Thursday, November 19, 2020
TODAY'S EDUCATION HEADLINES
CURMUDGUCATION: FL: Bullying, Vouchers, And More Baloney
When it comes to school choice, Florida (state motto: "We'll abolish public education any day now") is the place to be. With an array of anti-public education public officials, a non-functioning Democratic party, and the a long history of legislative baloney, it's no wonder that this is Betsy DeVos's idea of how a state is supposed to get things done.
But even for Florida, the anti-bullying Hope Scholarship is an impressive feat. Max Eden at the Manhattan Institute (a generally reform-friendly thinky tank) has just written up a report on how the Hope Scholarship is going. The answer is, "Meh, not so great yet."
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| Such a pretty, lousy place |
First, you have to appreciate how the Hope Scholarship works, because it is the most clever school choice dodge I've seen. A student alleges bullying, abuse or violence. The principal investigates and provides a written report. The parents then have a range of options, including moving their child to another school in the district, a public school out of the district, a charter school, or get Hope Scholarship funds to attend a private school. Eagle-eyed readers might think I just skipped a step, but I didn't. Let Eden explain:
Notably, the parent need not be dissatisfied with the remedy proposed by the school district for the incident to qualify. Indeed, the school district need not even conclude that the alleged incident CONTINUE READING: CURMUDGUCATION: FL: Bullying, Vouchers, And More BaloneyLatest Ethnic Studies Curriculum Recommendations + Native American Studies Virtual Classroom + Farm to School Grants - Year 2020 (CA Dept of Education)
SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond was joined Wednesday by leading scholars and advocates for ethnic studies as the California Department of Education (CDE) presented its latest recommendations to the draft Ethnic Studies Model Curriculum, a resource that once adopted will help educators to design coursework that elevates the stories and voices of historically marginalized populations who have contributed to our state and nation’s history.
The CDE’s recommendations were presented to the Instructional Quality Commission (IQC)—an advisory body to the State Board of Education—which will direct the next round of revisions to the draft model curriculum before another opportunity for public input.
“Our educators and students have told us there is an overwhelming need for tools and resources that promote an honest accounting of California and our nation’s history, and to see themselves reflected in the lessons taught in our schools,” Thurmond said. “The recommendations presented today offer a bold and balanced pathway to uplifting the stories and experiences that are rarely told in our classrooms.”
The CDE recommends that the model curriculum increase the breadth and depth of the four foundational disciplines of ethnic studies—African American Studies, Asian American Studies, Chicana/o/x Latina/o/x Studies, and Native American Studies––through revisions and additions that strengthen the content, and which better reflect the diversity of experiences and contributions of groups that have been marginalized and understudied.
Additionally, the CDE has proposed updating and expanding an existing set of resources—where all sample lessons are housed—to further reflect California's diversity by offering instructional materials that raise the voices of many identities whose experiences intersect with the core disciplines of ethnic studies, such as Arab Americans, Armenian Americans, Jewish Americans, and Sikh Americans.
Joining State Superintendent Thurmond who spoke in support of CDE’s recommendations Wednesday were:
- Former Assemblymember Luis Alejo, a former high school ethnic studies teacher who authored the bill to establish a model curriculum
- Manufou Liaiga-Anoa’i, the first Samoan Pacific Islander to serve on the Jefferson Elementary School District Board and co-chair of the State Superintendent’s Closing the Achievement Gap initiative
- Dr. Albert Camarillo, founding director of the Center for Comparative Studies in Race and Ethnicity at Stanford University and one of the founding scholars in the field of Mexican American History and Chicano Studies
- Dr. Shawn Ginwright, a professor of Africana Studies at San Francisco State University, where the ethnic studies movement launched decades ago
California is required by law to develop a model curriculum in ethnic studies to be utilized as a guide and outline for schools as they consider implementing ethnic studies courses. This guide will help districts and schools as they begin to develop their own ethnic studies curriculum reflecting their student demographics and community.
After the IQC considers and acts on the recommendations during the second day of its meeting (Thursday, November 19, 2020), the updated model curriculum draft will undergo another 45-day public review period.
State law requires the State Board of Education to take final action on the model curriculum by March 31, 2021.
More information on the Ethnic Studies Model Curriculum can be found on the CDE Model Curriculum Projects web page. Individuals or groups may submit public comment on the Ethnic Studies Model Curriculum at ethnicstudies@cde.ca.gov.
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Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100
Jeff Bryant on The Rick Smith Show: “The idea that public schools have failed us is a propaganda campaign.” | Ed Politics
"Have To" History Preview: Good News Club v. Milford Central School (2001) | Blue Cereal Education
I've been posting rough drafts from what I hope will be an upcoming book focused on Supreme Court cases related to church-state separation in public education. Some aren't cases likely to get full treatment in the book but of interest to me personally, so I ramble about them here. Others – like this one – don't require extended analysis or my trademark pithy insights, but still deserve a mention. (The final version of this one will probably be shaved by about a third to keep things readable and leave a few trees in the forests.)
Good News Club v. Milford (2001) was one of a string of "equal access" cases in which the basic issue was the use of school faciltiies outside of normal hours. Arguably the two most important cases on this topic were Westside Community Schools v. Mergens (1990) and Lamb's Chapel v. Center Moriches Union Free School District (1993). In both, the lead attorney for those seeking equal access for religious groups on the same terms as others was none other than Jay Sekulow, the right-wing talk show host, big dog at the ACLJ, and favored defender of President Donald Trump. (He was not involved in THIS particular case as far as I know, but he certainly helped lay the groundwork for the arguments supporting the winning side.)
I'm not a big fan of Sekulow, generally speaking, but he was effective before the Supreme Court. It didn't hurt that he was on the right side in both of these particular CONTINUE READING: "Have To" History Preview: Good News Club v. Milford Central School (2001) | Blue Cereal Education
'State-sanctioned segregation': California’s school closure debate boils over
Goodbye, Betsy: Speculation Increases Over The Next Education Secretary | HuffPost
Democrats in the education world are ready to say goodbye to Education Secretary Betsy DeVos, but divides within the party about who should replace her fall along familiar lines.
On one side, labor leaders like Randi Weingarten and Lily Eskelsen Garcรญa are garnering attention. On the other, leaders and stakeholders who have historically clashed with labor are pushing district superintendents with experience overseeing major systems containing both traditional public schools and nonunionized charter schools. Tim Shriver, chairman of the board of the Special Olympics and a member of the Kennedy family, has also made clear to the Biden team that he is interested in the role, a source close to him tells HuffPost.
While most education groups stood united against DeVos, the current fault lines are a reminder of existing divisions in the Democratic Party around issues of education reform and school accountability.
Weingarten, the longtime leader of the American Federation of Teachers, the teachers union representing more than 1.7 million members, tells HuffPost it’s a privilege people would mention her name as a possibility, but she’s perfectly happy remaining in her current position, too.
“This has been my life’s work, so obviously it’s an honor people would mention it,” said CONTINUE READING: Goodbye, Betsy: Speculation Increases Over The Next Education Secretary | HuffPost
The Personal Side of Being a Superintendent | Larry Cuban on School Reform and Classroom Practice
In The Managerial Imperative: The Practice of Leadership in Schools (1988), I wrote of my experiences as a superintendent, husband, and father and how the job intersected with my life during and after the workday. Because the family side of being a superintendent is often unwritten much less talked about–especially during the Covid pandemic, I have updated this earlier version of my experiences for the current book I am writing. All of what follows occurred between 1974-1981 in Arlington County (VA).
The superintendency was both exhilarating and exhausting. As a line from a song put it “Some days were diamonds; some days were stones.” What values I prized about serving the public and educating others were enacted daily; what skills I had were tapped frequently, but even more important, the job jolted me into learning new skills and dipping into hidden reserves of energy. In short, being superintendent stretched me in ways I keenly felt were worthwhile albeit demanding. I enjoyed the job immensely. [i]
But (there invariably is a “but”) there were a number of job-related issues that arose over the years, softening my rosy assessment, forcing me to face the inevitable trade-offs that accompany the top executive post in a school district. Especially with my family.
What initially turned our lives topsy-turvy was the time I had to spend on the job after two years as a graduate student and, before that as a teacher. Prior to the CONTINUE READING: The Personal Side of Being a Superintendent | Larry Cuban on School Reform and Classroom Practice
















