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Sunday, August 14, 2016

Noam Chomsky: What the Left Should Do in the Presidential Election: LEV | Diane Ravitch's blog

Noam Chomsky: What the Left Should Do in the Presidential Election: LEV | Diane Ravitch's blog:

Noam Chomsky: What the Left Should Do in the Presidential Election: LEV


Noam Chomsky argues that you should vote strategically. If you are in a state where the outcome is a foregone conclusion, vote for a third-party candidate or don’t vote. However, if you are in a state where the race is close, he says, vote LEV: the Lesser of Two Evils.
He writes:
Among the elements of the weak form of democracy enshrined in the constitution, presidential elections continue to pose a dilemma for the left in that any form of participation or non participation appears to impose a significant cost on our capacity to develop a serious opposition to the corporate agenda served by establishment politicians. The position outlined below is that which many regard as the most effective response to this quadrennial Hobson’s choice, namely the so-called “lesser evil” voting strategy or LEV. Simply put, LEV involves, where you can, i.e. in safe states, voting for the losing third party candidate you prefer, or not voting at all. In competitive “swing” states, where you must, one votes for the “lesser evil” Democrat.
Before fielding objections, it will be useful to make certain background stipulations with respect to the points below. The first is to note that since changes in the relevant facts require changes in tactics, proposals having to do with our relationship to the “electoral extravaganza” should be regarded as provisional. This is most relevant with respect to point 3) which some will challenge by citing the claim that Clinton’s foreign policy could pose a more serious menace than that of Trump.
In any case, while conceding as an outside possibility that Trump’s foreign policy is preferable, most of us not already convinced that that is so will need more evidence than can be aired in a discussion involving this statement. Furthermore, insofar as this is the fact of the matter, following the logic through seems to require a vote for Trump, though it’s a bit hard to know whether those making this suggestion are intending it seriously.
Another point of disagreement is not factual but involves the ethical/moral principle addressed in 1), sometimes referred to as the “politics of moral witness.” Generally associated with the religious left, secular leftists implicitly invoke it when they reject LEV on the grounds that “a lesser of two evils is still evil.” Leaving aside the obvious rejoinder that this is exactly the point of lesser evil voting-i.e. to do less evil, what needs to be challenged is the assumption that voting should be seen a form of individual self-expression rather than as an act to be judged on its likely consequences, specifically those outlined in 4). The basic moral principle at stake is simple: not only must we take responsibility for our actions, but the consequences of our actions for others are a far more Noam Chomsky: What the Left Should Do in the Presidential Election: LEV | Diane Ravitch's blog:

Pence No Friend to Public Schools, Minorities | The Progressive

Pence No Friend to Public Schools, Minorities | The Progressive:

Pence No Friend to Public Schools, Minorities

The electorate in 2016 will be the most diverse in history. A Pew research report released earlier this year found that nearly one-in-three eligible voters on Election Day will be Hispanic, Black, Asian, or another racial or ethnic minority.
It’s no secret that Donald Trump is polling poorly among Latino, Asian American and African American voters. A Wall Street Journal/NBC News national poll found that 82 percent of registered Latino voters viewed the Republican presidential nominee unfavorably. The Wall Street Journal also reported that three quarters of Latinos plan to vote for Democrat Hillary Clinton in the fall.
According to a survey of Asian American voters, only 19 percent of Asian Americans view Trump favorably. This problem is particularly acute with African American voters. In a Wall Street Journal/NBC/Marist poll, Donald Trump garnered zero percent support among African Americans in the swing states of Ohio and Pennsylvania.
Kevin Chavous, a former Obama 2008 advisor, ex-Washington, D.C. council member and current board member of American Federation for Children, has suggested picking Indiana Gov. Mike Pence could help in his standing with black and Latino voters, because of the governor’s support for charter schools.
“Bringing minority-supported issues into [the Trump] campaign could pose a real threat to Hillary,” Chavous stated in a press release. “Selecting Governor Pence as VP will bring a major education reform advocate to Trump's administration. Pence is a major supporter of charter schools and has worked to expand them in Indiana.”
But a press release by the American Federation of Teachers took Pence to task for his support of education policies that sap dollars from public schools that primarily serve African American communities.

“Pence is an enemy of public education,” the statement said.
“His extreme obsession with vouchers and tax cuts for the rich [has] starved public schools in Indiana of funding, and helped to create a privatized system of winners and losers. Budgets signed by Pence shifted money away from racially and socio-Pence No Friend to Public Schools, Minorities | The Progressive:
 



Call To Action: Support NAACP | Real Learning CT

Call To Action: Support NAACP | Real Learning CT:

Call To Action: Support NAACP

As  I sat at the meeting of the education committee of the Connecticut General Assembly in early spring and heard the CEO of the charter school advocacy group, ConnCAN, say that Connecticut needed more seats in charter schools in order to save students from “being trapped in failing schools”, I had questions.
First of all,  if thousands of children are suffering, why is the concern with just helping a handful of them? Only 1.5% of Connecticut’s public school students are in charter schools. What about the other 98.5%?  Do we have a lifeboat mentality in which a few are rescued and the rest go down with what charter school advocates are happy to call a sinking ship? How is that fair?
Secondly, what happened to Sheff vs. O’Neill, the court  case which set clear goals for integrating schools in Connecticut? All of the charter school students accompanying the CEO of ConnCAN to the legislative hearing were children of color. Clearly, the enrollment of Connecticut’s charter schools mirrors the national figures as reported by the UCLA Civil Rights Project, which states: “Charter schools are more racially isolated than traditional public schools 1n virtually every state and every metropolitan area in the nation.” The report points out that 70% of charter school students are in schools in which 90-100% of the students are students of color, which is double the number of students  segregated in that way in traditional public schools.
Thirdly, how do we know which schools are “failing” and which are not?  Nationally, about 50% of charter schools perform the same as their traditional public school counterparts although the charter school student population is more selective and has fewer special education students and fewer students with English as a second language. The other 50% of charter schools are about equally divided between some doing better than traditional public schools and others doing worse than traditional public schools. Clearly, being a charter school does not exempt a school from being a “failing school”. If charter schools offered an education  that is innovative and exciting, then surely the suburban parents would clamor for them to be in their communities.
Fourthly, how can a school build a good curriculum and sound pedagogy when the staff has a high rate of turnover? Charter schools have a 20-45% teacher turnover rate with young, uncertified teachers who have no teaching Call To Action: Support NAACP | Real Learning CT:

How are NYS Testing and the Film Groundhog Day Related? Badass Teachers Association

Badass Teachers Association:

How are NYS Testing and the Film Groundhog Day Related?

By:  Marla Kilfoyle



A week ago in New York State the New York State Education Department (NYSED) released the test scores for 2016.  Just a reminder, the opt-out rate in NYS last year was over 200,000 students.  It does not seem that this movement will be losing steam anytime soon.  NYSED, as well as some well-funded education “reform”  groups, conducted a full-court press this year to break the opt-out movement in NYS. 

It didn’t work!

Just a little history - Remember the Common Core was launched in 2009.  Mercedes Schneider does a good job of breaking down the fact that it was NOT created by teachers but by Gates-funded fellows and testing companies. https://deutsch29.wordpress.com/2013/10/14/the-common-core-memorandum-of-understanding-what-a-story/  NY adopted the standards in 2010 and rolled them out with very little training.  In 2011, John King (the current USDOE Secretary) became Commissioner of Education in NYS.  In 2013, the first CC tests were given in NY.  Under  King, a failure narrative was manufactured for NYS in 2013 and over 70%  of the children failed the CC tests. 

NYS Parents educated themselves and learned of this manufactured crisis and the fact that their children were set up to fail.  55,000-65,000 chose to opt out in 2014.  


King and Tisch listening to NYS 
After that, one would think that NYSED would have gotten their act together?  Nope, it was full steam ahead, even as King and Merryl  Tisch (the former Chancellor of the Board of Regents, who set education policy in NYS) toured the state listening to parents, teachers, and children tell their Common Core disaster stories.






The 2014 tests were given in April.  Carol Burris and Bianca Tanis do an excellent job discussing the debacle that followed in 2014  https://www.washingtonpost.com/news/answer-sheet/wp/2014/08/17/a-painful-analysis-of-new-common-core-tests-and-the-n-y-results/

Burris and Tanis noted

Why would policymakers create tests that are designed to mark as failures two out of every three children?  For the second year in a row, that is the question that New York parents are asking. The 2014 New York State Common Core test scores were recently released, and there was minimal improvement in student performance. Proficiency or “passing” rates went up 0.1 in English Language Arts (ELA) and 4.6 percentage points in math, despite the rollout of the $28 million, taxpayer-funded curriculum modules, and greater familiarity with the tests. Proficiency rates continued to be horrendous for students who are English Language Learners—only 11 percent “passed” math, and 3 percent “passed” the English Language Arts tests. Results were equally dismal for special education students; whose “passing” rates were 9 percent in math and 5 percent in ELA.

From all the “Listening” forums that King and Tisch held during 2013 into 2014, in which theyBadass Teachers Association: 

Turtle Learning: WANT TO LOSE WEIGHT? SAVE MONEY? -- GET CANCER (IF YOU HAVE HEALTH INSURANCE THAT IS)

Turtle Learning: WANT TO LOSE WEIGHT? SAVE MONEY? -- GET CANCER (IF YOU HAVE HEALTH INSURANCE THAT IS):

 WANT TO LOSE WEIGHT? SAVE MONEY? -- GET CANCER (IF YOU HAVE HEALTH INSURANCE THAT IS)




So I am not trying to scare anyone, but I am wanting to keep track of what has been happening to me, and especially this last chemo treatment.  I landed in the ER the week before my last planned chemo treatment on August 4th due to a severe attack of Acid Reflux.  And this time I did nothing extreme to cause it to happen.  The first time in the ER, after my fourth chemo, I thought it was because I ate some very chocolaty coffee infused ice cream.  But after talking with the nurse prior to August 4th I realize that this is just a side effect of the meds I had to take the night before and the morning of the chemo.  Steroids can cause very strange reactions, and acid reflux is one of them.  Others have told me that they didn't have it before chemo, and that it went away after. But because I already had it, the pain was excruciating.  My lovely chemo nurse Sunni said they would give me the steroids by IV this time.  Sure enough, that and eating very little has caused me no pain from acid reflux (GERD is probably the proper term).   At least so far - I am crossing my fingers that this will last as it is only day 9. 


The next time I have to have chemo (unfortunately the death rate for ovarian cancer is 70% and I have uterine as well) this lovely private room won't exist. Kaiser, as I explained in the previous two blogs, has been taken over by an MBA from USC so it Turtle Learning: WANT TO LOSE WEIGHT? SAVE MONEY? -- GET CANCER (IF YOU HAVE HEALTH INSURANCE THAT IS):

USDOE-Documented Teacher Shortages by State, 1990-2016 | deutsch29

USDOE-Documented Teacher Shortages by State, 1990-2016 | deutsch29:

USDOE-Documented Teacher Shortages by State, 1990-2016



Each year, states are able to file reports with the US Department of Education (USDOE) regarding teacher shortage areas (TSAs) in each state/territory. Teachers in critical-need areas qualify for federal loan forgiveness and/or loan deferment.
The attached file also allows one to view state (and US territory)-identified (and federally verified) teacher shortages by state across 25 school years (1990-91 to 2015-16). Shortages are identified by subject area; some states/territories also identify shortages by school systems.
Let’s take a moment to focus on Utah since it has been in the news of late for a move supposedly to address its teacher shortage:
Beginning Monday, August 15, 2016, Utah districts will be able to hire college graduates who pass a subject area test and who have no prior teaching experience or training, purportedly to address Utah’s pressing teacher shortage.
The catch is that veteran teachers will have to mentor the novices for three years.
According to Utah’s report of its teacher shortage areas in the USDOE PDF above, the state’s move to nix any requirement of formal pedagogical training and classroom internship prior to employment does not appear solidly justified. On the contrary, the move appears on its face to promote teacher exit by placing an additional administrative burden on Utah’s veteran teaching force.
Here are Utah’s teacher shortage areas for 2015-16 as noted in the USDOE PDF:
  • Foreign Language (Chinese and Dual Immersion)
  • Mathematics (Level 4)
  • Physics
  • Special Education – Severe Disabilities
  • Speech Language Pathology
Utah included no listing of critical need school systems.
An unanticipated byproduct of Utah’s new, 3-years-mentored teacher move could be USDOE-Documented Teacher Shortages by State, 1990-2016 | deutsch29:

Teach For America exported and going Global! – Cloaking Inequity

Teach For America exported and going Global! – Cloaking Inequity:

Teach For America exported and going Global!



 Did you know that Teach For America is being exported worldwide?

Truth For America is a podcast about Teach For America (TFA) that provides voice to educators, parents, students, and other key stakeholders. Truth For America is co-hosted by Dr. Julian Vasquez Heilig and Dr. T. Jameson Brewer.
They are joined in Episode 12 by Dr. Rolf Straubhaar, a University of Georgia researcher and George Joseph, a journalist who contributes to a variety of publications. Their conversation focuses on Teach For All, the American export of the Teach For America model around the world. The discussion focuses on a recent article that George Joseph published in The Nation about Teach For All where he interviewed participating teachers in India. The podcast also discussed Rolf Straubhaar’s peer reviewed research that discusses the role of Teach For All in Latin America and his conversations with corps members in Brazil.
Truth For America is sponsored by the Network for Public Education Action.
You can check out new episodes hot off the press and much much more by following my YouTube channel. You can also listen and download the Truth For America program from iTunes while you are on the road here.
For all of Cloaking Inequity’s posts on Teach For America click here.
Please Facebook Like, Tweet, etc below and/or reblog to share this discussion with others.
Want to know about Cloaking Inequity’s freshly pressed conversations about educational policy? Click the “Follow blog by email” button on the home page.
Twitter: @ProfessorJVH
Click here for Vitae.
Copyright permission from REM for use of song “World Leader Pretend” in Truth For America podcast worldwide:http://www.dropbox.com/s/80jynkybgpz5r29…rmission.pdf?dl=0

CURMUDGUCATION: ICYMI for August 14 + Born To Teach

CURMUDGUCATION: ICYMI for August 14:

ICYMI for August 14


Yeah, I don't have a clever way to tie all this together. These are just some worthwhile reads.

Student Test Scores: How the Sausage Is Made and Why You Should Care

How can I not feature a Brookings article when they finally manage to post something that's not complete baloney? This is a little technical, but overall a pretty good explainer for standardized test scoring

I Am Kind of in It for the Money

Tired of pieces about how teachers are noble and only in the profession because of the deep emotional rewards and so we'll be happy to do the job for $1.98? Here's a counterpoint. 

5 Non-negotiables When Designing Instruction

Not the greatest writing instruction post in the history of the world, but still something to chew on as we head back to school.

Choice and Segregation 

How the spread of charters destabilized one school district and undid decades of progress on desegregation. 

Frack the Vote

Details on one more local election being flooded with dark money from the voucher wolves. No, you don't live there, but we all need to be studying up on how this game is played, because your home court may be the next one to get hit.

Class Privilege 101

Blogger Rita Rathbone makes a guest appearance at Edushyster to talk personally about the culture shock of poor students in the middle class world of college. 

No Excuses Amistad School Teaches Joyless Compliance

Depressing look behind the walls of a "no excuses" charter from someone who taught there. This is why these schools need to go away.

We Act Like We Don't Want Talented People To Become Teachers 

The Gawker, of all things, runs a piece about teacher pay. You will probably want to avoid the comment section.




 http://curmudgucation.blogspot.com/



Catch up with CURMUDGUCATION: 





Big Education Ape: Catch up with CURMUDGUCATION: FL: Attacking Children and Teachers - http://bigeducationape.blogspot.com/2016/08/catch-up-with-curmudgucation-fl.html





Born To Teach
The romantic notion has always been there, and plenty of teachers feed into it-- some people are just born teachers. But the belief in born teachers has two seriously destructive side effects, one of which is becoming obvious and the other, perhaps less so. Training If teachers are born and not made, then teache


UT: Fewer Teachers, Please
I keep waiting to hear something from one of the proponents of free market for education. After all-- no other part of the trained labor market works like this. If a hospital can't find enough doctors to fill its staff, nobody says, "Well, okay-- 

I am Eli Broad and I approve this Ad: A nonprofit that favors school choice offers help to Los Angeles Unified parents - LA Times

A nonprofit that favors school choice offers help to Los Angeles Unified parents - LA Times:

A nonprofit that favors school choice offers help to Los Angeles Unified parents

Jaqueline Chamol was looking at test scores online and was unimpressed by Gardena High, her son’s neighborhood school, but she wasn’t sure where to turn for help with other options.
Then, at a local charity fundraiser, she met organizers from Parent Revolution. Since January, the nonprofit has helped nearly 300 South Los Angeles families complete applications for schools, providing them with customized research, advice and, in some cases, even representation at schools.
“We think it is important that families know about all their options,” said Seth Litt, the organization’s executive director. “We intentionally want to support school choice for families and students who might otherwise not have the resources to be active choosers of quality.” 
For some, Parent Revolution is a controversial choice itself. Since 2010, the group has used the state’s “parent trigger” law to organize parents to take control of local public schools with low test scores. In some instances, parents have voted to replace administrators or to turn campuses over to charter school operators.
Parent Revolution’s main funders are well-known charter supporters, leading some to speculate that the group’s agenda is to promote, and recruit for, those schools.
 “There is no downside to an objective outreach and information program if it is truly about information and objectivity,” said L.A. Board of Education President Steve Zimmer. “I am interested in how Parent Revolution might set aside their tools of combat and assume a role more based in collaboration than competition. For way too long, the approach of Parent Revolution and the orthodox choice advocates has been to promote one kind of school — usually a charter — at the direct expense of district schools.”

Charters are independently run and free from some rules that govern traditional public schools. Most are non-union. Their growth is one factor placing serious strains on the L.A. Unified schools budget.
Although Parent Revolution’s new effort coincided with plans by other groups for a massive charter school expansion, the organization insists it has tried to be evenhanded as it assesses the 120-plus schools in its eight-square-mile target area. 
“We did a lot of research to understand where higher-quality schools still had open seats, both on the district and charter side, and made sure to present those options to families as places they were more likely to get in,” chief strategy officer Gabe Rose said.
Parents who went through the counseling applied to an average of 4.3 schools, according A nonprofit that favors school choice offers help to Los Angeles Unified parents - LA Times:

Beware of AstroTurf Ed Reformers

Astroturf lobbying refers to political organizations or campaigns that appear to be made up of grassroots activists but are actually organized and run by corporate interests seeking to further their own agendas. Such groups are often typified by innocent-sounding names that have been chosen specifically to disguise the group's true backers

Pro Privatization Editorial: Tough measurements for school success needed - San Francisco Chronicle

Editorial: Tough measurements for school success needed - San Francisco Chronicle:

Editorial: Tough measurements for school success needed


The state of California, the federal government, and your local school district all agree — our lowest-performing schools need support and improvement. The problem is that every entity has its own idea about how to make changes.
A conflict between different educational reform systems sounds academic, but it could have real and serious effects on students, parents and school officials.
According to a data analysis from the Policy Analysis for California Education, a nonprofit based at Stanford University, the regulations that officials use to evaluate California’s schools could be the deciding factor in which ones are listed as low-performing schools — and which are not.
“When you use multiple measures, they highlight different performance metrics of the school,” said Heather Hough, a researcher with Policy Analysis. “How you weight those measures will have a dramatic impact on which schools are identified as needing improvement.”
And schools that are designated as needing improvement are subject to increased oversight, scrutiny, and — unfortunately — public shame.
California is currently struggling with the right way to measure a failing school.
How we got here is complicated — and so is our way out.
Under a 2013 federal waiver from the No Child Left Behind Act, six California school districts created their own school accountability and improvement model.
This model, known as the CORE system (for California Office to Reform Education), takes a broad view of a school for evaluation. In addition to academic test scores, the system looks at non-academic metrics for student success, including suspension/expulsion, chronic absenteeism, college and career readiness indicators (including attendance rates and grades), and students’ self-assessments of social and emotional skills like self-management.
“It’s a very unusual situation, that these districts had a waiver from (No Child Left Behind),” Hough said. “Everyone else with a waiver was states.”
But having a set of districts willing to innovate new measurements of success, with the help of expert groups, is a good thing in a big, diverse state like California — and potentially a good thing for the entire country.
Most states don’t have robust alternative measurements for educational success beyond No Child Left Behind’s narrow focus on math and reading test scores. And the narrow focus on math and reading test scores is a big reason why educators, parents and students across the country became frustrated with the federal No Child Left Behind program.
Frustration with No Child Left Behind spurred Congress to replace it with a new reform, called the Every Student Succeeds Act. But when No Child Left Behind disappeared, so did the six California districts’ federal waiver. (Oakland Unified and San Francisco Unified school districts are among them.)
The new federal act asks states to design accountability systems weighted toward four, rather than two, measures: proficiency on English and math tests, growth over time on those test scores, growth on English learners’ language proficiency, and high school graduation rates.
While far broader than No Child Left Behind, the proposed federal regulations wouldn’t allow the six California districts to continue piloting their own innovative program of multiple school quality and student success factors.
That is, unless the California Department of Education gives these districts a waiver from the state accountability requirements.
This is what it boils down to: many of California’s school districts thought it was unfair to judge their schools as failing because they served large numbers of challenged students whose growth and progress wasn’t fairly measured by a narrow set of tests. They want the ability to try new measures — ones that may be adopted by other school districts and even other states.
Should they be granted the waivers? While it’s worth arguing over what their metrics should be, the principle of allowing districts to innovate must be respected. That’s the California way.Editorial: Tough measurements for school success needed - San Francisco Chronicle:
Big Education Ape: CORE waiver is bad idea | Letters to the Editor | FresnoBee.com - http://bigeducationape.blogspot.com/2014/03/core-waiver-is-bad-idea-letters-to.html
Big Education Ape: CORE districts want state waiver to continue their work | EdSource - http://bigeducationape.blogspot.com/2016/08/core-districts-want-state-waiver-to.html
 

What's at stake in the latest legal battle over bathroom rights for transgender students - LA Times

What's at stake in the latest legal battle over bathroom rights for transgender students - LA Times:

What's at stake in the latest legal battle over bathroom rights for transgender students

Transgender bathrooms
Texas and 11 other states have asked a federal judge to halt an Obama administration directive on bathroom rights for transgender students in U.S. public schools. But no immediate ruling was issued during the Friday hearing — even with the first day of school looming in much of the country. Here's what you need to know:
What started all this?
The administration told U.S. public schools in May that transgender students must be allowed to use bathrooms and locker rooms consistent with their chosen gender identity.
That announcement came days after the Justice Department sued North Carolina over a state law that requires people to use public bathrooms that correspond with the sex on their birth certificate — which U.S. Atty. Gen. Loretta Lynch had likened to policies of racial segregation. Republicans have argued such laws are common-sense privacy safeguards.
A new school year is about to start. What if districts don’t comply?
Schools were not explicitly told to comply or lose federal funds. But the Obama administration also didn't rule out that possibility in court documents filed in July, saying recipients of federal education dollars “are clearly on notice” that anti-discrimination policies must be followed.
Texas alone gets roughly $10 billion in federal education funds, and argues along with the 11 other states that they shouldn't potentially lose money over what they criticize as a “massive social experiment.”
What happened Friday?
U.S. District Judge Reed O'Connor in Fort Worth heard states' arguments that the Obama administration directive was unconstitutional, on the basis of which they were seeking a preliminary injunction that would temporarily block it — meaning schools wouldn't have to worry about complying for now.
Federal attorneys countered that there was no basis for the states to sue. O'Connor didn't rule right away, and exactly when a decision will come is unknown — though it could be What's at stake in the latest legal battle over bathroom rights for transgender students - LA Times:

Florida parents unite, challenge standardized testing - The Portland Press Herald / Maine Sunday Telegram

Florida parents unite, challenge standardized testing - The Portland Press Herald / Maine Sunday Telegram:

Florida parents unite, challenge standardized testing
Despite good marks, some third-graders are held back because they didn't take assessment exams.



In Florida, some third-graders – including honor students – are being forced to retake third grade because their parents decided to opt them out of the state’s mandated standardized reading test this past spring.
An undetermined number of third-graders who refused to take the Florida Standards Assessment in reading have been barred from moving to fourth grade in some counties. A lawsuit filed by parents against state education officials as well as school boards in seven counties says counties are interpreting the state’s third-grade retention law so differently that the process has become unfair. Test participation, therefore, is more important than student class academic achievement.
On Friday, Leon County Circuit Court Judge Karen Gievers held a hearing in the suit about the third-grade retention law, which was passed years ago, when Jeb Bush was governor and at a time when there was no movement among parents to opt their children out of standardized tests. Now the opt-out movement is growing, and officials in Florida as well in other states are trying to figure out how to handle students who won’t take mandated standardized tests. It is unclear how many students in Florida opted out of the 2016 test.
Gievers said she may rule as early as next week in the suit, which was brought by parents against Florida Education Commissioner Pam Stewart, the State Board of Education, and the school boards in Orange, Hernando, Osceola, Sarasota, Pasco, Broward and Seminole counties. Other counties in Florida did not interpret the law to mean that students had to be retained if they didn’t take the test, and the Florida Department of Education has said it never mandated that students be held back if Florida parents unite, challenge standardized testing - The Portland Press Herald / Maine Sunday Telegram: