Latest News and Comment from Education

Saturday, November 21, 2015

Catching False Data: How Scientists Lies | Patch

Catching False Data: How Scientists Lies | Patch:

Catching False Data: How Scientists Lies

A pair of Stanford researchers has uncovered patterns in how scientists lie about their data.





Even the best poker players have “tells” that give away when they’re bluffing with a weak hand. Scientists who commit fraud have similar, but even more subtle, tells, and a pair of Stanford researchers have cracked the writing patterns of scientists who attempt to pass along falsified data.
The work, published in the Journal of Language and Social Psychology, could eventually help scientists identify falsified research before it is published.
There is a fair amount of research dedicated to understanding the ways liars lie. Studies have shown that liars generally tend to express more negative emotion terms and use fewer first-person pronouns. Fraudulent financial reports typically display higher levels of linguistic obfuscation – phrasing that is meant to distract from or conceal the fake data – than accurate reports.
To see if similar patterns exist in scientific academia, Jeff Hancock, a professor of communication at Stanford, and graduate student David Markowitz searched the archives of PubMed, a database of life sciences journals, from 1973 to 2013 for retracted papers. They identified 253, primarily from biomedical journals, that were retracted for documented fraud and compared the writing in these to unretracted papers from the same journals and publication years, and covering the same topics.
They then rated the level of fraud of each paper using a customized “obfuscation index,” which rated the degree to which the authors attempted to mask their false results. This was achieved through a summary score of causal terms, abstract language, jargon, positive emotion terms and a standardized ease of reading score.
“We believe the underlying idea behind obfuscation is to muddle the truth,” said Markowitz, the lead author on the paper. “Scientists faking data know that they are committing a misconduct and do not want to get caught. Therefore, one strategy to evade this may be to obscure parts of the paper. We suggest that language can be one of many variables to differentiate between fraudulent and genuine science.”
The results showed that fraudulent retracted papers scored significantly higher on the obfuscation index than papers retracted for other reasons. For example, fraudulent papers contained approximately 1.5 percent more jargon than unretracted papers.
“Fradulent papers had about 60 more jargon-like words per paper compared to unretracted papers,” Markowitz said. “This is a non-trivial amount.”
The researchers say that scientists might commit data fraud for a variety of reasons. Previous research points to a “publish or perish” mentality that may motivate researchers to manipulate their findings or fake studies altogether. But the change the researchers found in the writing, however, is directly related to the author’s goals of covering up lies through the manipulation of language. For instance, a fraudulent author may use fewer positive emotion terms to curb praise for the data, for fear of triggering inquiry.
In the future, a computerized system based on this work might be able to flag a submitted paper so that editors could give it a more critical review before publication, depending on the journal’s threshold for obfuscated language. But the authors warn that this approach isn’t currently feasible given the false-positive rate.
“Science fraud is of increasing concern in academia, and automatic tools for identifying fraud might be useful,” Hancock said. “But much more research is needed before considering this kind of approach. Obviously, there is a very high error rate that would need to be improved, but also science is based on trust, and introducing a ‘fraud detection’ tool into the publication process might undermine that trust.”Catching False Data: How Scientists Lies | Patch:

#TeachStrong? Brother, Here We Go Again… | Daniel Katz, Ph.D.

#TeachStrong? Brother, Here We Go Again… | Daniel Katz, Ph.D.:

#TeachStrong? Brother, Here We Go Again…



Education reformers in the 21st Century seem incapable of seeing any problem as something other than a marketing campaign.  Faced with growing grassroots opposition to the Common Core State Standards, the Thomas B. Fordham Institute, backed with fresh cash from the Gates Foundation, launched a #SupportTheCore event on social media to try to make CCSS support look genuine and natural.  As they felt control of the education reform narrative slipping from their grip, major corporate backers of standardized testing and school privatization handed $12 million to former Arne Duncan aide Peter Cunningham to launch The Education Post, a pro-reform blogging outpost, providing content for itself and editorial pages.  Needing to dress up hercampaign to destroy the collective bargaining and due process rights of our nation’s teachers as something more noble, former news anchor Campbell Brown set up her own web headquarters called The 74, referencing the estimated 74 million children under the age of 18 Brown claims she is defending from greedy unions.  It seems that whenever they want to tackle difficult and contentious issues, reform advocates turn immediately to the tools of viral advertising and public relations to create the imagery of genuine, natural support rather than bothering with the hard work of building it.
Cue #TeachStrong.
Let’s agree to set aside the choice of a name that inevitably invokes one of the#TeachStrong? Brother, Here We Go Again… | Daniel Katz, Ph.D.:
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Battling Broad's charter attack in LA

Battling Broad's charter attack in LA | SocialistWorker.org:

Battling Broad's charter attack in LA






ON THE heels of a big contract campaign that won a 10 percent raise, unprecedented caps on class sizes and other gains for our schools, the 31,000 members of United Teachers Los Angeles (UTLA) have another major battle on our hands over the future of public education in our city--a battle with national implications.
Last week, thousands of UTLA members walked picket lines in front of our schools, demanding that the school board for the Los Angeles Unified School District (LAUSD) condemn a plan hatched by local billionaire Eli Broad to raise $500 million to double the number of LAUSD students attending charter schools. Broad's stated goal is for charter schools to reach 50 percent "market share" of LAUSD students. In response, UTLA members declared, "Billionaires can't run our schools!"
Eli Broad made his fortune in the real estate and insurance industries and has no experience working as an educator. Yet he has leveraged his vast wealth to become one of the most influential educational policymakers in the U.S.
In 1999, Broad started a "venture philanthropy" organization, which he humbly named the Eli and Edythe Broad Foundation. Since then, the Broad Foundation has funneled over $600 million into education initiatives that conform to Broad's vision of "school reform": privatize and deregulate public education, run schools like businesses, and blame everything bad on teachers and our unions. Broad's plan for LA states that it will be a "proof point" for the privatization of schools nationwide.
Los Angeles already has over 150,000 children in charter schools, more than any other city in the nation. Charter schools are publicly funded schools that are run by private management organizations, the largest of which see the schools they run as direct competitors to neighborhood public schools in the "education marketplace."
Almost all charter-school teachers and staff have no union representation, are at-will employees, and have no protection against excessive workload mandates. As a result, charter schools have significantly higher teacher turnover rates than even LAUSD schools, where classrooms are overcrowded, and teachers aren't given nearly adequate resources to serve the needs of students suffering extreme poverty.
UTLA's contract gives its members a wide range of benefits and protections, including lifetime health benefits with no premiums, due process rights against arbitrary or retaliatory termination, duty-free lunch breaks and the right to a voice at school via shared decision-making councils.
If Broad's plan comes to fruition, 10,000 UTLA jobs could be destroyed and more teachers would be pushed into the unlimited workloads, lack of job security and substandard health benefits that prevail in most charter schools.
- - - - - - - - - - - - - - - -
OF COURSE, Broad isn't selling his plan as a way to dismantle a crucial public service, destroy thousands of stable union jobs, and push teachers out of the public sector into the abyss of market-driven precarious employment. Broad calls his proposal "Great Public Schools Now" and says its goal is to "ensure that every student can access a great public school." What could be bad about a man all the newspapers call a "philanthropist" raising half a billion dollars for "great public schools" for low-income students?
But take a closer look at the Broad plan--which was only revealed to the public when Los Angeles Times reporter Howard Blume started writing about it in August and published the Broad Foundation's 44-page internal report on the plan in September--and you find ON THE heels of a big contract campaign that won a 10 percent raise, unprecedented caps on class sizes and other gains for our schools, the 31,000 members of United Teachers Los Angeles (UTLA) have another major battle on our hands over the future of public education in our city--a battle with national implications.
Last week, thousands of UTLA members walked picket lines in front of our schools, demanding that the school board for the Los Angeles Unified School District (LAUSD) condemn a plan hatched by local billionaire Eli Broad to raise $500 million to double the number of LAUSD students attending charter schools. Broad's stated goal is for charter schools to reach 50 percent "market share" of LAUSD students. In response, UTLA members declared, "Billionaires can't run our schools!"
Eli Broad made his fortune in the real estate and insurance industries and has no experience working as an educator. Yet he has leveraged his vast wealth to become one of the most influential educational policymakers in the U.S.
In 1999, Broad started a "venture philanthropy" organization, which he humbly named the Eli and Edythe Broad Foundation. Since then, the Broad Foundation has funneled over $600 million into education initiatives that conform to Broad's vision of "school reform": privatize and deregulate public education, run schools like businesses, and blame everything bad on teachers and our unions. Broad's plan for LA states that it will be a "proof point" for the privatization of schools nationwide.
Los Angeles already has over 150,000 children in charter schools, more than any other city in the nation. Charter schools are publicly funded schools that are run by private management organizations, the largest of which see the schools they run as direct competitors to neighborhood public schools in the "education marketplace."
Almost all charter-school teachers and staff have no union representation, are at-will employees, and have no protection against excessive workload mandates. As a result, charter schools have significantly higher teacher turnover rates than even LAUSD schools, where classrooms are overcrowded, and teachers aren't given nearly adequate resources to serve the needs of students suffering extreme poverty.
UTLA's contract gives its members a wide range of benefits and protections, including lifetime health benefits with no premiums, due process rights against arbitrary or retaliatory termination, duty-free lunch breaks and the right to a voice at school via shared decision-making councils.
If Broad's plan comes to fruition, 10,000 UTLA jobs could be destroyed and more teachers would be pushed into the unlimited workloads, lack of job security and substandard health benefits that prevail in most charter schools.
- - - - - - - - - - - - - - - -
OF COURSE, Broad isn't selling his plan as a way to dismantle a crucial public service, destroy thousands of stable union jobs, and push teachers out of the public sector into the abyss of market-driven precarious employment. Broad calls his proposal "Great Public Schools Now" and says its goal is to "ensure that every student can access a great public school." What could be bad about a man all the newspapers call a "philanthropist" raising half a billion dollars for "great public schools" for low-income students?
But take a closer look at the Broad plan--which was only revealed to the public when Los Angeles Times reporter Howard Blume started writing about it in August and published the Broad Foundation's 44-page internal report on the plan in September--and you find Battling Broad's charter attack in LA | SocialistWorker.org:

CURMUDGUCATION: Resume Bombs

CURMUDGUCATION: Resume Bombs:

Resume Bombs



Here's the problem. You can't build a resume with the following:

I took over a program that was doing pretty well, so I just kept things humming along in the same general direction. I may have tweaked a few things here and there, but basically I just left well enough alone.

No, to really put some beef on the old resume, you need a sentence that starts with "Implemented..."

And so, the resume bomb.

Someone moves into a new administrative position and starts looking for a way to Make a Splash, Leave Their Mark, or Show They Are a Dynamic Change Agent.

They may consolidate power by taking over functions previously performed by staff or other offices. They will certainly create a new program. And they will develop and start the implementation of the policies and procedures needed to support the new program. Congratulations. You have your brand new resume bomb, and your new administrator will grab his brightly polished resume and get out the door to his next job before the bomb ever goes off.

Some bombs have a long fuse. The program gets up and running without too much incident, and it is only once you get further down the road that serious problems begin to emerge, that the new program begins to create some real problems for the district. But by then, the one person who knows exactly how it's supposed to work and how to keep it functioning and can answer questions about it-- that person is at his next job.

Some bombs have a short fuse, or are set off by the administrative departure itself. "We just need to rip up this system here, and I'm going to create a new policy with software support over here, and 
CURMUDGUCATION: Resume Bombs:

Peg with Pen: Harassment Lawsuit Anyone?

Peg with Pen: Harassment Lawsuit Anyone?:

Harassment Lawsuit Anyone?



When your school is being destroyed by the dictatorial advice of fake teacher programs (Relay) aided and abetted by the Colorado Department of Education all under absolutely fear mongering mandates that force you into silence what is one to do? Do you stay quiet and simply let it all go down as they have planned? Or, do you speak up, refuse to do as asked, and risk getting fired? And when you speak up, you do so knowing that there is absolutely no one there to stop this train as it has left the station. It's guaranteed you'll get knocked down and run over on the tracks. You will be a casualty. That's the hard cold truth facing many teachers today. And then, you'll be replaced. And will these replacements care for the children like you did? Or will they be products of fake teacher programs and will they force your children to walk in lines without moving their arms and spend days on end doing online test prep? Perhaps Dawn Neely Randall is on the right track here? Neely-Randall vs. State of Ohio? Peer Discriminatory Harassment?


Sounds damn good to me. Email me at writepeg@juno.com after reading this if it sounds good to you too. 

She writes:

Neely-Randall vs. State of Ohio

Peer Discriminatory Harassment:

This past week, as I was completing an online training module assigned by the Ohio Department of Education via a required harassment/bullying video (so we could know the state laws within the classroom context), the definition of harassment given included to 1) have an intent to harm; 2) be directed at a specific target; and 3) involve repeated incidents. I learned that legally, harassment focuses on how the behavior affects the victim.

As a teacher in the State of Ohio, I suddenly realized that I am being harassed by the Ohio Department of Education's own legal definition as well as from legislators who are passing harmful laws to hurt me as well as many harmful laws that hurt my students, which totally, unequivocally knock the wind right out of me.

The state is asking teachers to educate and test students in ways that many of us do not feel is morally correct or developmentally appropriate. For instance, very shortly, some districts will test 3rd graders (a test they must pass in order to pass third grade; another form of harassment) for three hours straight. So, eight year olds, will sit at a computer for THREE HOURS STRAIGHT taking a high-stakes (high-pressure situation) English Language Arts 
Peg with Pen: Harassment Lawsuit Anyone?:

No Power like the Power of the People - Lily's Blackboard

No Power like the Power of the People - Lily's Blackboard:

No Power like the Power of the People


Members of Concerned Student 1950, University of Missouri's Graduate Professional Council, faculty and student supporters gather at Mel Carnahan Quadrangle to rally in support of an ongoing protest to get UM System President Tim Wolfe to resign on Monday, Nov. 9, 2015. Tensions have been rising throughout the week following MU student Jonathan Butler's decision to hold a hunger strike Monday, Nov. 1. In response to today's protest and the Missouri football athlete strike, President Wolfe did announce his decision to resign. (Matt Hellman/Missourian via AP) MANDATORY CREDIT
Members of Concerned Student 1950, University of Missouri’s Graduate Professional Council, faculty and student supporters gather at Mel Carnahan Quadrangle to rally in support of an ongoing protest to get UM System President Tim Wolfe to resign on Monday, Nov. 9, 2015. Tensions have been rising throughout the week following MU student Jonathan Butler’s decision to hold a hunger strike Monday, Nov. 1. In response to today’s protest and the Missouri football athlete strike, President Wolfe did announce his decision to resign. (Matt Hellman/Missourian via AP) MANDATORY CREDIT


“If you are silent about your pain, they will kill you and say you enjoyed it.” – Zora Neale Hurston
“The impossible is the least that one can demand.” ― James Baldwin, The Fire Next Time
In cafeterias, student unions, dorms, classrooms, quads; through sit-ins, walkouts, and protests; across the country, students are taking action to expose racial injustice and demand change.
We know that when students of color are stereotyped and marginalized, it is far more difficult for them to learn and achieve. This is not up for debate. This is fact.
On a nearly daily basis, we hear disturbing stories: a student viciously beaten then arrested by campus police for underage drinking; racial slurs hurled at a student body president; a noose found hanging on a statue of a university’s first black student; a Halloween costume; a fraternity chant; indifference from school leaders and fellow students.
These experiences aren’t new. But we are witnessing students speaking out, demanding justice, recognition, and an end to these purposeful and inherent prejudices.
I am awed by their resolve.
A school should be a safe haven where young people have the opportunity to grow and thrive. Sadly, we know this is not true for all students.
But it can be.
We must stand with our students to end the stark racial disparities in school discipline practices, racial intimidation, threats and violence. We must support them as they press for justice in their schools and on their campuses
As the nations’ largest union, representing 3 million K-12 educators and faculty, we can be a force for change alongside our students.
No Power like the Power of the People
This past summer, our largest representative body called for actions to not only expand our own self-awareness, but to take action with the express goals of spotlighting systemic patterns of racism and educational injustice that No Power like the Power of the People - Lily's Blackboard:



Schools Matter: KIPP Administrator "choked and dragged" 16 Year Old Female Student in NOLA

Schools Matter: KIPP Administrator "choked and dragged" 16 Year Old Female Student in NOLA:

KIPP Administrator "choked and dragged" 16 Year Old Female Student in NOLA



A week after a St. Louis KIPP administrator was placed on leave, pending an investigation of abusing a kindergarten student whose head and neck showed clear signs of a physical assault, a New Orleans KIPP dean of students has been placed on leave, pending an inquiry into an incident involving a 16 year old female student on November 16.  

The story below from the Times-Picayune details how KIPP officials offered a very different story of a violent "disciplining" incident than the one told by video images from students at the scene.  

A 16 year old female KIPP student, who was lifted off the ground by the dean of students in a choke hold, was apparently dragged down the sidewalk in the same position.  She was later treated for what doctors described as "cervical strain."

Notice in the first photo below that the child's feet are off the ground as she is choked by KIPP Dean of Students, Wilfred Wright.







A New Orleans mother says her daughter's dean choked and dragged her down the street at KIPP New Orleans Leadership Academy Monday (Nov. 16).

In a photo of the incident, a staff member's arm is wrapped around the girl's neck. Her sweater vest has ridden up; her mouth is open and her feet appear to be slightly off the ground as she grabs at his arm with both hands.

KIPP spokesman Jonathan Bertsch said the staff member "was intervening in a fight between two students," and had been placed on leave pending an investigation.

Rebecca Solomon initially believed the school's account of the incident, she said Friday. She acknowledged that her seventh-grade daughter, 13, got into a social media spat with another girl over the weekend, and that they were on the verge of fighting physically when she got off 
Schools Matter: KIPP Administrator "choked and dragged" 16 Year Old Female Student in NOLA:

John Thompson: The Gates Foundation Never Listens to Teachers, Unless They Endorse the Gates’ Experiments | Diane Ravitch's blog

John Thompson: The Gates Foundation Never Listens to Teachers, Unless They Endorse the Gates’ Experiments | Diane Ravitch's blog:

The Gates Foundation Never Listens to Teachers, Unless They Endorse the Gates’ Experiments




John Thompson reviews here the report by the Network for Public Education on 15 years of Gates’ experiments on the lives of other people’s children and teachers.



“During the last fifteen years, we educators have each endured corporate school reform in our own way. It has not been fun. Sometimes competition-driven, data-driven micromanaging has been downright frightening. It has sometimes looked like our profession, our unions, and public education values were on the verge of being destroyed by market-driven, test-driven reform. The Network for Public Education (NPE) has just done us a great service in connecting the dots, and showing how many of the mandates we have endured are different verses of the Gates Foundation hymnal, and how they created the same discord.
“The NPE’s feature report, “Around the States with Bill Gates,” begins with the aptly titled “Gates Funding Elevates Teacher Voices that Sing Their Tune” by Anthony Cody. It ends with Carol Burris’s post mortem on the Gates’s “costly and ineffective adventure” with the Hillsborough, Florida teacher evaluation system. In between, ten contributors describe the Gates follies that have occurred in their postage stamp of the education world.
“In 2012, Anthony Cody engaged in a five-part exchange with representatives of the Gates Foundation. Cody presented a thorough, well-researched, review of the scientific evidence ignored by the foundation. The Gates participants largely repeated their same old talking points. Shockingly, the Gates debaters closed the series with atemper tantrum.

“Perhaps, they saw the debate as a high-stakes confrontation and they were embarrassed by the extent of their defeat. Or, maybe the foundation didn’t expect a mere teacher to assemble and concisely present such an overwhelming case against its policies.
“Back when Cody touched a nerve with the Gates Foundation, it was already clear that its ill-conceived teacher evaluation gamble would be extremely risky, but it was possible to believe that the foundation could learn how to listen to practitioners. That hope was shattered as $23 million of Gates grants were made to elevate “teacher voices.”

“Unfortunately, their scripted voices were elevated in order to counter ours.
“As the foundation explains, when Gates creates new organizations or funds existing ones that align with its clearly defined agenda, they “‘develop proposals that align with our strategic priorities and the organization’s focus and capabilities.'” For instance, Cody notes, “‘Teach Plus has received $17 million in Gates grants, and has worked to train teacher leaders, who then show up to testify before public hearings in support of the elimination of tenure, or the use of test scores for teacher evaluations.”
“Later, Carol Burris concludes with a review of the Hillsborough failure. Previously, there had been a close working relationship between district officials and the Hillsborough Classroom Teachers Association. Moreover, the national AFT has long been committed to rigorous 
John Thompson: The Gates Foundation Never Listens to Teachers, Unless They Endorse the Gates’ Experiments | Diane Ravitch's blog:

With A Brooklyn Accent: Terrifying Post On the Computerized Learning Future from a Teacher From a Southern State

With A Brooklyn Accent: Terrifying Post On the Computerized Learning Future from a Teacher From a Southern State:
Terrifying Post On the Computerized Learning Future from a Teacher From a Southern State


I was recently at a training where the state superintendent of education .........., was speaking to the......... county teachers. She began her speech with trying to inspire and motivate us to prepare the students for the future they will be entering into.(last I checked the students I'm teaching create the future. There isn't a predetermined future we are streamlining students into) "There is a hotel completely run by robots," she said and "there will soon be driverless cars" she also told a "cute" little story about the time when operators were no longer needed in elevators because of inventions and technological advancements!!!!!!
She then switched gears and began saying that it is of the utmost importance that we move in the direction of standards mastery education(computer based learning) instead of the regular grade progression we are implementing now.
It was at that point that I walked to the front of the auditorium, raised my hand was called upon and asked June, "is what you are telling us is that we are preparing our students to enter into a future where there are no longer jobs for our students, there will no longer be a need for educators as well?" She gave me a political response stating something along the lines of if I stay for the remainder of her speech, that is not the case....I walked out.
I now have a formal letter in my file for my behavior and was told I have lost my credibility as an educator for doing what I did. And my administrators told me that I would be upset if any of my students did what I did. Mind you, I teach social studies and constantly encourage my students to ask questions
With A Brooklyn Accent: Terrifying Post On the Computerized Learning Future from a Teacher From a Southern State:

Computerized Learning ; A Great Strategy for Undermining Resistance in the "21st Century Labor Force"


As School Reformers unveil their new strategy for public education, which involves having children sitting in front of computer terminals all day, where their progress in various subjects can be monitored on line in daily assessments, I ask myself this question:
Is any elite private school in the country switching to this model?
The answer to this question, of course is no. Those schools continue to have small classes, much direct interaction between student and teachers, students and students, as well as a great many opportunities for group activities
Then I ask myself, why are students in public schools, most of whom are working class, middle class or poor, being forced fed individualized computer driven instruction with little opportunity for interaction and discussion, while wealthy students get the opposite?
 The answer seems clear;Our elites want a compliant, atomized labor force that has little experience with any form of discussion that might lead to resistance.
Lets be blunt, children brought up separated from one another in school, almost entirely free of opportunities to influence one 

Computerized Learning ; A Great Strategy for Undermining Resistance in the "21st Century Labor Force"



What You Need to Know About Friedrichs v. California Teachers Association

What You Need to Know About Friedrichs v. California Teachers Association:

What You Need to Know About Friedrichs v. California Teachers Association






We've shared a lot this week about the upcoming Supreme Court case Friedrichs v. California Teachers Association, a case of major importance for working people. Here is a roundup of our recent stories about the case so you have the facts you need:
9/11 First Responder: Unions Work for All of Us: "Too often, though, these same public service workers become the targets of radical politicians, corporate CEOs and wealthy special interests, who want to make it even harder for working people to earn a living wage and support their families. Their latest attack is coming as they attempt to hijack our nation’s highest court for their dishonest purposes. A new case, Friedrichs v. California Teachers Association, seeks to undermine the effectiveness of unions by allowing some people to avoid paying their fair share."
As Supreme Court Prepares for Friedrichs v. CTA, Public-Sector Workers Advance the Common Good: "America’s working families are under attack from big corporate CEOs and wealthy special interests. These anti-worker attacks are designed to protect those at the very top who yield greater influence and profit, while hardworking families scrape by. One such attack is being led by corporate-funded groups at the U.S. Supreme Court. These groups want to take away workers’ ability to speak up together."
>>

  



Working Families Speak Out on Friedrichs Case: "AFL-CIO President Richard Trumka joins a growing chorus of working family representatives who have spoken out about the case of Friedrichs v. California Teachers Association, which will go before the Supreme Court in January. Greedy CEOs and wealthy special interests want to manipulate the rules in their favor and make it harder for teachers, firefighters, nurses and other public servants to join together and fight for working families. A bad decision from the court could limit working people's ability to negotiate better wages, benefits and working conditions."
What's This Friedrichs Case Really About?: "Confused about Friedrichs? It's pretty simple. See more after the jump."
Friedrichs Is Missing Its Warning Label: "My name is Tina Adams, and I am a school lunch lady in Mansfield, Ohio. Every school day for the past 30 years, I have cooked healthy meals and nutritious treats to feed hundreds of hungry kids. For many of my students, my food is the only food they eat all day. I keep my students’ bellies full so teachers can feed their minds."What You Need to Know About Friedrichs v. California Teachers Association:

The problem with standardized testing | KP | kokomoperspective.com

The problem with standardized testing | KP | kokomoperspective.com:

The problem with standardized testing




We all want to know that our children are learning what they need to be successful members of our society, contributing to the economy, and advancing our state and nation. But the obsession our political leaders have developed with standardized testing has become an obstacle to our desires.
In Indiana, we have created an environment in which young people with the desire to teach prefer to look elsewhere for opportunities. Or worse, they choose another profession altogether. Why? Because our governor and state legislature have chosen to use standardized tests as a weapon against teachers and schools. And our children are the casualties in this war.
The ISTEP test is inherently flawed. It rewards only those schools which teach to the content of the test to the exclusion of all else. And it punishes those schools whose students fall short. It does not take into consideration the remarkable diversity of information that could be taught. It ignores the many factors in students’ lives which make it difficult, if not impossible, for them to succeed on the test. And our state leaders remove funding and teachers from school systems that perform below the arbitrary expectations of the test.
We all agree that our children should be able to read, write, and perform basic math. But we also should agree that our children are individuals with different strengths and interests. Time spent teaching solely to a standardized test -- including weeks of pre-testing and evaluation -- is time that is stolen. Our children’s exposure to the arts, to science, to information technology training, to skilled trades is left largely for some time after high school. No two children are alike, and that extends to how they learn and what engages them intellectually.
Worse, standardized testing fails when it comes to preparing students for post-high school education. Colleges are forced to create entire curricula for remediation. It is the schools’ failing only in that they teach in the manner proscribed by those in power in order to avoid sanctions.
Sadly, we are bound by standardized testing. There is little hope that the tests will go away or that a well-rounded primary education ever will be appreciated by the politicians. The $20 million spent by lobbyists from the testing companies over the past five years ensures that legislators and governors will continue the current practice, regardless of the results. That is the problem with standardized testing. Profit is valued over people once again, and our future suffers for it.The problem with standardized testing | KP | kokomoperspective.com:

Latest anti-Johnson attack hits odd note | The Sacramento Bee

Latest anti-Johnson attack hits odd note | The Sacramento Bee:

Latest anti-Johnson attack hits odd note