Pearson Education Can Run, But It Cannot Hide | Alan Singer

Pearson Education Can Run, But It Cannot Hide | Alan Singer:

Pearson Education Can Run, But It Cannot Hide

Bad news for Pearson Education may be good news for the rest of us. The testing and publishing mega-giant is on the run, but it looks like it will not be able to hide. Pearson Education is closing its foundation; it is under investigation by the FBI for possible insider dealings in the Los Angeles iPad fiasco; the company is being sued by former employees for wrongful termination; and its PARCC exams are losing customers.

(A) Pearson's Foundation Closing 
Pearson has tried to give it a positive spin, but the reality is that Pearson the for-profit company is closing down its partner not-for-profit Pearson Foundation after having trouble with the law in both New York and California. In 2013, the Pearson Charitable Foundation paid $7.7 million in fines in New York State to reach an out-of-courtsettlement after the Office of the State Attorney General found the Foundation had broken state laws by generating business for the for-profit company. According to thesettlement agreement, "The Foundation's staff has consisted of Pearson employees; the Foundation's board was comprised entirely of Pearson executives until 2012; select Foundation programs have been conducted with the advice and participation of senior Pearson executives; and the Foundation continues to rely heavily upon Pearson Inc. for administrative support." While the Pearson Foundation neither admitted to nor denied the charges, it agreed to pay the fines.

In September 2014, Annie Gilbertson, education reporter for 88.3 KPCC, Southern California Public Radio, uncovered emails that appear to show complicity between officials in LAUSD, Pearson, the Pearson Foundation, representatives of Apple, and America Choice, a Pearson affiliate, to influence a LAUSD contract decision and circumvent the bidding process.

This was followed on November 18, 2014 by an announcement by the Pearson Charitable Foundation's Board of Directors of their "intent to cease Foundation operations and close the Pearson Foundation at the end of the year." They claimed that Pearson Education no longer needed "the Foundation as the primary vehicle for its philanthropic and community activities."

In an internal memo to Foundation employees that was passed along to me, Pearson promised to place many of them with other groups working on its projects and denied it was closing the Foundation "because it was unable to comply with the New York Attorney General settlement." It claimed that, "Over the last two years, Pearson has undertaken a review of all its business activities and investments, including its corporate responsibility activity. We feel strongly that there is significant potential to scale Pearson's social impact efforts by leveraging the full resources of our global operations, networks, and expertise." Maybe it is true; I just do not believe them, Pearson Education Can Run, But It Cannot Hide | Alan Singer:

'You Just Heard It!' We Must All Join the Great Truth-Telling Conversation | John Thompson

'You Just Heard It!' We Must All Join the Great Truth-Telling Conversation | John Thompson:

'You Just Heard It!' We Must All Join the Great Truth-Telling Conversation

We often hear that public education suffers from a "culture of compliance." I often add that the refusal of education leaders to speak obvious truths is due to the "blame game," which has created a culture of powerlessness. What I mean, but don't dare articulate, is that education across much or most of the nation is paralyzed by a culture of fear that gags even the best school leaders.

So, I was stunned by Oklahoma City Superintendent Rob Neu who proclaimed on the front page of the Daily Oklahoman that "We must face our current reality with brutal honesty." The constant criticism of the OKCPS has "stifled risk-taking and created an atmosphere of fear." Administrative turnover has created "a real-life game ofSurvivor."

Neu said that district's overall student performance is "bleak" and African-American students are "simply dying on the vine."

Then, the new superintendent addressed the "Great Conversation," which brings together students, civil rights and civil liberties organizations, religious coalitions, the Chamber of Commerce, the AFT/OK, conservatives, and liberals. He continued to express truths that I have never heard articulated in public (even though they are often expressed privately, off the record.) After a half dozen accurate, but daring statements, Neu punctuated his candid appraisal with the words, "You just heard it!"

We first heard the revelation that "African-American students are being passed on" while "Hispanic students are being exited." Superintendent Neu told stakeholders in our nearly 90% low-income district, "poverty is not a disability."

Neu said that the "blame game" could no longer be an option. Then, he tackled the issue which has inflicted the most pain on teachers. He began with the common statement that there is "no such thing as student failure." At that point, teachers across the nation tend to flinch reflectively, expecting to be blamed for each of our students' failure. But, the superintendent then asserted that a student's failure is "the system's failure!"

When he tackled sensitive issues, Mr. Neu was refreshingly explicit. He described complaints against the district by the United States Office of Civil Rights. Moreover, even if 46 percent of OKCPS students were not Hispanic, we would still need the dual language school initiative that is being introduced.

Mr. Neu was just warming up his honesty campaign. He described the problems created by the top-down management that too often accompanied grants by Silicon Valley entrepreneurs. He condemned the loss of 45 days of schooling, in part or in 'You Just Heard It!' We Must All Join the Great Truth-Telling Conversation | John Thompson:

Live Long and Prosper...: Tell Duncan He's Wrong!

Live Long and Prosper...: Tell Duncan He's Wrong!:

Tell Duncan He's Wrong!

Arne Duncan and the Obama Department of Education have redirected their attack on public schools to post-secondary schools of education. Duncan has proposed that colleges be judged based on the test scores of their graduates' students and the ability of their graduates to get hired. There is simply no research which indicates that this is an accurate measure of the success of a school of education. Simple common sense says that there are other factors which come into play...most notably, the socio-economic status of the children teachers teach. Poverty is the number one factor in student test scores, not their teachers' SAT scores or school of education.

Of course, it's important for teachers to be competent at what they do. Good training is vital, and why Duncan is going after schools of education instead of Teach for America is a topic for another post (think $$$).

In the meantime, using VAM to measure the effectiveness of schools of education is no more appropriate as using VAM to measure the effectiveness of classroom teachers. It is simply invalid.

Student achievement test scores should be used for tracking student achievement and determining the instructional needs of students. That is what achievement tests were designed for...and that's what they should be used for. Anyone who has ever learned anything about standardized tests ought to know that tests should be used only for that which they have been designed. Period.

You have a chance to tell Secretary Duncan how wrong he is.

Anthony Cody, a blogger, public education activist, author, teacher, and founding member of the Network for Public Education, writes...

We have a short window -- just until Jan. 2, to submit public comments for consideration by the Department of Ed in response to their proposed new regulations affecting teacher education.

These regulations are aimed at wiping out "ideological resistance" to high stakes tests.

The proposal states that the new regulations will evaluate teacher education programs based on the following criteria:

• Employment outcomes: New teacher placement and three-year retention rates in high-need schools and in all schools.

• New teacher and employer feedback: Surveys on the effectiveness of preparation.

• Student learning outcomes: Impact of new teachers as measured by student growth, teacher evaluation, or both.

• Assurance of specialized accreditation or evidence that a program produces high-quality candidates.

Please let the US DOE know that VAM is inappropriate for evaluating teachers, schools, school systems, and post secondary teacher training schools. Anthony Cody has all the information in his Live Long and Prosper...: Tell Duncan He's Wrong!:

parentingthecore | A Parent's Thoughts on Education in the Era of Reform

parentingthecore | A Parent's Thoughts on Education in the Era of Reform:

Writing Off “Those Kids”

8

Just curious… does anyone else find this New York Times “Room For Debate” piece by Michael Petrilli, president of The Thomas B. Fordham Institute, which ran under the headline “Charters Can Do What’s Best For Students Who Care,” as breathtakingly offensive as I do? What boggles my mind is that this man is a leading voice among the so-called education reformers. His honesty is, at least, honest, I suppose. Unlike the DFERs, at least he’s not out there shouting that access to charter schools is the new civil rights movement of our time. He’s not out there suggesting that charter schools don’t cherry-pick and weed out students. So there’s that. I guess.

Instead, Petrilli’s saying that the fact that tax-dollar-funded charter schools kick out large numbers of students is “a feature, not a bug.” And that when it comes to discipline, “[t]raditional public schools that serve all comers have to find a middle ground, as best they can, which often pleases no one.”

And this guy is a thought-leader for the education reform movement.  His institute’s tagline is “Advancing Educational Excellence.”  I guess a more accurate version would read, “Advancing Education Excellent For Some.”

Judge for yourself.  Here are the money paragraphs from Petrilli:

Because [charter schools] are schools of choice, they have many advantages, including that everyone is there voluntarily. Thus they can make their discipline codes clear to incoming families (and teachers); those who find the approach too strict can go elsewhere.

This is a good compromise to a difficult problem: Not all parents (or educators) agree on how strict is too strict. Traditional public schools that serve all comers have to find a middle ground, as best they can, which often pleases no one. Schools of choice, including charters, need not make such compromises. That’s a feature, not a bug.

It’s not too strong to say that disruption is classroom cancer. It depresses achievement and makes schools unpleasant, unsafe and unconducive to learning. We need to think long and hard about taking tools away from schools — especially schools of choice — that allow their students to flourish.

In other words, we should divide students into those who care and those who don’t. We should provide resources to those who care, and warehouse the rest.  And when our public schools actually attempt to meet kids where they are and parentingthecore | A Parent's Thoughts on Education in the Era of Reform:

Charter Schools May Actually Be Re-Segregating America’s School System - In These Times

Charter Schools May Actually Be Re-Segregating America’s School System - In These Times:

Charter Schools May Actually Be Re-Segregating America’s School System

Charters’ defenders like to position themselves as 21st century civil rights activists. But a Delaware lawsuit alleges that charters are actually worsening racial inequality in the state.

Charter schools are often promoted as a tool to address educational inequities, but a potential precedent-setting legal case launched earlier this month says the opposite. In filings with the U.S. Department of Education, two Delaware nonprofit groups allege that some of the state's publicly funded, privately managed schools are actively resegregating the education system—and in a way that violates federal civil rights law.

The complaint, by the Delaware branch of the American Civil Liberties Union and the Community Legal Aid Society, cites data showing that more than three-quarters of Delaware's charter schools are “racially identifiable”—a term that describes schools whose demographics are substantially different from the surrounding community. 

According to the complaint, “High-performing charter schools are almost entirely racially identifiable as white” while “low-income students and students with disabilities are disproportionately relegated to failing charter schools and charter schools that are racially identifiable as African-American or Hispanic.” 

The groups are asking the Obama administration to take specific steps, including prohibiting subjective admissions policies for charter schools and barring extra fees for attending charter schools—factors they say discriminate against low-income, disabled and minority students. 

Because the case is being filed with the federal government, these actions could have implications for school districts everywhere—and there is already plenty of data tying charter schools to segregation. 

In 2010, a University of Colorado report analyzing charter schools found that “as compared with the public school district in which the charter school resided, the charter schools were substantially more segregated by race, wealth, disabling condition and language.” Similarly, in reviewing a decade worth of research about charter schools, George Washington University education researcher Iris Rotberg earlier this year concluded that “charter schools often lead to increased school segregation … and lead to the stratification of students who were previously in integrated environments.” 

Meanwhile, a General Accountability Office study in 2012 showed that “charter schools enrolled a lower percentage of students with disabilities than traditional public schools.”

The causes of educational segregation are a point of debate. Charter school defenders, for example, argue that the trends may merely reflect geography.

“A naive examination … appears to show that the critics are right: More choice is associated with minority students attending less diverse schools,” wrote the Brookings Institution's Matthew M. Chingos in his 2013 study of education data. “Of course, this relationship ignores the fact that charters tend to locate in areas that serve large shares of disadvantaged students and members of minority groups. As a result, this simple correlation tells us nothing about whether charters increase segregation or just tend to locate in areas where the schools are already segregated.”

Yet, in the Delaware case, the nonprofit groups blame charter schools' admissions requirements for effectively promoting discrimination. 

“These requirements include high examination scores, essays written by parents to explain why a school is a good choice for their child, access to gifted and talented elementary and middle school programs that help increase academic performance, annual activities fees, mandatory parent involvement and mandatory high-cost uniform purchases,” the ACLU said in astatement announcing the complaint. “Such barriers prevent students from low-income African-American and Hispanic families from having the same access to high-quality charter schools that middle- and upper-class families have.” 

In May, the Department of Education warned charter school administrators that their admissions policies “may not use Charter Schools May Actually Be Re-Segregating America’s School System - In These Times:

"Teach For America" Trojan Horse Among Ferguson Activists? | Black Agenda Report

"Teach For America" Trojan Horse Among Ferguson Activists? | Black Agenda Report:

"Teach For America" Trojan Horse Among Ferguson Activists?

by BAR managing editor Bruce A. Dixon

Some minor revisions and additional links have been inserted in this article since its Dece. 10 publication.

It's hard to imagine more ruthless, murderous and insanely wealthy corporate criminals than theKoch Bros. What if one of their executive vice presidents was black? What if she came from Florissant MO, only a few minutes from the spot where Michael Brown was murdered? What if the Koch VP had kicked it with some of the demonstrators and activists early on, maybe even taken an arrest or three, run around some corners and huffed some tear gas with them?

Now suppose that black Koch VP from Florissant got picked as one of the “young black leaders” whomet with President Obama at the White House last week. The black Koch VP does not offer to resign her position or denounce her employer, and the Koch Bros empire certainly won't stop doing any of the reprehensible things it does in Richmond CA, in Louisiana, and everywhere else in the world.

1. Is this OK? Should the activists in motion over police murder of black people be good with this? Should they just look away and say well, the other stuff she's involved in, that her employer's involved in IS a concern butthis here is about the police. Should they say that concern ain't THIS concern, that concern ain't OUR concern???? Is this the way a broad new social movement against injustice and oppression is supposed to act?
2. Can they really doubt that the Koch PR team will NOT use the black VP's participation in their movement to confuse and disadvantage oppressed people somewhere else?
3. And would it be right for those with misgivings and questions about whether the Koch VP really belongs at the table, numbered among movement activists, to keep their reservations private, restricted to personal and closely held conference phone calls, private emails and the like? Or is this everybody's movement and therefore everybody's business, not just the affair of the designated "leaders"?

Something much like this is actually occurring around Ferguson. One of the “young black activists” who met with President Obama last week was Brittney Packnett, a Florissant native who happens to be executive director for the St. Louis office of Teach For America.

TFA is a nonprofit organization backed to the tune of hundreds of millions per year by Wal-Mart, the Broad Foundation, Monsanto and a long list of corporate villains and hedge fund predators intent upon dismantling, destroying and privatizing public education in black and brown neighborhoods, turning public education into a private profit center. Privatizing public education is also the bipartisan aim of top Republicans and Democrats across the country, so the Obama Department of Education has also provided tens of millions per year in federal funding for Teach For America.

Teach For America recruits young, mostly white grads from elite colleges to undergo a 5 week training program which supposedly enables them to replace experienced, mostly black teachers in inner city schools. Although TFA used to claim it sends its recruits to “underserved” schools where experienced teachers don't want to go, the facts are that underprepared TFA temps have replaced tens of thousands of experienced teachers in Newark, Chicago, St. Louis, and dozens of other cities around the country. Teach For America contends that inner-city public schools are NOT underfunded, that chronic poverty, joblessness, homelessness and short staffing are merely “excuses” used to protect the "bad teachers" which its mostly white temps are replacing. This is precisely the opposite of what knowledgeable young activists like the Dream Defenders Phillip Agnew will tell you.

For those not up on the criminal role Teach For America plays in black communities around the country, here are a few links....

• The Daily Dot did an extensive report on Teach For America you can find athttp://www.dailydot.com/opinion/inside-real-world-teach-for-america/
• http://atthechalkface.com/…/why-teach-for-america-cannot-c…/
• http://dianeravitch.net/…/mark-naison-how-tfa-is-destructi…/
• https://www.jacobinmag.com/2011/12/teach-for-america/
• http://www.thenation.com/…/what-happens-when-you-criticize-…
• http://www.publicschoolshakedown.org/teach-for-america

In this context, the Teach For America rep sitting among the “young black activists” is a Trojan Horse.

No, it won't do any good to take Ms. Packnett aside and “talk to her” about this. That's naïve. She has a 

 "Teach For America" Trojan Horse Among Ferguson Activists? | Black Agenda Report:

A Tribute to Race To The Top and Secretary Arne Duncan

Race to the Top loses all funding in 2015 omnibus spending bill

Obama’s Race to the Top loses all funding in 2015 omnibus spending bill - The Washington Post

Obama’s Race to the Top loses all funding in 2015 omnibus spending bill - The Washington Post:

Obama’s Race to the Top loses all funding in 2015 omnibus spending bill

President Obama and firstlLady Michelle Obama both would see key initiatives whacked if the $1.01 trillion spending bill unveiled by congressional leaders this week passes without changes in these areas: the president’s chief education initiative, Race to the Top, loses all funding, and the first lady’s effort to nutritionally improve school lunches takes a hit with language that allows schools to take their good old time about meeting a mandate on serving whole grain.

The Education Department would take a slight hit in funding; at $70.5 billion, down $133 million below the fiscal year 2014, but special education grants to states would get $25 million more than last year, up to $11.5 billion. Funding for the somewhat controversial School Improvement Grant program is maintained at $506 million. (It’s somewhat controversial because there are big questions about its overall effectiveness.)

The $4.3 billion-dollar Race to the Top was Obama’s main education initiative, first announced in 2009 as an effort to ensure that every student was “college and career ready” and to achieve “educational equity” by aggressively  “turning around” the lowest-performing schools (or by closing them if they didn’t turn around fast enough.) The program was a competition among states for federal funding, with certain stipulations; states (and later districts) had to promise to implement specific school reforms favored by Education Secretary Arne Duncan in order to win the cash. The Gates Foundation awarded millions of dollars to states that sought its help in designing their Race to the Top contest entries. The program became controversial as some critics said it represented federal intrusion into local education (though states were not required to participate) and critics wondered how a competition among states  – which would create winners and losers — could create educational equity.

There is also no funding for the controversial Common Core State Standards in this legislation. The development of the standards and their implementation was not federally funded, though the Obama administration did provide $360 million to two multi-state consortia that developed new Core-aligned standardized tests, which are being given to students for the first time this school year. That money had been appropriated in previous years. The administration also linked Race to the Top funding to the adoption of common standards; an early version of the first Race competition used the Common Core standards by name but, as my colleague Lyndsey Layton reported here, that was changed out of fear that “some states would consider that unwanted — and possibly illegal — interference from Washington.”

In fiscal year 2014, Race to the Top was given $250 million, according to this legislation summary, for competitive awards to states to develop or grow early childhood programs for children from low- and moderate-income families.  Obama’s fiscal year 2015 budget proposal included $300 million for a proposed “Race to the Top-Equity and Opportunity.” While Race to the Top gets no funding in the 2015 omnibus bill, the administration’s Preschool Development Grants program gets $250 million for 2015.

The House and Senate congressional summaries of education-related funding in the 2015 omnibus bill highlight different things. The Republican-led House notes that Race to the Top is being eliminated, while the Senate version doesn’t mention it. And while the Senate version notes Obama’s Race to the Top loses all funding in 2015 omnibus spending bill - The Washington Post:

Garfield High Teacher: Standardized Tests 'Disproportionately Impact Students Of Color' | KPLU News for Seattle and the Northwest

Garfield High Teacher: Standardized Tests 'Disproportionately Impact Students Of Color' | KPLU News for Seattle and the Northwest:



Garfield High Teacher: Standardized Tests 'Disproportionately Impact Students Of Color'

By KYLE STOKES • DEC 9, 2014

 

The issues of race and class currently fueling protests around the U.S. manifest in a different way in the classroom, says Garfield High School teacher Jesse Hagopian.

"Many of our students feel they're being set up," said the educator-activist and advisor of Garfield's Black Student Union who led the school's testing boycott in 2013.

Hagopian says the setup exists in the standardized tests policymakers across the nation have increasingly used to measure the gap in academic performance. The gap, he says, too often separates students of color from their white peers, and hold teachers and school leaders accountable for closing it.

Catching Students Who Are Falling Behind

President Obama has said, "There's nothing wrong with testing. We just need better tests ... that track how well our students are growing academically so we can catch when they're falling behind, and help them before they just get passed along."

Though the mechanisms that made the 2001 No Child Left Behind Act so powerful have become largely unpopular, many, including Obama administration officials, still support the law's central aim: to shine a bright spotlight on inequities in the nation's education system.

But Hagopian sees it differently, especially when it comes to racial inequities in schools. He recently edited a book titled "More Than A Score" that criticizes education policymakers for becoming too obsessed with standardized testing.

'Disproportionate Impact' On Students Of Color

"When you discuss the problem of black success in terms of their failure to succeed or their failure to achieve," said Hagopian, "and you don't discuss the fact that the opportunities are being systematically denied to them, then you blame our black youth for the problems that our society has created."

"These tests," he added, "disproportionately impact students of color because they Garfield High Teacher: Standardized Tests 'Disproportionately Impact Students Of Color' | KPLU News for Seattle and the Northwest:

When Charter Schools Are Nonprofit in Name Only - ProPublica

When Charter Schools Are Nonprofit in Name Only - ProPublica:

When Charter Schools Are Nonprofit in Name Only

This post has been updated to include a response from National Heritage Academies.

A couple of years ago, auditors looked at the books of a charter school in Buffalo, New York, and were taken aback by what they found. Like all charter schools, Buffalo United Charter School is funded with taxpayer dollars. The school is also a nonprofit. But as the New York State auditors wrote, Buffalo United was sending " virtually all of the School's revenues" directly to a for-profit company hired to handle its day-to-day operations.

Charter schools often hire companies to handle their accounting and management functions. Sometimes the companies even take the lead in hiring teachers, finding a school building, and handling school finances.

In the case of Buffalo United, the auditors found that the school board had little idea about exactly how the company – a large management firm called National Heritage Academies – was spending the school's money. The school's board still had to approve overall budgets, but it appeared to accept the company's numbers with few questions. The signoff was "essentially meaningless," the auditors wrote.

In the charter-school sector, this arrangement is known as a "sweeps" contract because nearly all of a school's public dollars – anywhere from 95 to 100 percent – is "swept" into a charter-management company.

The contracts are an example of how the charter schools sometimes cede control of public dollars to private companies that have no legal obligation to act in the best interests of the schools or taxpayers. When the agreement is with a for-profit firm like National Heritage Academies, it's also a chance for such firms to turn taxpayer money into tidy profits.

"It's really just a pass-through for for-profit entities," said Eric Hall, an attorney in Colorado Springs who specializes in work with charter schools and has come across many sweeps contracts. "In what sense is that a nonprofit endeavor? It's not."

Neither National Heritage Academies nor the Buffalo United board responded to requests for comment. (Update: NHA spokeswoman Jennifer Hoff said in an emailed statement, “Our approach relieves our partner boards of all financial, operational, and academic risks – a significant burden that ultimately defeats many charter schools. Freed from burdens like fundraising, our partner boards can focus on governance and oversight … NHA and its partner schools comply fully with state and federal laws, authorizer oversight requirements, and education department regulations – including everything related to transparency.”)

While relationships between charter schools and management companies have started tocome under scrutiny, sweeps contracts have received little attention. Schools have agreed to such setups with both nonprofit and for-profit management companies, but it's not clear how often. Nobody appears to be keeping track.

What is clear is that it can be hard for regulators and even schools themselves to follow the money when nearly all of it goes into the accounts of a private company.

"We're not confident that sweeps contracts allow [charters schools and regulators] to fully fulfill their public functions," said Alex Medler, who leads policy and advocacy work at the National Association of Charter School Authorizers, a trade group for charter regulators. The organization discourages the arrangements. "We think this is an issue that needs attention."

Officials have gotten glimpses of questionable spending by some firms using "sweeps" contracts. 

Take the case of Brooklyn Excelsior Charter School, another National Heritage Academies school. In 2012, state auditors tried to track the $10 million in public funding given to the school, only to conclude they were " unable to determine ... the extent to which the $10 million of annual public funding provided to the school was actually used to benefit its students." From what auditors could tell, the school was paying above-market rent for its building, which in turn is owned by a subsidiary of National Heritage When Charter Schools Are Nonprofit in Name Only - ProPublica: