probation and a former assistant principal was sentenced to two years of probation.

The Atlanta cheating case is different, however, because so many of the educators refused to plead guilty.

Throughout the trial, the state portrayed the three senior administrators as key players in Atlanta’s cheating scandal, which implicated nearly 180 educators across 44 schools. The schools’ former superintendent, Beverly L. Hall, was charged but did not appear in court as she struggled with stage IV breast cancer. She died March 2.

A 2011 state report found the administrators created a “culture of fear, intimidation and retaliation” to pressure employees into crossing ethical lines. Teachers received bonuses if their students performed well on standardized tests, and were threatened with demotion or even termination if their schools did not meet annual progress targets.

Defense attorneys say administrators did not instruct lower-level educators to cheat. Prosecutors say the administrators not only turned a blind eye to suspicious jumps in test scores, but also pressured teachers to improve scores, covered up cheating and punished whistle-blowers.

Vernetta Keith Nuriddin, a parent who lives in southwestern Atlanta, believes the high-ranking officials provided little oversight and were too eager to report unbelievable gains.

In first grade, her son struggled to read, yet his test scores had him performing at the fifth-grade level. “They told me he was in the top 1% of the state, yet I could see he couldn’t Judge in Atlanta school cheating case reduces stiff prison sentences - LA Times:

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