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Thursday, November 17, 2011

How Online Learning Companies Bought America's Schools | The Nation

How Online Learning Companies Bought America's Schools | The Nation:

How Online Learning Companies Bought America's Schools

This article was reported in partnership with The Investigative Fund at The Nation Institute.

If the national movement to “reform” public education through vouchers, charters and privatization has a laboratory, it is Florida. It was one of the first states to undertake a program of “virtual schools”—charters operated online, with teachers instructing students over the Internet—as well as one of the first to use vouchers to channel taxpayer money to charter schools run by for-profits.

  • Educational Reform Map
INTERACTIVE: The Privatization of Education

About the Author

Lee Fang
Lee Fang, formerly a blogger who covered lobbying and conservative movements with ThinkProgress.org, is an...

But as recently as last year, the radical change envisioned by school reformers still seemed far off, even there. With some of the movement’s cherished ideas on the table, Florida Republicans, once known for championing extreme education laws, seemed to recoil from the fight. SB 2262, a bill to allow the creation of private virtual charters, vastly expanding the Florida Virtual School program, languished and died in committee. Charlie Crist, then the Republican governor, vetoed a bill to eliminate teacher tenure. The move, seen as a political offering to the teachers unions, disheartened privatization reform advocates. At one point, the GOP’s budget proposal even suggested a cut for state aid going to virtual school programs.

Lamenting this series of defeats, Patricia Levesque, a top adv

Schools Matter: Thank you, Mike Bloomberg, For Reminding Us Who the Enemy Is

Schools Matter: Thank you, Mike Bloomberg, For Reminding Us Who the Enemy Is:

Thank you, Mike Bloomberg, For Reminding Us Who the Enemy Is

Bloomberg, Murdoch, and the rest of the 1%er media titans have been poisoning the Web and the airwaves during the past week with their sanctioned story of crime-ridden and diseased encampments of drugged-up Occupy protestors. Such lies were agreed upon in advance and issued to media outlets, including PBS, which loyally followed the corporate story. Over the past two days, police have tried to goad protestors into violence, with reporters ready and eager to scribe stories of clashes with police.

In shutting down Manhattan's Bloombergville, Prince Mike has brought full attention on his own own disgusting, arrrogant, and patronizing role in the attacks on protestors and the attempt to crush the unstoppable advance to bring an end to the Oligarchy and to restore democracy, here and abroad. Murdoch and Bloomberg would like to pretend that Occupy protestors are blindly striking out as a result of fear, when, in fact,

Modern School: WalSkool: Low Wages, Hard Work, No Excuses, No Poor Kids

Modern School: WalSkool: Low Wages, Hard Work, No Excuses, No Poor Kids:

WalSkool: Low Wages, Hard Work, No Excuses, No Poor Kids


The Walton Family Foundation is giving a $25 million grant to the KIPP Foundation, according to the Denver Post. The grant is expected to allow the company to double the number of charter schools it operates. There are currently 32,000 students in 109 KIPP schools in 20 states plus the District of Columbia. KIPP is poised to replicate the Walmart model, by opening schools in towns and cities throughout the country, paying low wages, overworking their staffs, and squeezing out traditional mom and pop public schools by skimming off the best

Revision of the Mathematics Framework - Letters (CA Dept of Education)

Revision of the Mathematics Framework - Letters (CA Dept of Education):

Dear County and District Superintendents and Charter School Administrators:

RECRUITING FOCUS GROUP MEMBERS FOR THE REVISION OF THE
MATHEMATICS FRAMEWORK FOR CALIFORNIA PUBLIC SCHOOLS,
KINDERGARTEN THROUGH GRADE TWELVE

The California Department of Education (CDE) is pleased to announce that it is recruiting members for four focus groups to provide input on the revision of the Mathematics Framework for California Public School, Kindergarten Through Grade Twelve (Mathematics Framework). The Mathematics Framework will be revised to incorporate and support the Common Core State Standards for Mathematics, adopted by the California State Board of Education (SBE) in August 2010, and to reflect current research on mathematics instruction. Curriculum frameworks provide guidance to teachers, administrators, and parents on how a standards-based curriculum is implemented in the classroom.

Pursuant to the California Code of Regulations, Title 5, Education, Section 9511(c), the CDE will convene four focus groups across California. Each focus group will include between 10 and 15 invitees, who will be selected to ensure balanced representation of regions, types of schools, and grade-level experience. Members of the focus group must be educators at the time of appointment. California Education Code Section 44013(a) defines an educator:

"Educator" means a certificated person holding a valid California teaching credential or a valid California services credential issued by the commission who is employed by a local education agency or by a special education local planning area and who is not employed as an independent contractor or consultant.

Interested individuals are encouraged to apply. County and district superintendents and charter school administrators are invited to nominate individuals for appointment to a focus group and distribute the attached application to potential applicants. Please note that there is no stipend for service on a focus group, and no reimbursements for travel costs or substitute replacements can be provided by the CDE.

The focus group meetings will be open to the public, and comments made by both focus group members and members of the public at each meeting will be forwarded to the Instructional Quality Commission and the SBE for consideration.

Focus group meetings are currently planned for the following dates and locations:

DateLocation
February 23, 2012San Bernardino County Office of Education
February 28, 2012California Department of Education, Sacramento
March 1, 2012San Diego County Office of Education
March 6, 2012San Mateo County Office of Education

Each focus group meeting will be held in the late afternoon. A more detailed agenda will be sent to participants and posted on the CDE Curriculum Frameworks Web page at http://www.cde.ca.gov/ci/ma/cf/ prior to each event.

To apply to be a member of a focus group, please use the online application form. The form can be downloaded from the CDE’s Curriculum Frameworks Web page at http://www.cde.ca.gov/ci/ma/cf/. For your convenience, the application form is attached. Applications must be e-mailed to mathframework@cde.ca.gov and received no later than 3 p.m. on Thursday, January 5, 2012.

If you have any questions regarding focus groups, please contact Deborah Franklin, Education Programs Consultant, Curriculum Frameworks and Instructional Resources Division, by phone at 916-319-0442 or by e-mail atdfrankli@cde.ca.gov.

Sincerely,

Tom Torlakson

TT:df
Attachment (PDF; 40KB; 3pp.)

cc: Michael Kirst, President, State Board of Education
Sue Burr, Executive Director, State Board of Education


An Explosion in Lobbying around For-Profit K-12 Programs - Dana Goldstein

An Explosion in Lobbying around For-Profit K-12 Programs - Dana Goldstein:

An Explosion in Lobbying around For-Profit K-12 Programs

My friends at The Nation have published a really fascinating investigative piece by Lee Fang about the explosion in lobbying around K-12 for-profit, virtual education, particularly targeting charter schools. This is a sector of the education world that's very difficult to track, because every state has different, often vague laws about how for-profit companies can be involved in public education.

As of 2008, 13 states allowed charter schools to partner with for-profit companies for facilities, 17 states allowed partnerships for services, and three states actually allowed for-profit companies to directly open a charter school. But even in states where for-profits are not allowed to hold a charter themselves, they are sometimes allowed to spin-off an affiliated non-profit to hold the charter, which will then contract with the for-profit for services. (This is

From Athens to #OWS, #N17 is International Students Day « Student Activism

From Athens to #OWS, #N17 is International Students Day « Student Activism:

From Athens to #OWS, #N17 is International Students Day

On November 17, 1939, the Nazis executed nine Czech student leaders, sent 1200 more to concentration camps, and closed down all of Czechoslovakia’s colleges and universities indefinitely.

On November 17, 1973, the Greek junta staged a tank attack on Athens Polytechnic to put down an uprising by Athenian students against the regime. At least two dozen people died in the vicinity of the university that night.

Since 1941, November 17 has been celebrated as International Students Day, and on this International Students Day demonstrations are breaking out all over:

  • I’ve been on Twitter this morning talking about the

Senator Kirk busted on his charter school lies. « Fred Klonsky

Senator Kirk busted on his charter school lies. « Fred Klonsky:

Senator Kirk busted on his charter school lies.

It is no secret to readers of this blog that I don’t like our Senator Mark Kirk.

I didn’t like him when he was a Congressman from the ritzy north shore of Chicago.

I was appalled that the IEA endorsed him for both

Occupy Education Blogger March Day of Action N17 #occupyeduN17 « Cooperative Catalyst #OWS

Occupy Education Blogger March Day of Action N17 #occupyeduN17 « Cooperative Catalyst:

Occupy Education Blogger March Day of Action N17 #occupyeduN17

Please join us by making your voice heard! Today’s blogger march in solidarity with the direct action around the world is meant to help amplify our voice and those of other teachers, parents and students. From Portland to Wall St to Munich to Madrid, students, parents and teachers are marching for a better world for our children and our community. Make your stories and visions public today.

Here are a few ways you can add your voice to the blogger march today and for the rest of the weekend:

1. Submit an Occupy Education picture and tell the world why and how you are Occupying Education! www.occupyedu.tumblr.com/submit

2. Write a blog post and post it in the comments below:

Topic ideas:

  • Reclaiming Our Voice In Education!
  • Student Voice
  • What kind of learning environment do you want for yourself, your students, or your children?
  • How do we put the public back in Public School?
  • How do we provide space for democracy in the classroom?
  • Is school an environment for democracy?

Or anything you feel relates to education and the occupy movement?

Submit the links below or email them to Coopcatalyst@gmail.com Please use the hash tag #occupyeduN17

3. Tweet or facebook status : I Occupy Education today for___________#occupyeduN17

Include one vision for a transformed education system or something you believe needs to change to help teachers, students, and parents reclaim their voice in education!

4. Occupy Your Classroom: Here are some ideas:

Hold a GA in your classroom today, discuss protesting, discuss democracy, discuss the Occupy movement, lets students voice on the lesson plan, close the textbook, push the desk out of the way, go outside, no tests, talk or do community service…..

Please join us any way you can, and be public about it. Share with us your voices! Share with us your stories! Share with us your visions of a transformed education system!

Questioning the conventional wisdom | Taking Note

Questioning the conventional wisdom | Taking Note:

Questioning the conventional wisdom

solidaridad: Tonight on 90.7FM KPFK's Politics or Pedagogy: Cheryl Ortega and Robert D. Skeels

solidaridad: Tonight on 90.7FM KPFK's Politics or Pedagogy: Cheryl Ortega and Robert D. Skeels:

Tonight on 90.7FM KPFK's Politics or Pedagogy: Cheryl Ortega and Robert D. Skeels

Essentially we have a school board that was elected primarily with money from the Coalition from School Reform, which is Eli Broad, Jerry Perenchio, Philip Anshutz... all of these people represent the 1%. Their ideas and their policies are being implemented, while the 99% are being ignored. Parents, community members, students, and educators are shut out of LAUSD. — Robert D. Skeels

Keep the PUBLIC in public schools

8:00-9:00 PM, Thursday, November 17, 2011
Politics or Pedagogy? with John Cromshow
KPFK 90.7 FM and online @ kpfk.org

CALL-IN: (818) 985 -5735. That's (818) 985-KPFK
GUESTS: Cheryl Ortega and Robert D. Skeels
TOPIC: Deception 101 - Charter Schools from co-location to astroturf parent groups

What Do We Mean by 'Public'? - Bridging Differences - Education Week

What Do We Mean by 'Public'? - Bridging Differences - Education Week:

What Do We Mean by 'Public'?

Dear Diane,

What nice way to spend a few days: with 600 to 700 wonderful educators, mostly teachers in a city I've come to love (Providence, great food) at a school (The MET) that always inspires me. Yes, Virginia, there is a Santa Claus, and "it" comes to me annually in the form of the Coalition of Essential Schools Fall Forum.

Of course, I always manage to get into an argument or two when I shouldn't and live to regret it. But that's a learning experience, too. From the opening to the closing moment we heard from important people, including students. "LISTEN" was the theme of one of the amazing student plenary presentations, this one by the MET Singers. As for listening, it's not actually easy to do and is at the heart of good teaching. But listening can be especially difficult when we feel passionately! Passion can also fool us at times.

For example, I discovered an interesting book at the forum by the founder of Education Week and the president

Deportations Throw Children into Foster Care - Living in Dialogue - Education Week Teacher

Deportations Throw Children into Foster Care - Living in Dialogue - Education Week Teacher:

Deportations Throw Children into Foster Care

There is an ugly reality that many of us are spared from, but which is omnipresent in the lives of many of our students.

Latino journalists last week confronted President Obama with the news that immigration enforcement is breaking up families. A yearlong investigation by the Applied Research Center revealed that at least 5,100 children are currently stuck in foster care because their parents have been detained or deported by immigration officials.

A report in Colorlines highlighted a typical case:

Ricardo's children were removed from his custody because a babysitter left them alone for less than an hour and a neighbor called the police. Ricardo, whose name has been changed, and his wife, a U.S. citizen, were arrested and convicted on misdemeanor child endangerment charges.

#OccupyCal Encampment Raided « occupy california #OWS

#OccupyCal Encampment Raided « occupy california:

#OccupyCal Encampment Raided

BERKELEY, California – The encampment that was established at UC Berkeley by 5-7000 people on Tuesday was raided early Thursday morning by police in riot gear. Police cleared Sproul Plaza, confiscating material and destroying tents using a backhoe. An emergency General Assembly this morning has called for a 5pm rally, and then a GA today in response.
Read more:

Oakland calls for Day of Action Against Repression

from OccupyOakland:
The last week has seen a coordinated attack against numerous major occupations in the US– Portland, Phoenix, Salt Lake City, Seattle, Denver, Oakland, San Francisco, New York and other cities across the country.  Several news reports have indicated that these simultaneous attacks were directed by the Department of Homeland Security, in consultation with local mayors and police departments. It should be clear to us that this is happening not because we are weak, but because we have become a real threat to the status quo, and the US government fears the new, more forceful direction the Occupy movement has taken in recent weeks. If our adversaries in the government can coordinate a national offensive against the Occupy movement, then we too can coordinate a response that draws upon the considerable depth, breadth and diversity of our occupations. Occupy Wall Street’s national call for a two month birthday celebration on November 17 is an important step in this direction.
To continue this national momentum, we call on all other 

It’s a Video Library, Not a Revolution « The Core Knowledge Blog

It’s a Video Library, Not a Revolution « The Core Knowledge Blog:

It’s a Video Library, Not a Revolution

by Diana Senechal
November 17th, 2011

Ever since the entrepreneur Salman Khan burst forth in 2011 with his
education revolution—a massive video library and proposal that the classroom be “flipped”—there has been no end to the euphoric roar from reporters. They delight in the idea that students could watch instructional videos at home, then come to school to solve problems, work in groups, and engage in discussion. That’s the flip, right there: the instruction takes place at home; the problem-solving, in school. Khan argues, and his fans believe, that such a reversal would “humanize the classroom.” But something abou

Education Research Report: Performance of Students With Disabilities

Education Research Report: Performance of Students With Disabilities:

Performance of Students With Disabilities

Ω

Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2
uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned.

Selected findings include:

* Students with disabilities earned, on average, 22.7 credits during their time in high school. Academic courses accounted for an average of 12.7 credits, vocational courses accounted for an average of 4.5 credits, and other courses that were neither academic nor vocational, such as physical education and life skills, accounted for an average of 5.7 credits.
* Students with disabilities averaged fewer credits than did their peers in the general population (22.7 vs. 24.2). Whereas the coursework of students in the general population was focused more heavily on academic courses, compared to that of students with disabilities (16.1 vs. 12.7), students with disabilities earned more vocational

NYC Educator: Scholarship Report

NYC Educator: Scholarship Report:

Scholarship Report

I always get nervous when I look at the scholarship reports for my class. No one at my school is silly enough to say so, of course, but it's easy to feel like the pass/fail rates say something profound about you as a teacher.

No more than the old Teacher Data Reports, of course, do the scholarship reports mean. They're one piece of information in a sea of information about what you do as a teacher and what happens in your classroom.

But as we begin to look at the information, identify the at-risk students, and brainstorm what we can do for them, I have this awful feeling, because I looped with my students from last year, that I've