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Monday, October 10, 2016

Special Nite Cap: Catch Up on Today's Post 10/10/16


Special Nite Cap: Catch Up on Today's Post 10/10/16

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CURMUDGUCATION: Don't Wait for the Authorities




Turkey’s Thirty-Year Coup - The New Yorker
Turkey’s Thirty-Year Coup - The New Yorker : TURKEY’S THIRTY-YEAR COUP Did an exiled cleric try to overthrow Erdoğan’s government? At nine o’clock on the night of July 15th, General Hulusi Akar, the chief of the Turkish Army’s general staff, heard a knock on his office door in Ankara, the nation’s capital. It was one of his subordinates, General Mehmet Dişli, and he was there to report that a mil
Sharp Differences Between Clinton and Trump on Education - ABC News
Sharp Differences Between Clinton and Trump on Education - ABC News : Sharp Differences Between Clinton and Trump on Education A quality education for all students, especially young children, is something Hillary Clinton has been talking about for decades. It's mostly new territory for Donald Trump , who more recently has been touting his education ideas beyond his oft-repeated criticism of Commo
What If Clinton and Trump Debated Education Policy? | gadflyonthewallblog
What If Clinton and Trump Debated Education Policy? | gadflyonthewallblog : What If Clinton and Trump Debated Education Policy? The second Presidential debate was a bust for the millions of Americans who care about public schools. Instead, we got Donald Trump mansplaining away his vagina-grabbing days. We got Hillary Clinton blaming Machiavellian duplicity on a movie about Abraham Lincoln. But no
Hillary Clinton: Common Core is a Political Failure | Truth in American Education
Hillary Clinton: Common Core is a Political Failure | Truth in American Education : Hillary Clinton: Common Core is a Political Failure Hillary Clinton at the DNC Women’s Leadership Forum in 2014 Photo credit: Karen Murphy ( CC-By-ND 2.0 ) On Friday Wikileaks leaked part of the over 2,060 emails that were hacked from John Podesta’s email account . Podesta is Clinton’s campaign chairman. The email
U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals | VAMboozled!
U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals | VAMboozled! : U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals Just this month, the Institute of Education Sciences (IES) wing of the U.S. Department of Education released a report about using value-added models (VAMs) for measuring school principals’ performance. The
Schools Matter: Eyes on the Philadelphia School Reform Commission - October 13th, 2016
Schools Matter: Eyes on the Philadelphia School Reform Commission - October 13th, 2016 : Eyes on the Philadelphia School Reform Commission - October 13th, 2016 Each month the Alliance for Philadelphia Public Schools does an analysis of resolutions before the Philadelphia School Reform Commission monthly meeting. While this is a local issue, the behind the scenes stealth assault on the Philadelphi
Torlakson Kicks Off 2016 STEM Symposium - Year 2016 (CA Dept of Education)
Torlakson Kicks Off 2016 STEM Symposium - Year 2016 (CA Dept of Education) : California Schools Chief Tom Torlakson to Kick Off State's Biggest Science, Technology, Engineering, and Math (STEM) Symposium State Superintendent of Public Instruction Tom Torlakson today kicked off California's largest Science, Technology, Engineering and Math (STEM) education symposium. Torlakson, who started his pub
Nation’s First Charter School Strike Looms | The Chicago Defender
Nation’s First Charter School Strike Looms | The Chicago Defender : Nation’s First Charter School Strike Looms The nation's first charter school strike could happen here in Chicago as early as Oct. 19 in the UNO Charter School Network. The nation’s first charter school strike could happen here in Chicago as early as Oct. 19. The United Educators of UNO (UEU), which represents teachers and support
Do You Want To Save Public Education in America? | BustED Pencils
Do You Want To Save Public Education in America? | BustED Pencils : Do You Want To Save Public Education in America? Here at BustED Pencils the answer to that question is a BIG HELL YEAH! And for us that means continuing to host interviews with the makers, shakers, punkers, visionaries, and ass kicking individuals taking the fight to corporate education reform . And for the last 3 years we have d
Randi Weingarten: Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern – Medium
Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern – Medium : Donald Trump’s latest comments about assaulting women aren’t new, they’re a pattern On Friday, tapes were released of Donald Trump making lewd and inappropriate comments, where he boasts about sexually assaulting women, sending his campaign and the Republican Party into crisis mode, and prompting some G
CURMUDGUCATION: Don't Wait for the Authorities
CURMUDGUCATION: Don't Wait for the Authorities : Don't Wait for the Authorities This morning we had some professional development from our local police department, The training centered around the ALICE method of dealing with an active shooter. What are we supposed to do when there's an active killer in the building? ALICE focuses on three choices-- run, hide or fight. There were some specifics m
12 Reasons Why Digital Personalized Learning is Not Special Education
12 Reasons Why Digital Personalized Learning is Not Special Education : 12 Reasons Why Digital Personalized Learning is Not Special Education A recent article in Business Insider describes how Bill Gates and Mark Zuckerberg got their idea for digital personalized learning from special education. A light bulb lit, and they realized that students placed according to their academic level online is n
California poll shows strong support for Common Core | EdSource
California poll shows strong support for Common Core | EdSource : California poll shows strong support for Common Core Think you know a lot about Common Core? A new poll finds you’re probably wrong - The Hechinger Report - http://hechingerreport.org/?p=23369 The Common Core State Standards have faced strong opposition in many states, but in California, more than three out of five registered voter
Teaching teens about police contact before confrontation :: SI Cabinet Report
Teaching teens about police contact before confrontation :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet : Teaching teens about police contact before confrontation (Texas) The growing unrest over citizens being killed by police officers has frustrated policy makers looking for solutions. But one Texas lawmaker has proposed a practical first step–teaching ninth
Race, School Ratings And Real Estate: A 'Legal Gray Area' : NPR Ed : NPR
Race, School Ratings And Real Estate: A 'Legal Gray Area' : NPR Ed : NPR : Race, School Ratings And Real Estate: A 'Legal Gray Area' With her infant son in a sling, Monique Black strolls through a weekend open house in the gentrified Shaw neighborhood of Washington, D.C. There are lots of factors to consider when looking for a home — in this one, Monique notices, the tiny window in the second bed
Poverty link remains constant in Ohio students’ poor test scores | The Columbus Dispatch
Poverty link remains constant in Ohio students’ poor test scores | The Columbus Dispatch : Poverty link remains constant in Ohio students’ poor test scores Changes to state testing and district report cards gave schools plenty of new data to absorb this summer, but one constant remained. Regardless of which tests students are taking or if more districts are seeing D’s or F’s on their report cards
L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers - LA Times
L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers - LA Times : L.A. Unified backs down and agrees to provide lifetime benefits to charter school teachers The Los Angeles school district and a well-known charter school have quietly resolved a conflict in a way that will help a group of employees but deepen the district ’s long-term budget deficit. L.A. Unif
FairTest Proposes One Possible Path Away from Test-and-Punish | janresseger
FairTest Proposes One Possible Path Away from Test-and-Punish | janresseger : FairTest Proposes One Possible Path Away from Test-and-Punish FairTest, the National Center for Fair and Open Testing, has released an important brief, Assessment Matters: Constructing Model State Systems to Replace Testing Overkill . The new Every Student Succeeds Act (ESSA), which replaced No Child Left Behind last De
With A Brooklyn Accent: Notorious Phd Debate Post Mortem: Hide Your Children-It's Going to be a Wild Ride
With A Brooklyn Accent: Notorious Phd Debate Post Mortem: Hide Your Children-It's Going to be a Wild Ride : Notorious Phd Debate Post Mortem: Hide Your Children-It's Going to be a Wild Ride Donald Trump at his best in a public forum- which we saw last night- was not enough to turn the tide of the building momentum for Hillary Clinton. First, his image as a bully was confirmed by his propensity to
SKrashen: Sustained Silent Reading: The effects are substantial, it works, and it leads to more reading. A response to Shanahan (2016).
SKrashen: Sustained Silent Reading: The effects are substantial, it works, and it leads to more reading. A response to Shanahan (2016). : Sustained Silent Reading: The effects are substantial, it works, and it leads to more reading. A response to Shanahan (2016). Stephen Krashen Shanahan (2016) makes three unsubstantiated claims about sustained silent reading (SSR). A "tiny" effect? Shanahan stat
School-Disturbance Laws Have Outlawed Being a Teenager in America - The Atlantic
School-Disturbance Laws Have Outlawed Being a Teenager in America - The Atlantic : How America Outlawed Adolescence At least 22 states make it a crime to disturb school in ways that teenagers are wired to do. Why did this happen? ONe monday morning last fall , at Spring Valley High School in Columbia, South Carolina, a 16-year-old girl refused to hand over her cellphone to her algebra teacher. Af
Donald Trump’s Campaign for the Presidency Introduces a New Challenge for Teachers - The Atlantic
Donald Trump’s Campaign for the Presidency Introduces a New Challenge for Teachers - The Atlantic : Is This What Our Children Will Learn? Donald Trump’s campaign for the presidency introduces a new challenge for teachers. At first, education looked like it might actually play a role in the second presidential debate between Hillary Clinton and Donald Trump as they faced off Sunday evening at Wash
Why Don't the Common-Core Standards Include Cursive Writing? - Curriculum Matters - Education Week
Why Don't the Common-Core Standards Include Cursive Writing? - Curriculum Matters - Education Week : Why Don't the Common-Core Standards Include Cursive Writing? Should schools teach cursive handwriting? The question is an impressively polarizing one in the K-12 education world. One of the most widely cited criticisms of the Common Core State Standards is that they don't require teaching students
Proposition 55: How taxing the wealthy could support public education
Proposition 55: How taxing the wealthy could support public education : Proposition 55: How taxing the wealthy could support public education California is a state that both mints millionaires and relies heavily on taxing them to fund its education and provide basic state government services. Both of those Californias feature in Proposition 55, which asks voters to extend higher income tax rates

YESTERDAY

Massachusetts Court: School Choice Is Not a “Civil Right” | deutsch29
Massachusetts Court: School Choice Is Not a “Civil Right” | deutsch29 : Massachusetts Court: School Choice Is Not a “Civil Right” Judge Heidi Brieger sun/lisa redmond On October 06, 2016, Massachusetts education blogger, Jennifer Berkshire, posted that the Massachusetts Superior Court had tossed a lawsuit arguing that raising the charter school cap was an issue of student civil rights. The argume
Protect Our Schools—CTU Voices - Tell the Mayor You’re With Us
Chicago Teachers Union | Protect Our Schools—CTU Voices : Protect Our Schools—CTU Voices Teachers, next to parents, are the strongest advocates for students and against the cuts to classroom supports that disrupt teaching and learning. Public school educators love the work we do and never want to go on strike. However, we believe that we must take a stand to fight for the schools our students des


Special Nite Cap: Catch Up on Today's Post 10/9/16
Special Nite Cap: Catch Up on Today's Post 10/9/16 Featured Post School Choice Barbecued Cajun Style | Crazy Normal - the Classroom Exposé Group continues push for charter accountability after Brown veto - The San Diego Union-Tribune 

Top Posts This Week



Turkey’s Thirty-Year Coup - The New Yorker

Turkey’s Thirty-Year Coup - The New Yorker:

TURKEY’S THIRTY-YEAR COUP
Did an exiled cleric try to overthrow Erdoğan’s government?




 At nine o’clock on the night of July 15th, General Hulusi Akar, the chief of the Turkish Army’s general staff, heard a knock on his office door in Ankara, the nation’s capital. It was one of his subordinates, General Mehmet Dişli, and he was there to report that a military coup had begun. “We will get everybody,” Dişli said. “Battalions and brigades are on their way. You will soon see.”

Akar was aghast. “What the hell are you saying?” he asked.

In other cities, officers involved in the coup had ordered their units to detain senior military leaders, block major roads, and seize crucial institutions like Istanbul Atatürk Airport. Two dozen F-16 fighters took to the air. According to statements from some of the officers involved, the plotters asked Akar to join them. When he refused, they handcuffed him and flew him by helicopter to an airbase where other generals were being held; at one point, one of the rebels pointed a gun at Akar and threatened to shoot.

After midnight, a news anchor for Turkish Radio and Television was forced to read a statement by the plotters, who called themselves the Peace at Home Committee, a reference to one of the country’s founding ideals. Without mentioning the President, Recep Tayyip Erdoğan, by name, the statement said that his government had destroyed the country’s institutions, engaged in corruption, supported terrorism, and ignored human rights: “The secular and democratic rule of law has been virtually eliminated.”

For a time, the rebels seemed to have the upper hand. Provincial governors and community leaders surrendered or joined in, along with police squads. In a series of text messages discovered after the coup, a Major Murat Çelebioğlu told his group, “The deputies of the Istanbul police chief have been called, informed, and the vast majority have complied.”

A Colonel Uzan Şahin replied, “Tell our police friends: I kiss their eyes.”

But the plot seemed haphazard. A helicopter team sent to locate Erdoğan in Marmaris, the resort town where he was vacationing, failed to capture the President, despite a shootout with guards at his hotel. The rebels took control of only one television station, and left cellular-phone networks untouched. Erdoğan was able to record a video message, played on CNN Turk, in which he called on Turkish citizens to “take to the streets.” They did, in huge numbers. Faced with overwhelming popular resistance, the troops had to decide between shooting large groups of demonstrators and giving up. By morning, the uprising had been broken.

Erdoğan declared a national emergency and, in the weeks that followed, made a series of appearances to remind the nation of the cost of the coup. Some of the plotters had brutally shot demonstrators and comrades who opposed them. One rebel major, faced with resistance, had texted his soldiers, “Crush them, burn them, no compromise.” More than two hundred and sixty people were killed and thousands wounded. The F-16s had bombed the parliament building, blasting holes in the façade and scattering chunks of concrete in the hallways.

In Erdoğan’s telling, the coup was not a legitimate sign of civic unrest. In fact, it did not even originate in Turkey; the rebels “were being told what to do from Pennsylvania.” For Turks, the coded message was clear: Erdoğan meant that the mastermind of the coup was Fethullah Gülen, a seventy-eight-year-old cleric, who had been living in exile for two decades in the Poconos, between Allentown and Scranton.

Gülen, a dour, balding proselytizer with a scratchy voice, had fled Turkey in 1999, fearing arrest by the country’s military rulers. From afar, though, he had served as a spiritual guide for millions and overseen a worldwide network of charter schools, known for offering scholarships to the poor. Gülen’s sermons and writings emphasized reconciling Islam with contemporary science, and promoted charity; his movement is called Hizmet, or “service.” For many in the West, it represented a hopeful trend in Islam. Gülen met with Pope John Paul II and the leaders of major Jewish organizations, and was fêted by President Bill Clinton, who saluted his “ideas of tolerance and interfaith dialogue.”

To many outside observers, Erdoğan’s accusation sounded like something out of an airport thriller: a secret cabal burrowing into a modern state and awaiting orders from its elderly leader on a hilltop half a world away. For Erdoğan, though, it was a statement of political reality. Gülen, once a crucial ally, had become the leader of a shadow state, determined to bring down the Administration. In the following weeks, Erdoğan’s forces detained tens of thousands of people who he claimed were loyal to Gülen. In outraged statements to the United States government, he demanded that Gülen be extradited, so that Turkey’s Thirty-Year Coup - The New Yorker:

What If Clinton and Trump Debated Education Policy? | gadflyonthewallblog

What If Clinton and Trump Debated Education Policy? | gadflyonthewallblog:

What If Clinton and Trump Debated Education Policy?

The second Presidential debate was a bust for the millions of Americans who care about public schools.
Instead, we got Donald Trump mansplaining away his vagina-grabbing days. We got Hillary Clinton blaming Machiavellian duplicity on a movie about Abraham Lincoln. But not a word about K-12 education.
After all these debates in the primary and only one more debate left in the general, it seems a pattern is emerging. The media just doesn’t ask the kind of questions parents, teachers and students really care about. After all, there is no defined position staked out by each political party on schools and schooling. Both sides are kind of the same. Asking about it wouldn’t support the usual narratives about so-called “conservatives” and “liberals.”
So once again I appeal to the power of education bloggery to give you what I imagine a debate on this subject might sound like from Clinton and Trump.
Hold on to your pussies. Here goes…

Me: Thank you, Secretary Clinton and Mr. Trump, for being here today to talk about education issues.


Sharp Differences Between Clinton and Trump on Education - ABC News

Sharp Differences Between Clinton and Trump on Education - ABC News:

Sharp Differences Between Clinton and Trump on Education

Image result for big education ape Clinton and Trump on Education

A quality education for all students, especially young children, is something Hillary Clinton has been talking about for decades. It's mostly new territory for Donald Trump, who more recently has been touting his education ideas beyond his oft-repeated criticism of Common Core.
The Republican presidential nominee added plans for education to his still relatively thin roster of policy proposals last month, unveiling an effort to spend $20 billion during his first year in office to help states expand school choice programs.
Trump wasn't shy about his intentions, debuting his ideas at an inner-city charter school in Cleveland as part of a new outreach to minority voters. "There's no failed policy more in need of urgent change than our government-run education monopoly," Trump said at the school, blaming the Democratic Party for having "trapped millions of African-American and Hispanic youth in failing government schools."
Trump said his approach would create "a massive education market" and produce better outcomes than the nation's existing public education system. He also wants states to divert another $110 billion of their own education budgets to support school choice efforts, providing $12,000 to every elementary school student living in poverty to attend the school of their choice.
Clinton's education plans, meanwhile, are firmly rooted in improving the country's public schools. The Democratic nominee has called for new spending to add computer science programs and refurbish crumbling buildings. "I've been in schools in our country and inner cities and rural areas that I wouldn't send any child to. I mean they are falling apart, there's mold on the walls, there's rodents — it is disgusting," she said this month in Pennsylvania.
On education, the two candidates are as far apart as they are on any issue at stake in the 2016 election. A summary of their proposals:
———
SCHOOL CHOICE
TRUMP: The billionaire businessman has embraced a concept popular among conservatives, which calls for students and their parents to be able to select the school they wish to attend — public, private, charter or magnet. Trump proposes spending $20 billion in his first year for block grants to states, and directing them to use the money to help millions of elementary school students living in poverty attend the school of their choice. That money "should follow the students," a concept known as portability. Critics of school choice argue that approach would deprive public schools of money, and Congress rejected the idea in the education law it passed last year.
CLINTON: Clinton has voiced support for charter schools, which operate with public money but are governed by an independent "charter" rather than a community's established public education system. But Clinton does not back the broader concept of school choice. "I want parents to be able to exercise choice within the public school system — not outside of it, but within it — because I am still a firm believer that the public school system is one of the real pillars of our democracy and it is a path for opportunity," she said in November 2015.
———
STUDENT LOANS AND DEBT
TRUMP: He has decried the impact on college students of debt from loans, but beyond his promise to create jobs as president, he has not offered a concrete proposal to address what he called "one of the biggest questions" he gets from people in college. Trump has criticized the federal government's student loan program for making a profit, telling The Hill newspaper in July 2015 "that's probably one of the only things the government shouldn't make money off. I think it's terrible that one of the only profit centers we have is student loans."
CLINTON: She has proposed that students from families making less than $125,000 a year be able to attend a public college or university in their home state without having to pay tuition, and that all community colleges be tuition-free. Under her plan, students with existing student loan debt would be able to refinance, and Clinton promises a three-month moratorium on payments to allow those in debt to take steps to reduce their monthly payments. Those deemed "entrepreneurs" would get a three-year deferment on their loans "so that student debt and the lack of family wealth is not a barrier to innovation in our country."
———
COMMON CORE
TRUMP: The academic standards adopted in more than 40 states are a frequent target of Trump's ire. "We spend more by far, and we're doing very poorly. So, obviously, Common Core does not work," he said last month. Trump has promised to do away with the standards if elected, which could prove a challenge: They were created and adopted by states, not the federal government.
CLINTON: The standards are not mentioned in Clinton's education plans, although her campaign does note that as the first lady of Arkansas, she chaired the state's education standards commission. Speaking in Iowa during the primary season, Clinton lamented what she called the "really unfortunate argument" about the standards. "It wasn't politicized," she said. "It was to try to come up with a core of learning that we might expect students to achieve across our country, no matter what kind of school district they were in, no matter how poor their family was."
———
TRUMP: Trump has not discussed early childhood education.
CLINTON: She would seek to make preschool universal for all 4-year-old children within 10 years of her election by providing new federal dollars to states. Clinton also seeks to double the number of children enrolled in Early Head Start, a government program that provides early education services to low-income families. Clinton has not detailed in depth on how she would pay for these expanded efforts.
———
TEACHER PAY
TRUMP: He supports merit pay for outstanding teachers and wants to end teacher tenure that "rewards bad teachers."
CLINTON: She's pledged to start a national campaign to "elevate the profession of teaching." Clinton would invest in training and support, including better pay. She also wants new teachers to be able to refinance student loans, with any remaining debt after 10 years to be forgiven.
———
What political news is the world searching for on Google and talking about on Twitter? Find out via AP's Election Buzz interactive. http://elections.ap.org/buzz
EDITOR'S NOTE _ One in an AP series examining the policy prescriptions offered by the major candidates for president.A quality education for all students, especially young children, is something Hillary Clinton has been talking about for decades. It's mostly new territory for Donald Trump, who more recently has been touting his education ideas beyond his oft-repeated criticism of Common Core.
The Republican presidential nominee added plans for education to his still relatively thin roster of policy proposals last month, unveiling an effort to spend $20 billion during his first year in office to help states expand school choice programs.
Trump wasn't shy about his intentions, debuting his ideas at an inner-city charter school in Cleveland as part of a new outreach to minority voters. "There's no failed policy more in need of urgent change than our government-run education monopoly," Trump said at the school, blaming the Democratic Party for having "trapped millions of African-American and Hispanic youth in failing government schools."
Trump said his approach would create "a massive education market" and produce better outcomes than the nation's existing public education system. He also wants states to divert another $110 billion of their own education budgets to support school choice efforts, providing $12,000 to every elementary school student living in poverty to attend the school of their choice.
Clinton's education plans, meanwhile, are firmly rooted in improving the country's public schools. The Democratic nominee has called for new spending to add computer science programs and refurbish crumbling buildings. "I've been in schools in our country and inner cities and rural areas that I wouldn't send any child to. I mean they are falling apart, there's mold on the walls, there's rodents — it is disgusting," she said this month in Pennsylvania.
On education, the two candidates are as far apart as they are on any issue at stake in the 2016 election. A summary of their proposals:
———
SCHOOL CHOICE
TRUMP: The billionaire businessman has embraced a concept popular among conservatives, which calls for students and their parents to be able to select the school they wish to attend — public, private, charter or magnet. Trump proposes spending $20 billion in his first year for block grants to states, and directing them to use the money to help millions of elementary school students living in poverty attend the school of their choice. That money "should follow the students," a concept known as portability. Critics of school choice argue that approach would deprive public schools of money, and Congress rejected the idea in the education law it passed last year.
CLINTON: Clinton has voiced support for charter schools, which operate with public money but are governed by an independent "charter" rather than a community's established public education system. But Clinton does not back the broader concept of school choice. "I want parents to be able to exercise choice within the public school system — not outside of it, but within it — because I am still a firm believer that the public school system is one of the real pillars of our democracy and it is a path for opportunity," she said in November 2015.
———
STUDENT LOANS AND DEBT
TRUMP: He has decried the impact on college students of debt from loans, but beyond his promise to create jobs as president, he has not offered a concrete proposal to address what he called "one of the biggest questions" he gets from people in college. Trump has criticized the federal government's student loan program for making a profit, telling The Hill newspaper in July 2015 "that's probably one of the only things the government shouldn't make money off. I think it's terrible that one of the only profit centers we have is student loans."
CLINTON: She has proposed that students from families making less than $125,000 a year be able to attend a public college or university in their home state without having to pay tuition, and that all community colleges be tuition-free. Under her plan, students with existing student loan debt would be able to refinance, and Clinton promises a three-month moratorium on payments to allow those in debt to take steps to reduce their monthly payments. Those deemed "entrepreneurs" would get a three-year deferment on their loans "so that student debt and the lack of family wealth is not a barrier to innovation in our country."
———
COMMON CORE
TRUMP: The academic standards adopted in more than 40 states are a frequent target of Trump's ire. "We spend more by far, and we're doing very poorly. So, obviously, Common Core does not work," he said last month. Trump has promised to do away with the standards if elected, which could prove a challenge: They were created and adopted by states, not the federal government.
CLINTON: The standards are not mentioned in Clinton's education plans, although her campaign does note that as the first lady of Arkansas, she chaired the state's education standards commission. Speaking in Iowa during the primary season, Clinton lamented what she called the "really unfortunate argument" about the standards. "It wasn't politicized," she said. "It was to try to come up with a core of learning that we might expect students to achieve across our country, no matter what kind of school district they were in, no matter how poor their family was."
———
TRUMP: Trump has not discussed early childhood education.
CLINTON: She would seek to make preschool universal for all 4-year-old children within 10 years of her election by providing new federal dollars to states. Clinton also seeks to double the number of children enrolled in Early Head Start, a government program that provides early education services to low-income families. Clinton has not detailed in depth on how she would pay for these expanded efforts.
———
TEACHER PAY
TRUMP: He supports merit pay for outstanding teachers and wants to end teacher tenure that "rewards bad teachers."
CLINTON: She's pledged to start a national campaign to "elevate the profession of teaching." Clinton would invest in training and support, including better pay. She also wants new teachers to be able to refinance student loans, with any remaining debt after 10 years to be forgiven.
———
What political news is the world searching for on Google and talking about on Twitter? Find out via AP's Election Buzz interactive. http://elections.ap.org/buzz
EDITOR'S NOTE _ One in an AP series examining the policy prescriptions offered by the major candidates for president.Sharp Differences Between Clinton and Trump on Education - ABC News:

Hillary Clinton: Common Core is a Political Failure | Truth in American Education

Hillary Clinton: Common Core is a Political Failure | Truth in American Education:

Hillary Clinton: Common Core is a Political Failure

Hillary Clinton at the DNC Women's Leadership Forum in 2014. Photo credit: Karen Murphy
Hillary Clinton at the DNC Women’s Leadership Forum in 2014
Photo credit: Karen Murphy (CC-By-ND 2.0)
On Friday Wikileaks leaked part of the over 2,060 emails that were hacked from John Podesta’s email account. Podesta is Clinton’s campaign chairman. The emails reveal transcripts of some of the private speeches that were closed to the press which are very eye opening. The speech excerpts were gathered and flagged by the Clinton campaign research director Tony Clark and sent to a small group of people that included Podesta.
In the attachment included with the email all of the speech “flags” were listed including a comment on Common Core from a speech given at Knewton on July 22, 2014. You can read the entire document yourself here (I have converted it from a Microsoft Word document to a pdf so you can read it online without having to download it).
Here is what she said about Common Core:
Hillary Clinton: Common Core Was “A Political Failure.” In her remarks at Knewton, Hillary Clinton said, “The common core is a perfect example.  I mean, the common core was negotiated by a bipartisan group of governors.  And maybe they thought — I mean, I think this was a political failure because they negotiated something and they had no real agreed-upon program for explaining it and selling it to people so that they left an opening for those who were always in the education debate, who don’t think anybody should be told anything about what to study, even if it’s the multiplication tables.  You know, that that should all be left to local control. And then you get into more complicated areas, as we all know, that that’s just totally off limits.  And then using common core results for teacher evaluation when everybody knew that it was going to be complicated to implement.” [Hillary Clinton’s Remarks at Knewton, 7/22/14]
Clinton is right that Common Core is a political failure. She is absolutely wrong in her description of how the Common Core came about. Governors didn’t “negotiate” the standards. Paid staff of the National Governors Association and Council of Chief State School Officers based in Washington, DC were the driving force pushed along with money from Bill Gates.
Governors had very little to do with this other than they rubber stamped it when it came to adopting it in their state, and then it was crammed down our throats.Hillary Clinton: Common Core is a Political Failure | Truth in American Education:


U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals | VAMboozled!

U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals | VAMboozled!:

U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals


Just this month, the Institute of Education Sciences (IES) wing of the U.S. Department of Education released a report about using value-added models (VAMs) for measuring school principals’ performance. The article conducted by researchers at Mathematica Policy Research and titled “Can Student Test Scores Provide Useful Measures of School Principals’ Performance?” can be found online here, with my summary of the study findings highlighted next and herein.
Before the passage of the Every Student Succeeds Act (ESSA), 40 states had written into their state statutes, as incentivized by the federal government, to use growth in student achievement growth for annual principal evaluation purposes. More states had written growth/value-added models (VAMs) for teacher evaluation purposes, which we have covered extensively via this blog, but this pertains only to school and/or principal evaluation purposes. Now since the passage of ESSA, and the reduction in the federal government’s control over state-level policies, states now have much more liberty to more freely decide whether to continue using student achievement growth for either purposes. This paper is positioned within this reasoning, and more specifically to help states decide whether or to what extent they might (or might not) continue to move forward with using growth/VAMs for school and principal evaluation purposes.
Researchers, more specifically, assessed (1) reliability – or the consistency or stability of these ratings over time, which is important “because only stable parts of a rating have the potential to contain information about principals’ future performance; unstable parts reflect only transient aspects of their performance;” and (2) one form of multiple evidences of validity – the predictive validity of these principal-level measures, with predictive validitydefined as “the extent to which ratings from these measures accurately reflect principals’ contributions to student achievement in future years.” In short, “A measure could have high predictive validity only if [emphasis added] it was highly stable between consecutive U.S. Department of Education: Value-Added Not Good for Evaluating Schools and Principals | VAMboozled!:


Schools Matter: Eyes on the Philadelphia School Reform Commission - October 13th, 2016

Schools Matter: Eyes on the Philadelphia School Reform Commission - October 13th, 2016:

Eyes on the Philadelphia School Reform Commission - October 13th, 2016



Each month the Alliance for Philadelphia Public Schools does an analysis of resolutions before the Philadelphia School Reform Commission monthly meeting. While this is a local issue, the behind the scenes stealth assault on the Philadelphia public schools is stark in this week's meeting of the SRC. The players are different, but the same methods are being used in the school districts of low-come communities across the country. Be sure to read the APPS analysis after each resolution. 

by Karel Kilimnik
October 10, 2016

The unexpected resignations of Commissioners Marjorie Neff and Feather Houston raise many questions about the future of the SRC. Who will replace them and how will they be chosen? Since the state takeover the the Philadelphia School District in 2001, the selection process has always taken place out of the public eye. There is no formal set of qualifications for the position. SRC members may receive no salary, but we cannot forget that they are government officials overseeing a $2.6 billion budget. No Philadelphian has ever attended a nomination hearing for any member, past or present, of the SRC. The mayor has final say on his nominee; there is no review process. The governor’s nominee must pass Senate approval, but those have never been open hearings.  Mayor Kenney is now “vetting potential candidates”. For those of us deeply concerned about the governance of the district, these are not reassuring words. They mean that once again, the people of the city will have nothing to say about who determines the future of our schools and communities.

The SRC must maintain a quorum of three. Farah Jimenez, in the view of many, doesn’t count as a full voting member since she has so many conflicts that result in abstentions on crucial votes. How will this affect the again resubmitted charter renewal resolutions which have been postponed for six months?

The assault on public schools continues with increased intensity. Instead of cultivating a high-quality district that serves every student in every neighborhood, the Hite administration’s policy is to parcel funds to privatize schools and cripple communities. Instead of ensuring that every school has a full teaching staff along with full-time nurses, counselors, and librarians, Hite creates the illusion of improvement with diversions like the Redesign Schools, Turnaround Schools, the Innovation Network, the Turnaround Network, and the Autonomy Network.

Among the October resolutions is one to reopen a high school shut down by the SRC in 2013 as something other than a real public school (B-10) and one to relocate another high school. How will these changes affect enrollment in nearby schools? Is 
Schools Matter: Eyes on the Philadelphia School Reform Commission - October 13th, 2016:



Torlakson Kicks Off 2016 STEM Symposium - Year 2016 (CA Dept of Education)

Torlakson Kicks Off 2016 STEM Symposium - Year 2016 (CA Dept of Education):

California Schools Chief Tom Torlakson to
Kick Off State's Biggest Science, Technology, Engineering, and Math (STEM) Symposium




State Superintendent of Public Instruction Tom Torlakson today kicked off California's largest Science, Technology, Engineering and Math (STEM) education symposium.
Torlakson, who started his public service career as a high school science teacher and coach, welcomed more than 3,000 teachers, parents, students, researchers, entrepreneurs and others to the two-day event at the Anaheim Convention Center.
“STEM education is a key pathway to success in 21st century careers and college, especially in the high-tech, international economy,” Torlakson said. “We want all of our students to get excited about STEM learning, dream big, and reach for the stars.”
The third annual event showcases the importance of STEM education. Speakers highlighted California’s Next Generation Science Standards, a revolutionary update in teaching California’s 6.2 million public school students about science.
Symposium speakers include Sir Ken Robinson, whose presentations about creativity and innovation at the prestigious TED Conferences have more than 300 million Web views. Also speaking will be Reshma Saujani, founder and CEO of Girls Who Code, a national non-profit working to close the gender gap in technology.
“We will share these promising practices so all California educators can learn more about research-supported ways to integrate and enhance science, technology, engineering, and mathematics education,” Torlakson said.
The nonprofit Californians Dedicated to Education Foundation helps organize the annual symposium.
Torlakson appointed a 55-member STEM Task Force, which in 2014 issued a blueprint for encouraging, promoting, expanding and improving STEM education. Recommendations included organizing the annual symposium.
Main themes at the symposium include increasing the number of women and girls in STEM middle and high school classes and encouraging more of those students to seek STEM degrees in college, especially underrepresented minorities.
Participation by women and girls lags behind men in several STEM fields, particularly computer science. There were nearly 90,000 computer science jobs open in the United States this year, but California had only 3,500 college students graduate with a computer science degree. Only 15 percent of those graduates were women.
For additional information, please visit the Symposium Web page External link opens in new window or tab..
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Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100