Latest News and Comment from Education

Tuesday, June 2, 2015

Providence plans to abandon school reform organization | wpri.com

Providence plans to abandon school reform organization | wpri.com:

Providence plans to abandon school reform organization






PROVIDENCE, R.I. (WPRI) – It was billed as the “first labor-management educational management organization in the nation,” winning praise from U.S. Education Secretary Arne Duncan.
But three years later, United Providence (UP!) is on the chopping block.
Outgoing school Superintendent Dr. Susan Lusi said Tuesday federal budget cuts have forced the district to eliminate the taxpayer-supported nonprofit that was created to oversee Carl G. Lauro Elementary School, Gilbert Stuart Middle School and Dr. Jorge Alvarez High School, three of the city’s lowest-performing schools.
“Three years ago I did not have a crystal ball and I did not foresee the full financial picture that we now live in,” Lusi said.
The decision to slash UP! is the latest blow to a district that has already had to put off technology upgrades in schools across the city as well as a promise to provide more bus passes to high school students in the face of Mayor Jorge Elorza’s decision to level fund the city’s appropriation – $124.9 million – to the school department for a sixth consecutive year. The overall projected school budget for the fiscal year that begins July 1 is $353.5 million.
Providence’s schools have seen a steady stream of increased state aid since the 2010 passage of the state education funding formula – including another $7 million for the upcoming fiscal year – but Lusi and several school board members have said those dollars aren’t keeping pace with the department’s rising annual fixed costs. The decision to do away with UP! was directly related to a projected $9.1 million in cuts in federal aid, Lusi said.
Lusi said the district also plans to allow a separate contract with Cambium/NAEP to expire. The city is also reducing the number of days reading and math coaches can work by 10, but it is not planning to eliminate any coaches. She said the district and the Providence Teachers Union are also exploring ways to generate cost savings in professional development.
The loss of UP! will likely come as a surprise to education stakeholders.
A 501(c)3 nonprofit education-management organization housed in the same building as the Providence Teachers Union, UP! was created in 2012 in response to an Obama administration policy requiring each state to put together a specific strategy for turning around its lowest-performing schools.
Federal officials gave districts four options for tackling the problem schools: turnaround, which meant replacing at least half of the staff; transformation, which included replacing the principal and extending the school day; school closure; and restart, which forced a school to reopen under a new operation – most commonly as a charter school.
The option chosen for three Providence schools – Lauro, Stuart and Alvarez – was a restart. But instead of bringing in an outside charter organization, the city established United Providence as a way of meeting federal standards without alienating the teachers’ union.
The initiative was praised by Duncan as well as Gov. Lincoln Chafee and former Mayor Angel Taveras, who hailed UP! as a national model for labor and management to work together to improve failing schools. The organization was funded with a $100,000 startup grant in early 2012 from the Rhode Island Foundation and received a three-year, $2.6 million contract from the city on the promise that it would improve school climate and implement rigorous reforms to turn around the low-performing schools. It also received a $100,000 legislative grant from the General Assembly.
“The unique, child-centered, approach United Providence is taking to maximize student achievement is particularly exciting because it can be proven successful then replicated throughout the city, the state, and elsewhere,” Senate President M. Teresa Paiva Weed said in 2012.
The plan to abandon UP! comes just as the organization was viewed to be hitting its stride following initial growing pains that included staff turnover and resistance from teachers in all of its schools.
The organization took steps to right the ship last year when it hired Denise Jenkins as its managing director. Jenkins, who came to the district after overseeing education grants at the Rhode Island Foundation, is credited with using her wealth of experience as a former school administrator and case worker to provide stable leadership of the nonprofit.
At an UP! board meeting on April 27, Jenkins and other officials from the organization said the suspension rate at Alvarez High School had plummeted to 3%, down from 21% at the same time in the 2013-14 school year. The group said suspensions were down and school culture was improving at Stuart Middle School. Chronic absenteeism was down significantly at Lauro Elementary School. Last week, Lauro first-grade teacher Diane Ciccarone was named Providence’s teacher of the year.
But while Lusi and union president Mariebth Reynolds-Calabro agreed that there have been significant “culture and climate changes” in each of the UP! schools, Lusi acknowledged the schools have been a “mixed picture academically.”
“We have not found the secret sauce to really see a steep improvement in student achievement,” Lusi said.
Lusi said she believes UP! was a success because it gave the school department an initial glimpse of what school autonomy can mean across the city. She said the district will continue to give more control to principals at individual schools in the coming years.
Reynolds-Calabro said she was disappointed with the decision to cut UP!, but indicated she believes teachers in the three schools will remain committed to improving student outcomes.
“Providence teachers are used to bumps in the road and this is another bump in the road,” she said.
Dan McGowan ( dmcgowan@wpri.com ) covers politics, education and the city of Providence for WPRI.com. Follow him on Facebook and Twitter: @danmcgowan
 Providence plans to abandon school reform organization | wpri.com:

Barbara Byrd-Bennett resigns as CPS CEO; teachers union speaks out | WGN-TV

Barbara Byrd-Bennett resigns as CPS CEO; teachers union speaks out | WGN-TV:

Barbara Byrd-Bennett resigns as CPS CEO; teachers union speaks out






CHICAGO — Chicago Public Schools CEO Barbara Byrd Bennett handed in her resignation letter Monday amid a federal criminal investigation.
Byrd-Bennett was already on paid leave as the government was investigating a $20 million no-bid school contract to her old employer, the Wilmette, Ill.-based SUPES academy.
Federal investigators have asked for records related to the district’s contract with SUPES Academy, which provides principal training. CPS has suspended its contract with SUPES, which has defended its training.
Byrd-Bennett’s letter read in part: “I will remain forever thankful for the opportunity to serve the children of Chicago and the District.” Read the full letter here.
In a statement, Emanuel says he is “saddened by the circumstances” that led to Byrd-Bennett’s resignation.
A separate statement from school board president David Vitale says the resignation is effective Monday.
The Chicago Teachers Union says it’s not surprised to hear about the resignation.
Chicago Teachers Union Vice President Jesse Sharkey said Monday that Byrd-Bennett’s departure set what he called a “horrible standard for our students and educators who looked to her leadership.”
Vitale had little comment on the resignation, saying for now, interim CEO Jesse Ruiz would continue in that role until they find a permanent replacement.
The Associated Press contributed to this report.

Explainer: Common Core State Standards -- What Is Christie Walking Away From? - NJ Spotlight

Explainer: Common Core State Standards -- What Is Christie Walking Away From? - NJ Spotlight:



EXPLAINER: COMMON CORE STATE STANDARDS -- WHAT IS CHRISTIE WALKING AWAY FROM?

Much of the backlash from parents and teachers has been over the PARCC assessments linked to the academic guideposts


christie
Gov. Chris Christie speaks at Burlington County College about the Common Core standards and PARCC testing.
What they are: The Common Core State Standards are a set of academic requirements in language arts and math that have been adopted in New Jersey and more than 40 other states. They are intended to be guideposts for children from kindergarten through 12th grade to ensure that they are ready for college and jobs.
What they mean: The Common Core has many goals, including raising the rigor of academic standards and increasing the depth of learning. And with 43 states and the District of Columbia signed on, it provides a single metric to help compare state achievement levels against one another.
What’s the big deal? The Common Core has returned to center stage in New Jersey, with Gov. Chris Christie in May 2015 announcing that he no longer supported the national standards and would move for the state to set its own. This comes after the standards enjoyed a fairly easy launch four years ago, when New Jersey was among four-dozen states to initially embrace the goal of more rigorous academics. But as the standards have been rolled out -- and new state tests developed -- concerns and criticism have arisen from both the right and the left.
A little history: The Common Core is an outgrowth of the “standards and assessment” movement that actually started under President George H. W. Bush. The standards continued to evolve through President Bill Clinton, President George W. Bush, and President Barack Obama, ultimately being released in 2010, as defined by a confederation of states, education groups, and business leaders under the umbrella of the nonprofit group Achieve. They then got a big boost with President Obama’s Race to the Top grant competition starting in 2010 that all but required adoption, leading to New Jersey joining the list.
What they do: The standards only set the endgame of instruction, not the actual curriculum, but they definitely change how schools teach students in different grades, including more depth in specific topics and often earlier in a child’s school career.
For example: Students in all grades -- including elementary school -- are being asked to write based on informational texts, using evidence and research. In math, numeric operations and fractions are the focus of elementary and middle schools, while it isn’t until high school where algebra is taught in depth.
All about the testing: Any discussion of the Common Core is incomplete without discussion of its biggest impact, the new state tests. And that has been where most of the debate has arisen. The standards are the basis of New Jersey’s new tests starting in the spring, known by the acronym of the group that developed them, the Partnership for Assessment of Readiness for College and Careers (PARCC). New Jersey is one of 9 states participating in the PARCC tests, which are administered online. Twenty-two states have adopted a parallel test also aligned to the standards, known as Smarter Balanced.
Who’s for and against: Much of the education establishment and the business community, including the state’s chamber of commerce, have strongly backed the new standards. The state’s largest teachers unions, including the New Jersey Education Association, have also been among the supporters. And the Christie administration, the governor included, had been staunch supporters and defended the standards as critical in raising student performance. But with the advent of the new tests, the Common Core has come under debate. The teachers unions, for example, have softened their support, especially since the tests affect teacher evaluations under the state‘s new tenure law. And opposition has surfaced from both conservative and liberal camps that see the standards and tests as a top-down incursion on instruction.
Explainer: Common Core State Standards -- What Is Christie Walking Away From? - NJ Spotlight:

Fla. teacher faces criminal charges for helping kids on standardized test | Extra Credit

Fla. teacher faces criminal charges for helping kids on standardized test | Extra Credit:

Fla. teacher faces criminal charges for helping kids on standardized test



handcuffs


A former teacher in Florida’s Panhandle is facing criminal charges after authorities say he helped students during an end-of-course exam at Newpoint High in Escambia County, the Pensacola News Journal reports.
Christopher David Fowler, 30, was charged Monday with four misdemeanor counts of violating the state’s Test Administration and Security Law, the Journal reports.
Don’t know which EOC that was or how exactly he “helped” but the paper says more arrests may be coming.
This comes not quite two months after an Atlanta jury convicted 11 teachers of racketeering and other crimes in a test-cheating scandal reportedly fueled by teachers and administrators who feared the consequences if the students failed.
(Note: This is not the Georgia district from which incoming superintendent Robert Avossa hails. He’s from Fulton County schools. The ring of cheats come from the Atlanta Public School district. )
Investigators said the educators worked together, sometimes holding erasure parties or dinners, sometimes working alone, to correct answers on the Criterion-Referenced Competency Test. The cheating robbed students, who were passed up to the next grade without being prepared to succeed, and caused the schools to miss out on grants that could have provided tutoring or other help for those who were failing.
The investigation revealed student test sheets that had inordinate numbers of erasures changed to correct answers. One expert testified that the odds that students in one classroom would have so many wrong-to-right erasures without some kind of intervention was one in 284 septillion, 284 followed by 21 zeros.Fla. teacher faces criminal charges for helping kids on standardized test | Extra Credit:

Policy Group to Congress on ESEA: Don't Let the Perfect Be Enemy of the Good - Politics K-12 - Education Week

Policy Group to Congress on ESEA: Don't Let the Perfect Be Enemy of the Good - Politics K-12 - Education Week:

Policy Group to Congress on ESEA: Don't Let the Perfect Be Enemy of the Good





Before members of Congress took off for Memorial Day recess last week, the Washington policy think-tank Third Way blasted out their message to members of Congress about overhauling the Elementary and Secondary Education Act, specifically the bipartisan Senate bill:
"The bipartisan Every Child Achieves Act may not be perfect, but it makes notable improvements to the most scorned aspects of No Child Left Behind."
Now that lawmakers are back in town and the Senate sits poised to take up the bill brokered for months by Sens. Lamar Alexander, R-Tenn., and Patty Murray, D-Wash., the chairman and ranking member who carefully shepherded the bill through committee, Third Way's message is a salient one.
When Majority Leader Mitch McConnell, R-Ky., calls up the bill for debate toward the end of this month or early July—as many advocates predict he will—that message will be crucial to drive home in order to garner enough support for the bill from both sides of the aisle.
That's especially true for those on the right who will want to see more school choice policies like Title I portability included in the bill, and for those on the left who will want to see more safeguards in place for low-performing schools and subgroups of students. 
"While few would call the bill perfect, voters and policymakers across the political spectrum should appreciate just how far Alexander and Murray's ECAA goes in moving the country away from the one-size-fits-all approach of NCLB," wrote Lanae Erickson Hatalsky, the policy group's director of social policy and politics, in an email sent to every office on Capitol Hill.
Third Way's reminder came packaged as an infographic bulleted with key aspects of the proposal: The main takeaways?
  • On testing, the bill "lowers the stakes on testing while maintaining our ability to collect crucial data on achievement gaps."
  • On accountability, the bill "gets rid of one-size-fits-all, unrealistic goals."
  • On low-performing schools, the bill "allows districts and states to take the lead on developing plans to address low-performing schools."
  • On teachers, the bill "shunts the outdated "highly qualified teacher" standard while prioritizing equal access to great teachers and school leaders."

Mexican leader retreats on education reform as teachers rampage | The Sacramento Bee

Mexican leader retreats on education reform as teachers rampage | The Sacramento Bee:

Mexican leader retreats on education reform as teachers rampage





Ratcheting up violence in the run-up to Sunday’s midterm elections, Mexico’s renegade teachers have won a stunning concession from President Enrique Peña Nieto: the indefinite shelving of teacher evaluations.
Twenty civil society groups on Monday lashed out at Peña Nieto, calling the abandonment of teacher evaluations and uniform hiring practices an “unconstitutional” betrayal of promises to wrest control of schools from a powerful union.
“We regret that with this action, the federal government boycotts the implementation of the education reform,” the groups said in a statement. “We demand that President Enrique Peña Nieto reverse this announcement and not allow education in Mexico to be subject to blackmail and used as a political bargaining chip.”
Some of the nation’s most prominent think tanks and advocacy groups signed the statement, including the Mexican Institute for Competitiveness, Mexican Transparency, Mexicanos Primero and México Evalúa.
Education Secretary Emilio Chuayffet announced the “indefinite suspension” of teacher evaluations in a brief message Friday night on his secretariat’s website. The message was later deleted.
Even with the concession from the Peña Nieto government, angry teachers shut down schools Monday in much of Oaxaca, Michoacán, Guerrero and Chiapas states, closing the doors on millions of pupils. The strike is to last until June 8.
Striking teachers burned an elections office in Juchitán and trashed a similar office in Tehuantepec, both in Oaxaca state, a hotbed of teacher dissent.
Assailants tossed Molotov cocktails and ignited small fires at Education Secretariat and elections offices early Monday in the industrial city of Puebla, an automotive manufacturing hub.
Hundreds of teachers belonging to the National Coordinator of Education Workers, a militant wing of the powerful national teachers’ union, gathered in central Mexico City to march on the main plaza.
The striking teachers want abolition of the education reform and higher pay. Median teacher salaries are about $15,000 a year at current exchange rates, well above what average Mexicans earn.
Analysts warned that the pre-vote retreat on education reform underscored the political weakness of Peña Nieto and his failure to rally public support for broader overhauls that he pushed through after taking office in late 2012.
The education overhaul, now enshrined in the constitution, requires eventual uniform evaluations of teachers with specific criteria. It would base promotions on merit as well as seniority.
It also would have allowed federal authorities to centralize payrolls to avoid widespreadMexican leader retreats on education reform as teachers rampage | The Sacramento Bee:

Read more here: http://www.sacbee.com/news/nation-world/world/article22839303.html#storylink=cpy

An Imagined Interview With the New New York State Education Commissioner | Alan Singer

An Imagined Interview With the New New York State Education Commissioner | Alan Singer:

An Imagined Interview With the New New York State Education Commissioner



 


The New York State Board of Regents, the governing body for the state's schools, voted unanimously to appoint MaryEllen Elia as state education commissioner. This has to be an imagined interview. There were no open meetings with candidates where they were required to lay out their views about educational issues to the public. The winning candidate and her sponsors did not explain what they hoped she would achieve before she was anointed. New Yorkers can only assume Elia was selected because she will implement the Cuomo (Governor) and Tisch (Regent Chancellor) agenda which includes the incessant testing of students, evaluating teachers based on student test scores, a tax cap that prevents school districts from raising needed funds, and an all-out legislative push for tax credits for "donations" to private and religious schools.
Elia is the former superintendent of schools in Hillsborough County, Florida, a district that includes the city of Tampa. Hillsborough County is the eighth largest district in the United States. She started her career as a social studies teacher in western New York near Buffalo, helped her district receive a multi-million dollar Gates Foundation grant to overhaul the district's teacher evaluation system, and was named the Florida district superintendent of the year for 2015, just before she was fired by the Hillsborough school district.
Elia has a reputation for working well with different constituencies in Florida including the teachers' union and Florida Republicans. But she has also beendescribed as a fiscal conservative, promoter of magnet theme schools, an advocate of merit pay for teachers, and insensitive to the needs of minority youth and special education students. In 2008, a coalition of advocacy groups including the NAACPfiled a class action suit against the Hillsborough school district, then under Elia's leadership, charging disciplinary discrimination against African Americans and discrimination against special needs students. In 2012, Hillsborough School Board President April Griffin claimed that Elia "demonstrated a complete lack of professionalism with staff members and board members by cursing, yelling and bullying." Given that Elia was fired at Hillsborough and the current battles going on in New York State over high-stakes testing, the opt-out movement, teacher evaluations, and the governor's support for tax credits for parochial schools, it is amazing that Elia was appointed unanimously by the New York State Board of Regents and without any public discussion.
In 2013, Elia teamed with Florida's education commissioner, an avid advocate for charters schools and vouchers, and supporters of home-schooling, virtual education, and tax-credits for parents who send children to private and religious schools on a panel sponsored by the Florida Alliance for Choices in Education. Elia pioneered magnet schools in Hillsborough and the district under her leadership was one of the earliest to welcome charter schools with 50 in 2013-2014. According to a 2010editorial in the Tampa Bay Times, Elia also endorsed private school vouchers.
In an effort to find out who Elia is and more about what she thinks about educational issues, I have been plumbing the Internet for quotes by and about Elia and anything she wrote or said. Based on my findings I created this imagined interview with the new Education Commissioner as a way of welcoming her to Battleground New York.
Why were you fired in Hillsborough?
Commissioner Elia - "When you run a business that has a $2.7 billion budget which has 27,000 employees and 206,000 students and their families and all of the departments that support more than 300 schools, I think that you are bound to have people that disagree with decisions that have to be made to function. What you have is a level of concern about what has been a very decisive style. When you are running an An Imagined Interview With the New New York State Education Commissioner | Alan Singer:

Big Education Ape: MaryEllen Elia Approved as Néw York Commissioner of Education | Diane Ravitch's blog http://bit.ly/1GDyu1T
Big Education Ape: Hillsborough School Board member: Firing Superintendent MaryEllen Elia is a good deal http://bit.ly/1J3eGoS
Big Education Ape: Elia inherits controversy as new education chief - City & Region - The Buffalo News http://bit.ly/1Au1h83
Big Education Ape: Perspective: Gauging impact of Gates' $100 million Hillsborough schools grant (w/video) | Tampa ... http://bit.ly/1Q9uC9n
Big Education Ape: 8-2-14 Scathing Purple Musings | Color me purple in Florida http://bit.ly/1GiYuRE

Monday, June 1, 2015

Budget expands independent charter schools to 140 districts

Budget expands independent charter schools to 140 districts:

Budget expands independent charter schools to 140 districts 



The University of Wisconsin System could authorize independent charter schools in Milwaukee and Madison, and other agencies could approve charter schools that compete with districts in many other parts of the state, under a provision tucked into a Joint Finance Committee motion on higher education issues last week.
If it passes in the state budget, it would also allow the Waukesha County executive to approve nondistrict charter schools in Waukesha County, tribal colleges to approve charter schools in local or adjacent counties, and Gateway Technical College to approve and employ staff at technical charter high schools in all of southeastern Wisconsin.
According to the Wisconsin Department of Public Instruction, the new provision would allow independent charter schools to operate in 140 school districts.
State Sen. Alberta Darling (R-River Hills) created the provision, according to lawmakers.
Darling is co-chair of the powerful budget-writing panel, and is also behind a separate provision to put the Milwaukee County executive in charge ofturning some underperforming city schools over to charter-school or voucher-school operators.
The latest provision to expand independent charter schools statewide would limit the financial impact to the school district in which the would-be charter school student lives. The district could count the child for revenue-limit purposes, but the district's aid would be reduced to pay for that child to attend the competing charter school.
Currently, state law limits independent charter schools mostly to the Milwaukee area, with one school in Racine. Students in those charter schools are funded by shaving off state aid from all Wisconsin districts.
The provision on charter-school authorizing appears at the end of an omnibus motion relating to to the UW System, which the finance committee approved Friday on a party-line vote. All Republicans voted in favor; all Democrats were opposed.
Some of the specifics call for:
■ The UW System to create a new authorizer of independent charter schools, with a director appointed within four months of the 2015-'17 state budget being approved. The new Office of Educational Opportunity would evaluate proposals for charter schools to operate in districts with at least 25,000 students — currently that's just Milwaukee and Madison — and monitor operations at the schools. The director may appoint up to two associate directors.
■ The new office may accept private gifts or grants, and the director could determine how that gift or grant would be used to support the office, or charter schools overseen by the office.
■ The Waukesha County executive — currently Sen. Paul Farrow (R-Pewaukee) — could approve charter schools in Waukesha County.
■ Tribal colleges could approve charter schools in their own counties or adjacent counties.
■ The Gateway Technical College District Board could authorize technical high schools focused on STEM or occupational education in the district — Racine, Kenosha and Walworth counties — or any adjacent district, which would include Rock, Jefferson, Waukesha and Milwaukee counties. Gateway Tech College staff could teach at the high schools.
■ Pupils attending the new charter schools would be counted by their district of residence for revenue limit and general school aid purposes. The DPI would then reduce a school district's general aid payment to pay for the children residing there who chose to attend the new charter schools.
This story will be updated throughout the day with reaction from lawmakers and stakeholders.Budget expands independent charter schools to 140 districts:

Charter Schools Have An Awkward Secret: They’re Not Very Good At Innovating | Fast Company | Business + Innovation

Charter Schools Have An Awkward Secret: They’re Not Very Good At Innovating | Fast Company | Business + Innovation:

CHARTER SCHOOLS HAVE AN AWKWARD SECRET: THEY’RE NOT VERY GOOD AT INNOVATING

SO A GROUP OF EDUCATION ENTREPRENEURS IN NEW ORLEANS IS HELPING THEM LEARN THE ABCS OF DISRUPTION, BY STARTING SMALL.





When Nia Mitchell took over as principal of Algiers Technology Academy, a New Orleans charter high school, she knew she wanted to introduce project-based learning into the curriculum. "That’s the direction that we’re going," she says. But she had her hands full—only 19% of her students were scoring at college-ready levels, or at least 18 out of 36, on the ACT, and only 65% were graduating within four years. Plus, her opportunities to observe project-based learning in action at other schools were few and far between.
"I go and I see, and then I don’t get to see it again for months," she says. Project-based approaches, in which students learn information and skills by tackling complex, interdisciplinary problems, are "relatively new for the state of Louisiana."
That’s when Mitchell met Jonathan Johnson, a teacher turned entrepreneur. He had been prototyping his idea for a new charter school, called Rooted, through an after-school program, and was looking for a chance to test the model during the school day, in the form of a "school within a school." Rooted’s pedagogical foundation: project-based learning.
Jonathan Johnson
"Public education is not creating a way out for kids like we need it to be," says Johnson. "We have to figure out how to serve these kids in different ways."
Johnson cold-emailed the leaders of every charter school management organization in New Orleans; only three responded, Algiers among them. He pitched Mitchell’s boss, and then Mitchell herself. Both saw a natural fit, particularly given their shared emphasis on training students for careers in digital media. They negotiated terms, from funding to uniforms, and became partners, with Algiers playing host to Johnson's experimentation in the same way that large companies host innovation labs.
"Technology is [creating] the high-wage, high-demand jobs that will be in Louisiana for the next 10 to 15 years," Mitchell says. "We want to make sure our students are Charter Schools Have An Awkward Secret: They’re Not Very Good At Innovating | Fast Company | Business + Innovation:

Louisiana school voucher case in U.S. appeals court: Is U.S. government entitled to reports? | News | The Advocate — Baton Rouge, Louisiana

Louisiana school voucher case in U.S. appeals court: Is U.S. government entitled to reports? | News | The Advocate — Baton Rouge, Louisiana:

Louisiana school voucher case in U.S. appeals court: Is U.S. government entitled to reports?





NEW ORLEANS (AP) — A federal appeals court in New Orleans was set to hear arguments Monday on whether the state must present reports about its school voucher program to the U.S. government.
The 5th U.S. Circuit Court of Appeals would hear an appeal by pro-voucher groups who say the Justice Department is trying to stifle the program, which provides tuition to some low- and moderate-income families whose children otherwise would go to low-performing public schools.
The Legislature approved the voucher program, supported by Gov. Bobby Jindal, in 2012.
The state has said compiling the reports for federal officials won’t hurt the program. But some voucher supporters, represented by the conservative Goldwater Institute’s Scharf-Norton Center for Constitutional Litigation, are pressing on with the appeal.
In April 2014, a federal judge ruled that the state could be required to provide information about the program in accordance with a 1975 court order and a 1985 consent decree in a desegregation case. That case found that Louisiana had impeded integration and violated federal law by providing books, equipment and transportation to segregated private schools.
The federal government can get information including lists of voucher applicants, information on schools in the voucher program, and enrollment and racial breakdowns on public and private schools, U.S. District Judge Ivan Lemelle ruled.
“There is currently no order affecting the State’s implementation of the voucher program in any manner,” U.S. Justice Department attorneys wrote in their brief. “The sole issue the district court decided ... was whether the United States may obtain information from the State of Louisiana relating to the voucher program in a timely manner.”
Voucher families and a pro-voucher group called the Louisiana Black Alliance for Educational Options say Judge Lemelle made significant changes to the earlier orders, extending them to a “brand-new remedial education program” without any allegation that it is discriminatory or helps segregated schools.
Lemelle’s ruling “places a cloud of perpetual uncertainty over the vital educational opportunities the program provides, it marks a major affront to the principles of federalism, and it represents an improper exercise of federal court jurisdiction,” their attorneys wrote.
Arguments about the program had largely centered on the funding and effectiveness of voucher schools, and whether the program bled away money needed by public schools. Then, in August 2013, the Justice Department filed a motion in the case of Brumfield v. Dodd, the desegregation lawsuit that resulted in the 1975 desegregation order.
Justice officials first sought an order to block future vouchers in districts under desegregation orders unless the state first got federal court permission, a move voucher supporters called an attack by the administration of President Barack Obama on vouchers. Justice Department attorneys have since backed away from seeking an injunction but have continued to seek information.Louisiana school voucher case in U.S. appeals court: Is U.S. government entitled to reports? | News | The Advocate — Baton Rouge, Louisiana:

Post-Katrina School Reforms Leave Blacks Disenfranchised: Report | WUIS 91.9

Post-Katrina School Reforms Leave Blacks Disenfranchised: Report | WUIS 91.9:

Post-Katrina School Reforms Leave Blacks Disenfranchised: Report





The status of the New Orleans school system post-Hurricane Katrina is a personal issue for University of Illinois Urbana-Champaign professor Adrienne Dixson.
Now an academic focusing on issues of urban education and school reform, Dixson taught in the New Orleans public schools from 1991 to 1995, and has family in the region.
In a paper co-written with scholars from Georgia State University in Atlanta, she says, “We talked about the ways that public education has changed in a way that we argue displaces and disenfranchises people of color in particular.’’
Hurricane Katrina struck New Orleans a decade ago. A year later, she notes, 7,000 teachers and administrators were fired — “4,000 of whom were African-American. So that radically changed the racial demographics of the teaching force, [which] prior to Katrina, had been predominantly African-American.”
After teachers were fired, a shift to charter schools occurred under the direction of Recovery School District Superintendent Paul Vallas, the former CEO of Chicago Public Schools.
Each charter school has a separate school board. With that shift to charter schools and the recruitment of new teachers, the teaching staff moved from black majority to white majority. “That in itself isn’t necessarily a bad thing, but most of those who have taken over control of schools are transplants,” Dixson says.
According to a UIUC news release on the article, after Katrina, the state of Louisiana took over 102 of the Orleans Parish School Board’s 117 schools that were deemed worst performers, and created the Recovery School District (RSD). According to the article written by Dixson and her co-authors: “By the beginning of the 2012-2013 academic year, 72 of 90 public schools in New Orleans were operating as charter schools (most with operators based out of state) and 84 percent of students were attending them.
schoolbus and rural setting in disrepair
New Orleans’ Lower Ninth Ward post-Hurricane Katrina
CREDIT RAIN RANNU
“At the conclusion of the school year 2013-2014, all of the 107 schools that the RSD took over have either been closed or chartered. The [Orleans Parish School Board], the only elected school board in the city, controls just 6 traditional schools and is the authorizer of 10 charter schools. In school year 2004-2005, the OPSB controlled 128 schools.”

“We argue that this shift in control and governance … radically alters the democratic process for governing schools,’’ she says.
According to the article, which was published in the journal Qualitative Inquiry, “In 2008, Orleans Parish School Board became majority white, a shift that had not occurred in over 20 years.”
Students, parents, former teachers and others were interviewed by Dixson’s team. One alumnus of John McDonough High School was quoted as saying: “‘What we 

Sunday, May 31, 2015

Annual Accountability Testing: Time for the Civil Rights Community to Reconsider - Top Performers - Education Week

Annual Accountability Testing: Time for the Civil Rights Community to Reconsider - Top Performers - Education Week:

Annual Accountability Testing: Time for the Civil Rights Community to Reconsider




So we now have the civil rights community accusing those who oppose annual accountability testing of deliberately undermining the civil rights of minority children.  The No Child Left Behind Act required not only that students be tested each year in grades three through eight and one additional year in high school, but it also required that the scores for students in each minority group be published separately.  Take this requirement away, the civil rights groups say, and we will go back to the era in which schools were able to conceal the poor performance of poor and minority children behind high average scores for the schools.  Once that happens, the schools will have no incentive to work hard to improve those scores and the performance of poor and minority kids will languish once again. 
None of this is true, though I am quite sure the civil rights community believes it is true.  First of all, the data show that, although the performance of poor and minority students improved after passage of the No Child Left Behind Act, it was actually improving at a faster rate before the passage of the No Child Left Behind Act.  Over the 15-year history of the No Child Left Behind Act, there is no data to show that it contributed to improved student performance for poor and minority students at the high school level, which is where it counts.
Those who argue that annual accountability testing of every child is essential for the advancement of poor and minority children ought to be able to show that poor and minority children perform better in education systems that have such requirements and worse in systems that don't have them.  But that is simply not the case.  Many nations that have no annual accountability testing requirements have higher average performance for poor and minority students and smaller gaps between their performance and the performance of majority students than we do here in the United States.  How can annual testing be a civil right if that is so? 
Nonetheless, on the face of it, I agree that it is better to have data on the performance of poor children and the children in other particularly vulnerable groups than not to have that data.  But annual accountability testing of every child is not the only way to get that data.  We could have tests that are given not to every student but only to a sample of students in each school every couple of years and find out everything we need to know about how our poor and minority students are doing, school by school.
But the situation is worse than I have thus far portrayed it.  It is not just that annual accountability testing with separate scores for poor and minority students does not help those students.  The reality is that it actually hurts them.
All that testing forces schools to buy cheap tests, because they have to administer so many of them.  Cheap tests measure low-level basic skills, not the kind of high-level, complex skills most employers are looking for these days.  Though students in wealthy communities are forced to take these tests, no one in those communities pays much attention to them.  They expect much more from their students. It is the schools serving poor and minority students that feed the students an endless diet of drill and practice keyed to these low-level tests.  The teachers are feeding these kids a dumbed down curriculum to match the dumbed down tests, a dumbed down curriculum the kids in the wealthier communities do not get.
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Second, the teachers in the schools serving mainly poor and minority kids have figured out that, from an accountability standpoint, it does them no good to focus on the kids who are likely to pass the tests, because the school will get no credit for it. At the same time, it does them no good to focus on the kids who are not likely to pass no matter what the teacher does, because the school will get no credit for that either. As a result, the faculty has a big incentive to focus mainly on the kids who are just below the pass point, leaving the others to twist in the wind.  This is not because they are bad people.  They are simply doing what the accountability testing system forces them to do.  But this means that the kids who need their teachers the most and the kids who with a little more attention could do much better don't get the attention they need.
So, how did we get here?  Why are the civil rights groups fighting so hard for annual accountability testing when there is no evidence that it helps poor and minority kids, there is evidence that it hurts them and there are other, far less obtrusive ways to make sure that we know how poor and minority students are doing in school?
It turns out that there is one big interest that is well served by annual accountability testing.  It is the interest of those who hold that the way to improve our schools is to fire the teachers whose students do not perform well on the tests.  This is the mantra of the U.S. Department of Education under the Obama Administration.  It is not possible to gather the data needed to fire teachers on the basis of their students' performance unless that data is gathered every year. 
The Obama Administration has managed to pit the teachers against the civil rights community on this issue and to put the teachers on the defensive.  It is now said that the reason the teachers are opposing the civil rights community on annual testing is because they are seeking to evade responsibility for the performance of poor and minority students.  The liberal press has bought this argument hook, line and sinker.
This is disingenuous and outrageous.  Not only is it true that annual accountability testing does not improve the performance of poor and minority students, as I just explained, but it is also true that annual accountability testing is making a major contribution to the destruction of the quality of our teaching force. 
Teachers are not opposed to annual accountability testing because they are enemies of their students' civil rights.  They are opposed to annual accountability testing because it is being used to punish teachers in ways that are grossly unfair and singularly ineffective.
Many of the most highly respected American scholars have repeatedly pointed to serious methodological flaws in the systems being used to tie student performance to the work of individual teachers.  These methods do not take into account the differences in the backgrounds of the students a teacher gets, the differences in the preparation of those students, the influence of the work of other teachers of the same students in the same grades and so on.  The result is that a given teacher can be shown by the data to be a top performer one year and a lousy one the next.  On the basis of such systems, some teachers are fired and others retained.  One of the most important features of these accountability systems is that they operate in such a way as to make teachers of poor and minority students most vulnerable.  And the result of that is that more and more capable teachers are much less likely to teach in schools serving poor and minority students. How, I want to know, is this helping the students the civil rights community is trying to help? 
Applications to our schools of education are plummeting and deans of education are reporting that one of the reasons is that high school graduates who have alternatives are not selecting teaching because it looks like a battleground, a battleground created by the heavy-handed accountability systems promoted by the U.S. Department of Education and sustained by annual accountability testing. 
It is, in my view, time for the civil rights community to rethink its position.Annual Accountability Testing: Time for the Civil Rights Community to Reconsider - Top Performers - Education Week: