Latest News and Comment from Education

Tuesday, August 7, 2012

Modern School: Shoddy Science By Scientific American

Modern School: Shoddy Science By Scientific American:


Shoddy Science By Scientific American


“Experience and degrees don’t matter in the classroom nearly so much as mastery of science and math and some plain old smarts,” (Pat WingertScientific American, August 2012).

Image from Flickr, by IrisDragon
Scientific American generally does a pretty good job of presenting exciting new discoveries in a clear and accurate manner. However, Pat Wingert’s piece, “Building a Better Science Teacher,” falls far short. In fact, it is outright embarrassing for its shoddy science and journalism.

To start with, her lead paragraph contains a math error. While I am happy to write this off as a typo, brain fart 

Poverty Counts & School Funding in New Jersey « School Finance 101

Poverty Counts & School Funding in New Jersey « School Finance 101:


Poverty Counts & School Funding in New Jersey

NJ Spotlight today posted a story on upcoming Task Force deliberations and public hearings over whether the state should continue to target funding in its school finance formula to local districts on the basis of counts of children qualifying for free or reduced priced lunch.  That is, kids from families who fall below the 185% income threshold for poverty.
The basic assumption behind targeting additional resources to higher poverty schools and districts is that high need districts can leverage the additional resources to implement strategies that help to improve various outcomes for children at risk. I have discussed this issue at length in this related post.  New Jersey has done this better than most states over time. (evidence on outcomes here)
The idea is to find the indicator or measure that seems to best capture the likelihood that children will struggle in 

Jersey Jazzman: The Incoherent World of Arne Duncan, Part IV

Jersey Jazzman: The Incoherent World of Arne Duncan, Part IV:


The Incoherent World of Arne Duncan, Part IV

More of my breakdown of this revealing interview that Tom Moran of the Star-Ledger did with US Secretary of Education Arne Duncan. Collect each exciting issue!
  • Part I: Duncan's signature program, Race To The Top, has little evidence to back it up.
  • Part II: The real legacy of Duncan, Rhee, and Klein
  • Part III: Arne has a lot to learn about what makes teachers tick.
I must be a glutton for punishment, but here's some more to debunk:
Q. Let’s talk about tests. When scores were released in New York recently, we saw that some teachers were rated as great one year and awful the next. It dissolved a lot of confidence in test results.
A. You have to look at multiple measures. You look at value added over a course of 

Report pinpoints high-suspension districts | EdSource Today

Report pinpoints high-suspension districts | EdSource Today:


African American students are more than three times as likely to handed out-of-school suspensions than white children, according to an extensive study released today by  education researchers affiliated with UCLA. Nationwide, one out of six African American students nationwide is  at risk of suspension every year, compared with one in 14 Hispanics and one in 20 White children.
“Opportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School” is the latest report to highlight racial and ethnic disparities in student discipline and to call for alternatives to out-of-school suspensions. It includes a database of suspensions by race 

Andrew Cuomo, No Friend to Public Education « Diane Ravitch's blog

Andrew Cuomo, No Friend to Public Education « Diane Ravitch's blog:


Andrew Cuomo, No Friend to Public Education

Principal Carol Burris is one of the co-founders of the Long Island principals’ revolt against high-stakes testing. When she heard that Governor Cuomo’s commission would be holding hearings in New York City, she joined up with fellow principal Harry Leonardatos and they headed for the hearings.
Read their gripping account of the proceedings, where the deck was stacked in favor of the corporate agenda.
They were among the first to register, but soon discovered that they would not be allowed to speak.
Who was allowed to speak? Campbell Brown, an ex-anchor for CNN who spoke about sex abuse in the schools; 

The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation? - Living in Dialogue - Education Week Teacher

The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation? - Living in Dialogue - Education Week Teacher:


The Gates Foundation Writes: How Do We Consider Evidence of Student Learning in Teacher Evaluation?

Guest post by Vicki Phillips.
This post tackles the second topic in a five part dialogue with representatives of the Bill and Melinda Gates Foundation. A response from Anthony Cody will come tomorrow.
VickiPhillips.jpeg
Education debates are often characterized wrongly as two warring camps: blame teachers for everything that's not working in our schools or defend all teachers at all costs.
But there's actually serious work going on in the middle, where there's a lot of common purpose around helping teachers improve their practice and students improve their learning. The fundamental question is how do we reliably measure learning and use a range of quality feedback to provide great support for teachers to continually improve.
Not only do students have a right to effective instruction, good 

PSAT for 8-7-12: Boycott Hyatt for public education Parents United for Responsible Education

Parents United for Responsible Education » Blog Archive » PSAT for 8-7-12: Boycott Hyatt for public education:


PSAT for 8-7-12: Boycott Hyatt for public education

A recent article by Chicago Teachers Union staff coordinator and activist Jackson Potter inspired me to renew my call for the use of boycotts to fight corporate school reform.
Jackson has always been one of the few who share my belief in the powerful impact a boycott can have on the fat cats who fund and direct corporate school reform.
Boycotts used to succeed or fail based on the economic impact they had on the corporate bottom line but that’s really not how they have worked for a while.
I have in mind the kind of boycott that targets a company’s public image. It works because a lot of corporations 

California Budget Act for 2012-13 - Letters (CA Dept of Education)

California Budget Act for 2012-13 - Letters (CA Dept of Education):


August 6, 2012
Dear County and District Superintendents, Direct-Funded Charter School Administrators, and County Chief Business Officers:


BUDGET ACT FOR 2012–13
On June 27, 2012, the Governor signed the Budget Act and related trailer bills, thereby putting into place a spending plan for 2012–13 and a revised spending plan for 2011–12. This letter, prepared by the California Department of Education (CDE) fiscal policy staff, provides information on the budget actions that affect kindergarten through grade twelve (K–12) education and child development programs.
Copies of this document, as well as other budget-related documents, are available through the CDE Education Budget Web page at http://www.cde.ca.gov/fg/fr/eb/. Official state budget documents are available through the Department of Finance Web site at http://www.dof.ca.gov/.
Overview
On January 5, 2012, Governor Edmund G. Brown Jr. released his proposed budget for 2012–13. The plan identified a $9.2 billion deficit for a two-year period, 2011–12 and 2012–13. Although the state’s slow economic recovery had played a part in the state’s fiscal condition, reliance on temporary remedies and various court decisions had worsened the problem. By the May revision, released on May 14, 2012, the state’s deficit had increased from $9.2 billion to $15.7 billion over the two-year period. The increase was mainly due to lower revenues, an increase in Proposition 98 obligations, and court rulings.
The budget actions close the $15.7 billion deficit for the 2011–12 and 2012–13 fiscal years through a combination of program reductions and reforms ($8.1 billion), revenue increases ($6 billion), and other measures. The budget proposal assumes voter approval in November 2012 of the Governor’s proposed tax initiative. The tax measure would:
  • Impose a temporary (four-year) 0.25 percent increase in the state sales tax. The sales tax increase would go into effect on January 1, 2013.
  • Impose a temporary (seven-year) increase on annual earnings over $250,000. The income tax hike would be retroactive to January 1, 2012.
The Governor estimates the initiative would raise $8.5 billion in General Fund revenues in 2011–12 and 2012–13. If the Governor’s initiative fails, there would be cuts of $6 billion to various budget appropriations, including $5.4 billion to Proposition 98 appropriations for K–12 education and community colleges (K–14 education).
Proposition 98 Changes
2011–12 Proposition 98 Changes
At the time the 2011–12 budget was enacted, the minimum funding level required by Proposition 98 was projected to be $48.6 billion (K–14). The 2012–13 budget package is based on a revised Proposition 98 minimum funding level of $46.9 billion, or $1.7 billion less than the enacted level. The final 2012–13 budget reflects a reduction in spending of $1.7 billion, including $1.6 billion for K–12 programs due to:
  • Reclassification of $598 million in spending as satisfying Proposition 98 obligations from prior years (settleup)
  • Trigger cuts of $334 million imposed in January as a result of provisions in the 2011 budget package
  • Replacement of $222 million in 2011–12 appropriations with one-time funds
  • Reductions in average daily attendance (ADA) below the level anticipated
2012–13 Proposition 98 Changes
The budget package proposes a Proposition 98 funding level of $53.5 billion for 2012–13. This is $6.6 billion above the 2011–12 revised budget level and $1 billion above the amount provided under the Governor’s budget proposal. Although revenue projections for 2012–13 were down since release of the Governor’s budget in January, the year-over-year change in revenues was higher, resulting in a higher maintenance factor payment. This funding level assumes passage of the Governor’s tax initiative.
The $6.6 billion increase in Proposition 98 spending includes $6.1 billion for K–12 programs. Major components of the K–12 increase include $3.1 billion to backfill for one-time solutions in the 2011–12 budget package and $2.1 billion to reduce inter-year deferrals.
Deferrals
The budget package reduces K–12 inter-year deferrals by $2.1 billion and community college deferrals by $210 million. This action would be reversed if the Governor’s tax initiative does not pass in November. The budget package also includes additional intra-year deferrals related to the assumption that $6.9 billion in revenue limit funding will come from the Education Protection Account (EPA), which would be established by the initiative. Revenue limit payments would be reduced throughout the year, with the full amount of the EPA payments made in June 2013.
Redevelopment Agencies
The budget package assumes General Fund savings of $1.5 billion (K–14) in 2012–13 due to the distribution of redevelopment agencies’ cash assets and $1.8 billion (K–14) over two years due to the distribution of redevelopment agencies’ tax increment funding.
Cost-of-Living and Growth Adjustments
The budget package does not provide a statutory cost-of-living adjustment (COLA) for K–12 education and instead establishes deficit factors of 22.272 percent for school districts and 22.549 percent for county offices of education (COEs) to reflect the lack of a COLA. The statutory COLA is 3.24 percent.
The budget package provides growth funding for revenue limits, charter school block grants, and charter school categorical block grants.
Child Care and Development
The Governor’s January budget proposed to shift the child care and development program, excluding part-day state preschool, to a work-based child care system administered by county welfare departments. Under the proposal, beginning in 2013–14, county welfare departments would have administered child care, and all eligible families would have received a voucher for payment to a provider of their choice.
The Legislature rejected the Governor’s proposal to transfer administration of child development services to county welfare departments. The final budget package reduces child care by $130 million. The specific actions in the budget package include:
  • Transfer funding from general child care to the part-day state preschool program to acknowledge the part of the day that is curriculum-based. Funding for the remainder of the day continues to be provided through general child care funds.
  • Align preschool age eligibility with the new kindergarten start date.
  • Require families to pay fees for the part-day preschool program.
  • Impose an 8.7 percent across-the-board cut ($80 million) to direct service programs, except Stage 2. This cut affects general child care, migrant, alternative payment, and Stage 3 programs.
  • Reduce alternative payment programs (non-CalWORKs vouchers) by $20 million and state preschool by $30 million.
Transitional Kindergarten
The Legislature rejected the Governor’s January budget proposal to eliminate the transitional kindergarten program.
Special Education
The budget provides a total of $420 million for mental health services consisting of:
  • $348.2 million from the General Fund, including $98.6 million to backfill funding provided in 2011–12 from Proposition 63, the Mental Health Services Act. This funding will be allocated based on ADA.
  • $69 million in federal funding, consisting of $52 million to be allocated based on usage of mental health services and $17 million to be allocated based on ADA. The budget package provides a one-year transition to the per-ADA model. 
  • $3 million for an extraordinary cost pool.
The budget package does not provide growth funds for special education and clarifies that nonpublic schools, charter schools, and the State Special Schools are eligible for workability grants.
Charter Schools
The budget package provides $54 million to fund growth in charter school enrollment. Additionally, the budget package authorizes COEs and county treasurers, with approval of the county board of education, to make loan funds available to charter schools in the same manner as for school districts.
The budget also allows a COE to issue Tax Revenue Anticipation Notes (TRANs) on behalf of all charter schools over which it has supervisory authority and authorizes charter schools to issue independent TRANs.
The budget authorizes a charter school to directly seek an exemption from intra-year deferrals and requires the charter authorizer be notified of the request.
Further, the budget requires the governing board of any school district that is seeking to sell or lease any real property designed to provide direct instruction or instructional support it deems to be surplus property to first offer that property for sale or lease to any charter school that has submitted a written request to the school district to be notified of any surplus property offered for sale or lease by the district.
Mandates
The budget package establishes a mandates block grant of $167 million (K–12) with funds to be distributed based on ADA. Rates will be:
  • School districts, $28 per ADA 
  • Charter schools, $14 per ADA 
  • County offices of education, $28 per ADA plus $1 “extra” per revenue limit ADA generated by school districts and the COE within that county
A school district or COE that elects to participate and receives mandate block grant funding is not eligible to submit a claim for reimbursement. Mandates encompassed in the block grant include all mandates that were funded in 2011–12. The block grant does not include two mandates: Graduation Requirements and Behavioral Intervention Plans. The Legislature rejected the Governor’s proposal to eliminate these and other mandates.
Home-To-School Transportation and the Weighted Student Funding Proposal
The Legislature rejected the Governor’s proposals to eliminate the Home-to-School Transportation program and include the funds in a weighted student formula.
Trigger Cuts
The 2012–13 budget package includes trigger cuts that would go into effect January 1, 2013, if voters do not approve the tax initiative. The trigger cuts include funding cuts of $5.4 billion to programs funded under Proposition 98. The funding cuts are the result of (1) a reduction of $2.9 billion in the guarantee due to revenue reductions and (2) a reduction of $2.5 billion to accommodate inclusion of two additional programs under Proposition 98—general obligation bond debt service and the Early Start program operated by the Department of Developmental Services for children ages zero through three.
The $5.4 billion reduction would be achieved by reversing an action to pay down $2.3 billion of deferrals ($2.1 billion for K–12 and $210 million for community colleges) in 2012–13, by reducing revenue limit funding for schools by $2.7 billion, and by reducing community college funding by $340 million.
If the trigger cuts go into effect, schools will have the flexibility to reduce the school year to 160 days in 2012–13 and 2013–14. This reflects a reduction of an additional 15 days in each school year.
Other Actions
The budget eliminates funding for:
  • Early Mental Health Initiative
  • Advancement Via Individual Determination (AVID)
  • State supplemental funding for child nutrition programs provided by child care agencies and public agencies other than school districts
  • Vocational education student associations
The budget moves a portion of American Indian Education Center funding previously funded from non-Proposition 98 funds into Proposition 98.
The budget funds the Quality Education Investment Act at a funding level of $313 million (K–12) within Proposition 98.
The budget suspends through December 31, 2014, current law that imposes Level 3 developer fees if funding is not available for new construction.
Budget and Trailer Bills
The Budget Act and trailer bills are as follows:
  • Budget Bill: AB 1464, Chapter 21, signed June 27, 2012
  • Amendments to Budget Bill: AB 1497, Chapter 29, signed June 27, 2012
  • Education trailer bill: SB 1016, Chapter 38, signed June 27, 2012
If you have any questions regarding the 2012–13 budget, please contact the Government Affairs Division by phone at 916-324-4728. You may also contact Carol Bingham, Senior Fiscal Policy Advisor, Fiscal Policy Office, by e-mail atcbingham@cde.ca.gov.
Sincerely,
Tom Torlakson
TT:atp
NOTICE: The guidance in this letter is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, this letter is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)
Back to Top


Funding Results

Title I, Part A


Note: Recipients and funding amounts are subject to budget and administrative adjustments.
No Child Left Behind (NCLB) Title I, Part A, Basic Grant entitlements, apportionments, and letters detailing funding information for fiscal year 2012–13.
Program Questions: Jeff Breshears, e-mail: jbreshears@cde.ca.gov, tel. 916-319-0303
Fiscal Questions: Leslie Sharp, e-mail: lsharp@cde.ca.gov, tel. 916-323-4977

Entitlements




Funding Results

Title I, Part D, Subpart 2


Note: Recipients and funding amounts are subject to budget and administrative adjustments.
No Child Left Behind (NCLB) Title I, Part D, Neglected or Delinquent, and At-Risk Youth entitlements, apportionment letters, and schedules detailing funding information for fiscal year 2012–13.
Program Questions: Karen Neilsen, e-mail: kneilsen@cde.ca.gov, tel. 916-319-0946
Fiscal Questions: Leslie Sharp, e-mail: lsharp@cde.ca.gov, tel. 916-323-4977

Entitlements



15 of 36 F’s Belong to Charter Schools Among Florida Elementary and Middle Schools | Scathing Purple Musings

15 of 36 F’s Belong to Charter Schools Among Florida Elementary and Middle Schools | Scathing Purple Musings:


15 of 36 F’s Belong to Charter Schools Among Florida Elementary and Middle Schools

The grades are said to be preliminary until September. Here is an Excel file. Some key takeaways:
*Only 3 of 36 F schools are designated as Title One Schools – a funding status which indicates these schools are in high poverty areas. The 3 schools which were not Title One Schools were charter schools. Povertydoesmatter.
*A second benchmark for poverty is the number of children who qualify for free and/or reduced lunch. 20 of 36 F schools had 90 % or more. 31 of 36 had 70 % or more. The three schools which did not qualify as Title One Schools were the only ones with less than 50 percent qualifying for free and/or reduced lunch.
*19 of 36 F schools had minority rates of 90 % or more. 32 of 36 had minority rates of 70 % or more.
*Imagine Schools – who gets beat up pretty good in this blog – has two F schools on the list from Pinellas

Jersey Jazzman: Perth Amboy: Lots of Questions

Jersey Jazzman: Perth Amboy: Lots of Questions:


Perth Amboy: Lots of Questions

Let's see what's happening these days in Perth Amboy, the new center of reformyness in New Jersey.

When we last visited, superintendent and anti-tenure crusader Janine Caffrey was ratcheting up the war between herself and the Perth Amboy Board of Education. The majority of the board wants to fire her, but NJDOE Commissioner Chris Cerf has stepped in and stayed her termination while a mediator reviews the case. As I've pointed out, it's more than a little hypocritical that Caffrey, who calls tenure "...the single greatest impediment to education improvement in New Jersey, without a doubt," is using an appeal to an outside third party to keep her job.

But there was another wrinkle to all of this: during the early days of her troubles with her board, Caffrey was defended publicly by B4K, New Jersey's premiere reformy advocacy group. B4K paid for ads supporting Caffrey that ran in the local newspaper and on websites like PolitickerNJ:



Here's what I said at the time:
In fact, I wonder if, in their zeal to defend Caffrey, B4K has accidentally open a big 

How Does #Edchat Connect Educators? « My Island View

How Does #Edchat Connect Educators? « My Island View:


How Does #Edchat Connect Educators?

For educators who have been connected since the early days of social media, it is difficult to understand the reason people would ask, “What is #Edchat?” We must remember that many educators using social media for professional reasons have joined only recently. The idea of using social media for professional reasons is a relatively new concept. One would hope that it is having a positive effect because the Department of Education declared August Connected Educators Month. In our technology-driven culture, sometimes we need to stop where we are and take time to consider how we got here.
#Edchat began on Twitter three years ago. Like dog years, three years in social media time is much longer. Back then, there were far fewer educators exchanging ideas on Twitter. Twitter was only beginning to emerge as a serious method of collaboration for educators. Celebrities dominated the network and got great media coverage about their tweets. Serious use of Twitter by educators for collaboration was never covered by the media. It was 

SOS: Helping Each Other! « Deborah Meier on Education

SOS: Helping Each Other! « Deborah Meier on Education:


SOS: Helping Each Other!

Before I forget. Connect with Bob Schaeffer or Monty Neill at FairTest for updates on useful articles, data, etc. about testing. That place is amazing. Follow up with donations.
I’m still “high” from three wonderful days at SOS’s gathering in D.C. with wonderful people –morning, noon and night. We managed to even get agreement on some more substantive “planks”–filling out our agenda re schooling in America. We did one on early childhood, on labor unions, civil rights, assessment, etc. Keep in touch with SOS for the details. We agreed on a basic governing structure. We set a few key “targets” for this year–locally and nationally. A march has its values, but this was even better than last year–in terms of making me confident that we can sustain this work. Because there is no quick fix, and the powers against us are 

Fresh Fruits and Vegetable Grantees Named - Year 2012 (CA Dept of Education)

Fresh Fruits and Vegetable Grantees Named - Year 2012 (CA Dept of Education):


State Schools Chief Tom Torlakson Announces
Winners of Fresh Fruit and Vegetable Grants



SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson, today announced 342 schools will share $11.1 million in federal Fresh Fruit and Vegetable Program (FFVP) grants.
"Students who don't have enough nutritious food to eat can have a tough time succeeding in school," Torlakson said. "As part of my Team California for Healthy Kids initiative, we are working to help improve their health and physical fitness—which in turn is linked to academic success. Not only will these grants provide fresh fruits and vegetables to elementary school kids, they will also help the local economy by encouraging schools to buy produce from local farmers."
The federal FFVP offers competitive grants to eligible elementary school sites. The program is designed to provide students with a variety of free fresh fruit and vegetable snacks throughout the school day as a supplement to the school breakfast and lunch programs. It is also designed to teach students about good nutrition. Recipients are encouraged to form partnerships with the fruit and vegetable industry and groups that promote children's health to support their efforts.
Eligible applicants include elementary schools that participate in the National School Lunch Program and have 50 percent or more of their students eligible for free or reduced-price meals. Applicants are funded based upon the percentage of students eligible for free or reduced-price meals, with priority given to the highest percentage. This year, the California Department of Education (CDE) was able to fund schools that had 85.28 percent or more eligible students. Upon receipt of a FFVP grant, schools must provide a free fresh fruit or vegetable snack during the school day at least three times per week to all enrolled students.
Funding is given in two allocations. The first was on July 1, 2012, and the second will be on October 1, 2012. Grant funding was allocated at $55 per student and ranges from $2,750 to $66,000 per school. To see a list of the grantees, please visit the CDE Web page at Funding Results: Fresh Fruit and Vegetable Program.
Torlakson's Team California for Healthy Kids initiative is designed to promote healthy eating and physical activity every day. Research shows a clear connection between health, learning, and attendance. Healthy children are more successful academically, miss fewer days of school, are more attentive and well-behaved, and are more likely to graduate from high school and go to college.
# # # #
Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

Corporate America wants inexperienced teachers in the classroom « Talking Union

Corporate America wants inexperienced teachers in the classroom « Talking Union:


Corporate America wants inexperienced teachers in the classroom

It’s true! The big money people want to put the rookie squad into our classrooms. Corporate funded attacks on public education and teachers’ unions have portrayed higher paid, more experienced teachers as the villains of the current financial crisis. It’s good-bye, Mr. Chips  and sayonara, Ms. Frizzle.
In 1987-88 the typical primary or secondary teacher had 15 years of experience. But  by 2007-2008, the typical teacher had 1-2 years of experience. Not only that, but 50% of teachers leave the profession within 5 years. Veteran educator Larry Cuban has estimated how long it takes to actually learn the job.
“Only by the end of the fourth or fifth year of teaching do most newcomers become competent and confident in figuring out lessons, knowing the ins-and-outs of classroom management, and taking risks in departing from the routines of daily teaching.”
Brad Juppe of the US Department of Education is blunt:
“The crisis is upon us. The mode of experience being one to two years should be the most alarming thing we have come upon.”
Teacher experience graphic

When I was teaching back in the 20th century, there was a lot of talk about creating master teachers and mentoring programs

A master teacher is an experienced teacher who  acts as a mentor for new teachers. A program called National Board Certification was started for teachers who wanted to qualify as true master teachers. Mentoring is a win-win-win idea.

Arne Duncan Says… « Diane Ravitch's blog

Arne Duncan Says… « Diane Ravitch's blog:


Arne Duncan Says…

I hesitate to inflict this interview on my readers. You trust me to inform you and even on occasion to make you laugh with a good satire or parody. I try to shield you from pain and double-speak.
But I must share this with you.
Here is the latest interview with the Secretary of Education. It begins with a stomach-turning but accurate admission that education is the one thing that President Obama and the teacher-bashing governor of New Jersey Chris Christie agree on. How’s that for a reassuring opening?
When asked why the evidence for the reforms he is pushing seems weak, Duncan replies it is because they are new and therefore don’t have a 50-year track record. Oh, please, they don’t have any track record at all, yet he is pushing these untested, invalid measures on schools across the nation. Of course, everyone wants great


Tell “Won’t Back Down” to Back Off

A reader writes about the new pro-privatization movie “Won’t Back Down.” This is a movie celebrating the ALEC-inspired “parent trigger,” encouraging the public to think that parents should seize control of their public school, fire the staff, and hand the school over to a charter corporation. The film is produced by Walden Media, the same company that produced “Waiting for Superman.” It is owned by billionaire Philip Anschutz.
I’ve started a #BoycottWontBackDown campaign on twitter… blog about it and share it on Facebook as well. Tell the public WHY we should boycott this movie. This company should not make even more profit on the vilification of teachers and public schools.

A Sociological Eye on Education | Why teachers quit—and why we can’t fire our way to excellence

A Sociological Eye on Education | Why teachers quit—and why we can’t fire our way to excellence:


Why teachers quit—and why we can’t fire our way to excellence

In the past few weeks, two major reports on teacher turnover and retention have been released. One was rolled out with extensive media coverage, and has been the subject of much discussion among policymakers and education commentators. The other was written by me, along with Teachers College doctoral student Clare Buckley.
The first report, “The Irreplaceables: Understanding the Real Retention Crisis in America’s Urban Schools,” was prepared by TNTP, an organization formerly known as The New Teacher Project that prepares and provides support for teachers in urban districts, and that advocates for changes in teacher policy. The second, “Thoughts of Leaving: An Exploration of Why New York City Middle School Teachers Consider Leaving Their Classrooms,” was released by the Research Alliance for New York City Schools (RANYCS), a nonprofit research group based at New York University. (RANYCS published a report by Will Marinell in February 2011 that examined detailed patterns of teacher turnover in New York City middle schools apparent through the district’s human-resources office.)
There are some important similarities between the two new