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Wednesday, June 17, 2015

The Value of Experience | lacetothetop

The Value of Experience | lacetothetop:

The Value of Experience



How do you quantify an experience? Some things cannot be measured with any degree of accuracy and that is difficult for people who equate “quantify” and “verify” to understand.
I remember a nurse coming into my room after the birth of my daughter with a chart that depicted stick-figure faces that progressed from happy to severely pained. The faces were numbered 1-10.  I was asked to point to the face that best represented my level of discomfort. Pain relief was offered when I indicated my pain was at a “7” face.
I laughed every time I was given this task because of how ridiculous it felt. My 7 could be someone else’s 10—someone else’s 4. My own 7 could be my own 4 had I been asked when I was less exhausted. Experience rooted in personal perspective and emotion cannot be assigned a number and then compared to others. The human experience cannot be normed.  The most recent teacher evaluation system is much like the hospital’s pain-face chart. It is attempting to quantify an experience.
I know my daughter’s teacher is highly effective because my daughter comes home happy. She made friends and when she didn’t get along with someone, she learned how to handle those emotions. She asks questions about the world around her because a curiosity has been sparked. Her teacher did not simply deliver curriculum to the class.  She shared 10 months of her life with them.  She instilled empathy and trust. She turned the apprehension of The Value of Experience | lacetothetop:

PAA endorses H 2382, the opt out billl | Parents Across America

PAA endorses H 2382, the opt out billl | Parents Across America:

PAA endorses H 2382, the opt out billl






 Today, PAA sent the following letter to the office of Representative Tom Reed (R-NY), endorsing his opt-out bill, which is also sponsored by Reps. Rosa DeLauro (D-CT) and Chris Gibson (R-NY):

June 16, 2015
Dear Representative Reed:
Parents Across America is pleased to endorse H. 2382, the Enable More Parents to Opt-Out Without Endangering Resources Act.
PAA is a non-partisan, non-profit grassroots organization that connects parents of all backgrounds across the United States to share ideas and work together to improve our nation’s public schools. PAA is committed to bringing the voice of public school par­ents – and common sense – to local, state, and national education debates.
We thank you for sponsoring this bill, which addresses a concern of great importance to parents and to our children, and offers a critical step in moving public education away from the misuse and overuse of standardized tests resulting from years of misguided education policy making.
This bill is especially welcome to our membership of active parents across the U.S., many of whom have personally experienced the very punitive actions H. 2382 is designed to stop. These parents have been “sent to the principal’s office,” called at home with intimidating messages, and accused of threatening school funding. Their children have experienced worse – many have been excluded from school for days while others are being tested, or denied breakfast, made to sit alone for hours without a book or activity, excluded from treats and prizes offered to tested students, and singled out for other hurtful treatment.
Parents know that the takeover of testing in our schools is hurting our children and undermining the promise we as a nation have made to provide every child with a free, quality education. That is why so many of us have taken the serious step of opting our children out of standardized testing. Our message is clear – we will not allow our children to be subjected to policies and practices that are harmful and have not led to improved academic outcomes. On the contrary, we know that our children are currently being offered a narrower, less comprehensive curriculum than what was available prior to the testing excesses that began with the No Child Left Behind Act and continue today under the Common Core testing regime. We know that these standardized tests show very little of what our children know and are able to do, while unduly influencing nearly every aspect of their schooling.
We believe that H. 2382 will contribute to our efforts to bring about more effective assessment and accountability systems that offer meaningful information to parents and help us work in partnership with teachers and schools for a better education for our children.
Thank you.
Julie Woestehoff
Executive Director
- See more at: http://parentsacrossamerica.org/paa-endorses-2382-opt-billl/#sthash.nFoTuCma.dpuf

Effort to Oust Black Female School Superintendent Full of Racial Overtones

Effort to Oust Black Female School Superintendent Full of Racial Overtones:

Effort to Oust Black Female School Superintendent Full of Racial Overtones






 VALLEJO – “Jiggas” and “arrogant b*****” are just two of the ugly slurs some northern Californians posted on a petition calling for the resignation of an African-American school district superintendent. About 900 Vallejo-area residents have added their signatures to the online effort.

But Black leaders in the same Bay Area community, along with a multi-racial coalition of other residents, pushed back.  They say the fight to remove Dr. Ramona Bishop, Superintendent of the Vallejo Unified School District, is “motivated by racism and sexism.” An equal number of supporters have signed a separate petition backing her.
The effort to oust Bishop began May 31 when a Vallejo student posted a petition calling for her resignation on MoveOn.org. She says the shooting death of a 17-year-old white high school student, Kenneth “Max” Rusk, prompted her to begin the campaign. He was killed on a trail close to Jesse M. Bethel High School — but not on campus.
The student who started the petition stressed at a recent board meeting her effort aimed at forcing Bishop to step down is neither sexist nor racist. She added that she can’t control the sentiment of the community members who post to her petition’s page. In her public comment to the board June 3, she said, “when a negative comment was made she worked to remove it from the petition’s wall.
Bishop “has continuously ignored parents’ and students’ complaints and has refused to discuss safety concerns,” the student alleges.
Another student, also started his own petition for support which read “Acknowledging leadership takes true courage and strength.
As a current student of Vallejo City Unified School District, I stand in strong support of our Superintendent Dr. Ramona E. Bishop, her administrative team, parents, community, and student leaders who are committed to providing strong leadership that is rebuilding all of our schools that have historically failed students and families.” Over a 1000 Vallejo residents have signed the petition he launched to support Bishop.
Many of Bishop’s supporters point out that the two suspects arrested in Rusk’s death are not students of the school. Vallejo police are still investigating the incident.
maxresdefaultWho Is Dr. Ramona Bishop?
In 2011, the Vallejo Unified School District appointed Bishop it’s Superintendent. She became one of only four Black females in charge of one of California’s 1000 school districts.
Besides joining a tiny cohort of Black school district leaders across the state, Bishop prepared herself to face some big challenges. Her first priority: leading the effort to take the district of 25 schools out of state receivership, which she achieved.
Colleagues also credit her with leading other major district-wide reforms. Among them: increasing graduation rates from 54 percent to 72 percent and introducing innovative academic programs in all subject areas and at each grade level.
Before coming to Vallejo, Bishop served as Associate Superintendent of Sacramento’s Twin Rivers school district. She is from Richmond and earned her Phd at the University of the Pacific in Stockton.
Hiring Process
Superintendents are hired by school boards and generally sign multi-year contracts. Under the current law, terminated superintendents are eligible for cash buy-outs of up to 18 months of their salary. However if a bill currently making its way through the legislative process gets signed into law, it will cap the severance package at 12 months.
How Some Say A New Bill Could Have Unintended Consequences
Assembly Bill (AB 215) authored by Luis Alejo (D-Salinas) could stack up the odds even higher for minority or women leaders. Opponents of the measure say it would remove the one barrier that protects minority or women superintendents who sometimes face dismissals motivated by Effort to Oust Black Female School Superintendent Full of Racial Overtones:

A Teacher on Teaching: The Essense of Corporate Education: Greed and more Greed

A Teacher on Teaching: The Essense of Corporate Education: Greed and more Greed:

The Essense of Corporate Education: Greed and more Greed



Some of America’s greatest “school reformers” today (and by that I mean arrogant *&%$# like Bill Gates) insist that if we turn over the schools to corporations everything will turn out just great.

Color me skeptical, I guess.

As I see it, “corporate” is to “education” as “cigarette manufacturer” is to “public health and well-being.”

Think that sounds harsh? Do a bit of digging and see what evidence you find. The latest comes from the June 15 edition of the Columbus Dispatch. Administrators at General Chappie James Leadership Academy, a pile-up-the-bucks charter school in Dayton, Ohio, are under investigation for inflating student attendance numbers to suck up taxpayers’ dollars.

State Auditor Dave Yost decided last spring that it might be wiseto check attendance numbers for charter schools and see what he could find.

Chappie James was reporting an enrollment of 459 students. So investigators started checking the details. One mother said her child couldn’t have been in attendance because said child had been incarcerated for the last two years. 

Okay: only 458 students to go. 

Another family said, no, our girl hasn’t been attending Chappie James, either. We’ve been living in Georgia for several years.

(Feel free to start singing: “Four hundred, fifty-seven students enrolled in a charter, four hundred fifty-A Teacher on Teaching: The Essense of Corporate Education: Greed and more Greed:





Delaware DOJ Finds Numerous FOIA Violations With DOE In Request For Standardized Testing Contracts | Exceptional Delaware

Delaware DOJ Finds Numerous FOIA Violations With DOE In Request For Standardized Testing Contracts | Exceptional Delaware:

Delaware DOJ Finds Numerous FOIA Violations With DOE In Request For Standardized Testing Contracts



The Delaware Department of Justice recently answered a complaint surrounding a FOIA I submitted to the Delaware Department of Education on March 6th, 2015.  This FOIA asked for the following:
– the Delaware Department of Education’s contracts (whether they are awarded contracts, cooperative contracts, set aside contracts, sole source contracts, or recently closed contracts, including any and all RFPs, addendums, award letters, and change orders) agreements, pacts, communications (whether in email or written correspondence, email should be in To: formats and cc: formats between any DOE employee with the below companies or consortiums) with the following companies or consortiums: American Institutes for Research (or if they are listed under AIR or Amer Institutes for Research), Smarter Balanced Assessment Consortium (or if they are listed under SBAC, SB, Smarter, Smarter Balanced, or Smarter Balanced Assessment), and Data Recognition Corporation. If available, I ask that this information be provided in a PDF format for the contracts, and a database format with a delimited text file for the communications. If you have this information in an existing report, that may suffice.”
American Institutes for Research (AIR) is the testing vendor for Delaware with the Smarter Balanced Assessment and Data Recognition Corporation is the contracted vendor for scoring the assessment.
When I first received a response from the DOE, the cost estimate was well over Delaware DOJ Finds Numerous FOIA Violations With DOE In Request For Standardized Testing Contracts | Exceptional Delaware:

Robert Reich: Elites Are Waging a War on Public Education | Alternet

Robert Reich: Elites Are Waging a War on Public Education | Alternet:

Robert Reich: Elites Are Waging a War on Public Education

'What we need to do is move toward a system of free public higher education,' he says.




It’s no secret that former U.S. Labor Secretary Robert Reich has some misgivings about the direction of the American economy. But the prolific writer, radio commentator and longtime University of California, Berkeley professor isn’t thrilled about how we are educating our kids, either.
As part of a new project with the activist group MoveOn.org, Reich recentlyreleased a video that described our education system as “squashing passion for learning, eroding the love of teaching and grinding up generations of young people.” The critique is accompanied by a set of proposals to reinvent American education – one of 10 planks in a broader agenda titled “10 Ideas to Save the Economy.”
Reich has addressed the nation’s education challenges in his books, including 2011’s Aftershock: The Next Economy and America’s Future, as well as in his 2013 film Inequality for All (available on NetFlix, iTunes and DVD). But rarely has he been so blunt in his assessment or his prescriptions.
Capital & Main spoke last week with Reich about his views on how the country has failed its kids, and what it must do to right the ship. 
Capital & Main: Have we bought into a collective myth that the answer to economic inequality is better education, when in fact there may be more immediate solutions that could help tens of millions Americans struggling today?
Robert Reich: Education is not the only answer and it’s certainly not the immediate solution. At best, it’s a necessary, but not sufficient response to widening inequality.
C&M: How would you grade President Obama and his education czar, Arne Duncan?
Reich: They’ve certainly brought a lot of attention to education — in terms of attention I’d give them an A. Unfortunately, the emphasis has been on standards and on testing. This is not unique to the Obama administration [and] as much as I understand the importance of setting benchmarks and having tests to assess whether students are learning, we have gone way overboard on testing. Many students now are learning to take a test rather than to think. Teachers are being promoted or given raises based upon their ability to teach students to succeed on the test rather than to teach students how to solve problems and to come up with new ways of viewing problems. So I would grade the administration far more harshly because of its emphasis on standards and grades.
C&M: Many of the recommendations you make in the MoveOn video seem relatively non-controversial: increasing federal funding, limiting class size, boosting pay of teachers, offering high school students technical training. Who’s opposing ideas like these?
Reich: Well unfortunately many do not want to increase federal funding at all. They are afraid of the federal government, they hate the federal government. These are the same state officials who don’t want to accept federal funding to Robert Reich: Elites Are Waging a War on Public Education | Alternet:

Education Lessons From A Sparkly District: Standardized Tests and Students With Disabilities

Education Lessons From A Sparkly District: Standardized Tests and Students With Disabilities:

Standardized Tests and Students With Disabilities



This is a touchy subject. Civil rights and disability rights groups would have us all believe that by not having our kids tested, their rights would be violated. I understand the history. I get it. As a parent, I’m telling you it’s wrong. That thinking, as well meaning as it may have been at the beginning of No Child Left Behind (I'm being generous), is simply wrong.

For many with IEPs, who are not educationally at/near grade level, standardized tests are completely inappropriate. The scores do not reflect what a student has learned, nor do they demonstrate actual growth and achievement during any given year. And, really, when you get right down to it, the Federal cap of 1% being allowed to be eligible for alternate assessment completely contradicts the purpose of an Individual Education Plan. Here's why...

Standardized tests do not provide meaningful feedback. A designation of "not proficient at grade level" tells the parents and teachers nothing about the student they don't already know. Maybe more basic than this, why would you give a test on something the student hasn't learned?

Since no one gets to see the questions or answers on these standardized tests, how can anyone (not just special ed) determine any specific strengths or weaknesses? The answer, of course, is they can’t.

Accommodations tend to be more time, separate testing environment from general ed classmates, and frequent breaks – none are actually helpful if the student is not working at grade level.

Accommodations, like reading passages to the student, may be moderately helpful, BUT, then it may mask reading level issues – we experienced this problem with 7th grade NJASK. Oh, look! Her ELA score is so much higher than last year! (Nevermind, it still wasn’t “proficient.”) Funny thing about that -- it wasn’t that she couldn’t comprehend, it’s that she couldn’t really read.

We know these scores, regardless of arguable validity, are used to withhold services. A student does moderately well, but maybe not quite "proficient," or has an unexplained jump in scores from one year to next (see above) and that not-quite-proficient score is used as an excuse to Education Lessons From A Sparkly District: Standardized Tests and Students With Disabilities:

Mike Klonsky's SmallTalk Blog: 800 years after Magna Carta, Chicago schools are still ruled by an autocrat

Mike Klonsky's SmallTalk Blog: 800 years after Magna Carta, Chicago schools are still ruled by an autocrat:

800 years after Magna Carta, Chicago schools are still ruled by an autocrat



This week we're celebrating the 800th anniversary of the Magna Carta which is widely considered the foundation of parliamentary democracy, human rights and the supremacy of the law over autocracy. It established the principle that the monarch is not above the law.



Meanwhile in Chicago, where the public schools have been placed by law under the autocratic rule of one man --the mayor -- there's much being made over questions of who approved the decision to hire now-disgraced CEO Barbara Byrd-Bennett back in 2012 and who approved that $20 million no-bid contract to SUPES. Everyone knows the answer to these questions but they are still the topic of the day for federal investigators in the midst of grand jury hearings. It's doubtful that indictments, if any are brought, will reach anywhere near the fifth floor of City Hall.



As Rahm and his predecessor might have put it: "We don't need no stink'n Magna Carta".



The only reason there's even a question, is that mayoral control of the schools, which was intended to bring greater transparency and accountability to a bureaucratic system, brought instead its very opposite. Since CPS was made a wing of City Hall, there has been a cloud of Mike Klonsky's SmallTalk Blog: 800 years after Magna Carta, Chicago schools are still ruled by an autocrat:





Tougher Teacher Licensing Exams and a Question of Racial Discrimination - The New York Times

Tougher Teacher Licensing Exams and a Question of Racial Discrimination - The New York Times:

Tougher Teacher Licensing Exams and a Question of Racial Discrimination

Israel Ramos, who graduated from the education school at Lehman College in the Bronx, failed New York’s toughest exam three times, once by just a few points. He passed on the fourth try. Credit James Estrin/The New York Times


Students are not the only ones struggling to pass new standardized tests being rolled out around the country. So are those who want to be teachers.
Concerned that education schools were turning out too many middling graduates, states have been introducing more difficult teacher licensing exams. Perhaps not surprisingly, passing rates have fallen. But minority candidates have been doing especially poorly, jeopardizing a long-held goal of diversifying the teaching force so it more closely resembles the makeup of the country’s student body.
“This is very serious,” said David Steiner, dean of the School of Education at Hunter College. “It reflects, of course, the tragic performance gap we see in just about every academic or aptitude test.”
On a common licensing exam called Praxis Core, a new test given in 31 states or jurisdictions that was designed to be more rigorous than its predecessor, 55 percent of white candidates taking the test since October 2013 passed the math portion on their first try, according to the preliminary data from the Educational Testing Service, which designed the exam. The passing rate for first-time African-American test takers was 21.5 percent, and for Hispanic test takers, 35 percent. A similar gap was seen on the reading and writing portions.
In New York, which now has four separate licensing tests that candidates must pass, an analysis last year of the most difficult exam found that during a six-month period, only 41 percent of black and 46 percent of Hispanic candidates passed the test their first time, compared with 64 percent of their white counterparts.
A federal judge is now weighing whether the test is discriminatory. And because of complaints from education schools that students have not had enough time to adjust, as well as concern about the impact on minorities, at least two states, New York and Illinois, have already postponed or loosened some of their new requirements.
Israel Ramos, who graduated from the education school at Lehman College in the Bronx, failed New York’s toughest exam three times, once by just a Tougher Teacher Licensing Exams and a Question of Racial Discrimination - The New York Times:

Teachers’ unions begin presidential endorsement process » peoplesworld

Teachers’ unions begin presidential endorsement process » peoplesworld:

Teachers’ unions begin presidential endorsement process






WASHINGTON - The leaders of the nation's two big teachers unions launched their organizations' presidential endorsement processes with the first publicly reported meetings between union presidents and top Democratic presidential hopefuls.
Both Lily Eskelsen-Garcia and Randi Weingarten, presidents of the National Education Association and the American Federation of Teachers, respectively, said the hopefuls are committed to an inclusive vision of education that relies on teachers, not tests.
The meetings are important because both teachers unions are known for their members' political activism, intelligence, credibility and reach.  NEA is the nation's largest union, with more than three million members and branches in every state.
AFT, with almost 1.5 million members, is large and influential in key swing states and big cities, such as New York, Philadelphia, Chicago, Baltimore, Los Angeles and D.C.
Eskelsen-Garcia met the current Democratic front-runner, former Secretary of State Hillary Rodham Clinton, on June 9.  Weingarten, her executive council and seven rank-and-file AFT members met Clinton and challengers Sen. Bernard Sanders, Ind.-Vt. (running as a Democrat) and former Gov. Martin O'Malley, D-Md., on June 3.
AFT also sent questionnaires on education issues to all presidential hopefuls, announced and unannounced, of both parties.  No Republican replied, Weingarten said.
NEA also invited all hopefuls to participate, Eskelsen-Garcia added.  The Utah 6th grade teacher called her conversation with Clinton "frank and robust."
She added teachers will "ask the tough questions that get to the heart of issues they, their students and families are facing every day. They know all students deserve the support, tools, and time to learn. But are politicians willing to commit to the success of every student regardless of his or her zip code? That's the question educators will ask over and over again."
"What we can do together to deal with the issues we know are at the real core of making it possible to look at every little boy and girl and say 'Yes, you will have the best chances we can give you,'" Clinton told Eskelsen-Garcia.
Clinton satisfied both unions on ending over-exclusive concentration on mandatory testing and teaching to the test as the sole way to evaluate students, schools and teachers.  That's the key facet of GOP President George W. Bush's No Child Left Behind federal education aid law, which has raised the ire of teachers, parents and unions nationwide.
"Education is not just how well you do on a test," Clinton said in a statement released by NEA. "We know about a lot of different learning modes ant not every child learns the same way. We have funneled our kids into a particular educational model that I don't think will ever produce the looked-for results.I would like to see us get back to looking at individual children, looking at age-appropriate learning experiences, looking at enriching the classroom experience, using tests that are not done for the sake of getting a score but for actually diagnosing the needs of kids and helping those kids do better year after year."
Clinton repeated those themes in her meeting with AFT. She told the AFT council that "unions are part of the solution" to improving schools, respecting teachers and helping kids learn.
O'Malley touted his gubernatorial record: A major expansion of state school aid.  Sanders has made access to quality K-12 education and free college education both platform planks and legislative proposals, and tied it into his campaign theme about income inequality. 
"Elections matter. That's why we are committed to using our collective voice to help give pro-public education, Teachers’ unions begin presidential endorsement process » peoplesworld:

The Fiscal Times
June 17, 2015
The Democratic primary field is very clearly broken into two tiers, with former Secretary of State Hillary Clinton sitting alone at the top as the presumptive nominee. The two second-tier candidates, Vermont Sen. Bernie Sanders and former Maryland Gov. Martin O’Malley, are down below Clinton, both in the polls and in terms of fundraising. But when it comes to policy, both are increasingly trying to punch up.
For example, Sanders and O’Malley both blasted Clinton over the weekend for her failure to take a position on the Trans-Pacific Partnership trade deal, among other issues. Clinton, within a day, came out and articulated a position on TPP, though she continued to waffle on the more pressing question of giving President Obama so-called “fast track” negotiating authority.
It’s a dynamic likely to play out on a regular basis as the Democratic campaign heats up, and the candidates force each other to outline their stances on various issues in the public eye.
Not all of the Democrats’ positions are mysteries, though. Here’s where the three main candidates stand on some of the main issues in the news today.
TRADE
Clinton:
 She broke her silence on the TPP over the weekend, siding with House Minority Leader Nancy Pelosi (D-CA), and arguing that the deal being negotiated by the Obama administration doesn’t have sufficient protections for U.S. workers in its current form. This has opened her up to some criticism, because she was a strong advocate of TPP while serving as Obama’s secretary of state.
Sanders: He strongly opposes the TPP, dismissing it as “another corporate-backed agreement that is the latest in a series of failed trade policies which have cost us millions of decent-paying jobs, pushed down wages for American workers and led to the decline of our middle class.” He said he wants American companies to create decent-paying jobs in America, “not just in low-wage countries like Vietnam, Malaysia or China.”
O’Malley: The former governor strongly opposes TPP, largely because lawmakers, union leaders and others won’t be able to read the agreement before a final vote on it by Congress. He is convinced the emerging Pacific Rim agreement would weaken the U.S. economy and undermine jobs. “This deal is a race to the bottom, a chasing of lower-wages abroad,” he said recently. “And I believe that that does nothing to help us build a stronger economy here at home.”
THE BUDGET DEFICIT
Clinton:
 As secretary of state, she warned that a gaping deficit projected weakness overseas, and she spoke of the personal pain it caused her when the budget surplus achieved during her husband’s second term as president was whittled away by tax cuts and two wars. However, she has been quiet about the issue in her campaign so far; the deficit did not come up at all in her speech over the weekend.
Sanders: He berates Republicans for seeking to balance the budget in the coming decade by cutting Social Security, Medicare, Medicaid, food stamps and other federal programs while many major corporations escape paying taxes by keeping revenues off shore and exploiting other loopholes. He said that as president, he would make the wealthiest Americans start paying “their fair share” of taxes to help address the deficit. At the same time, he thinks the government should commit to a $1 trillion, five-year plan to repair and improve the nation’s crumbling highways and infrastructure.
O’Malley: After eight years as governor, O’Malley left the Maryland governor’s office in January with a legacy of one of the most progressive agendas in the nation. But in order to finance his programs and avert big deficits, he had to raise the sales tax, gas tax, income tax and more. Even so, he left behind a long-term structural deficit that his Republican successor, Larry Hogan, has had to wrestle with.
ECONOMIC GROWTH
Clinton:
 She ties economic growth to increased income equality, claiming that “growth and fairness go together.” She is advocating a rewrite of the tax code that she promises will penalize businesses for hoarding profits overseas, reward companies that invest in long-term growth and “unleash a new generation of entrepreneurs and small business owners.”
Sanders: He is championing an end to the “40-year decline of our middle class and the growing gap between the very rich and everyone else.” Sanders would make public college fees free for everyone and lower interest rates on federal student loans — all paid for with a “Robin Hood Tax” on trades of stocks, bonds, options and futures. He would also raise the minimum wage to $15 an hour.
O’Malley: The former governor has frequently spoken out against income inequality and has promised to fight for better wages for the middle class. “Americans are working harder but earning less than they did 12 years ago, and wealth has concentrated in the hands of the very few as almost never before,” he says. That means raising the minimum wage to $15 an hour, increasing the threshold for overtime pay to $1,000 a week and restoring workers’ collective bargaining power.
WALL STREET AND BANK REFORMS
Clinton: She has often been criticized for her perceived closeness to Wall Street. Democrats further to the left, like Sen. Elizabeth Warren of Massachusetts, have pressed her to take a stronger line on Wall Street reform. On Saturday, she offered a tepid acknowledgement there is a need to “rein in the banks that are still too risky, courting future failures.”
Sanders: The self-described Democratic socialist wants to break up big banks like JPMorgan Chase and Bank of America. He argues that the government hasn’t gone nearly far enough in regulating major financial institutions and their investment and loan practices – which, he says, pose too great a risk to the financial system and taxpayers.

How to fix teaching without magic

How to fix teaching without magic:

How to fix teaching without magic






Education reform (education deform) is doing kids, the profession, and the country short-term and long-term harm. Ed Reform Inc. "believes" in short fixes, silver bullets, the power of personal cult persuasion, mantras, and now the twin goddesses of all – technology and data.
More than half of all children in United States now live in poverty (Washington Post/UNICEF). As someone who has taught in a financially-socially challenged district for many years I can attest to the overwhelming negative influences of poverty. They are both direct and indirect. What is now normal in many communities was not the norm too long ago. The influences are single parent families, multiple families living under one roof, incarcerated family members, under-employment, no employment, no history of employment, poor language skills, the culture of poverty, early birthing, poor neonatal care, high percentages of children with unbelievable disabilities, addictions, and GANGS, globalization, and the death of low-level jobs due to technology.
These variables cannot be pooh-poohed. Absurd belief in words like GRIT and EVIDENCE and TESTING – currently trending by Ed Reform — simply cannot overcome the long list of negatives. But Ed Reform claims they do.
Actually, private, for-profit charter schools are the proof that poverty matters. Private, for-profit charter schools eliminate poverty as a variable. Charter schools pick the kids. The kids do not pick the charter schools. It is segregation once again. Any charter school which has the same number of second-language learners, special ed kids, drug-addled parents, non-reader parents, and incarcerated parents will have the same outcome as a public school forced to take in all. But charters don't. Even in those areas of high poverty where parents opt INTO a charter school – they are a self-selected group. They are the tiny minority of guardians who strive, no matter what conditions they exist in. Their kids do homework, usually have a working parent or grandma, and someone is a major positive role model. These kids are skimmed from the public sector and basically housed in a special setting. For them this is good – no argument. But don't compare that school to what is left in the public sector.
I believe a needs formula is required in schools of poverty. We need to save those desperate kids. If a classroom has X amount of special ed kids, X amount of incarcerated relatives, scores X on reading or math, has more than X amount of people residing in one house (or room), more than X amount of kids on Section 8 housing, more than X amount of kids in Title 1 programs — it should trigger an automatic cut in class size. There should be no more than 15 kids in such a class. Free pre-school needs to be mandatory. Wrap-around social services (nurses, shrinks, dentists, How to fix teaching without magic:

CURMUDGUCATION: Jurassic Education World

CURMUDGUCATION: Jurassic Education World:

Jurassic Education World






Like apparently over half the world's population, we saw Jurrasic World last weekend. Fun film, and we always love the Chris Pratt at our house.

But as with last year's Logo Movie, I could not help noticing that the film underlines how much of popular culture is actually NOT aligned with the values and ideals of reformsters.

Data Driven Control

We know that our female lead is in need of rehabilitation because she is devoted to data. She calls the animals "assets" and cannot bring herself to see them as living, breathing beings. When asked by the owner if the park's visitors and the park's animals are happy, she replied with a customer satisfaction index for the visitors and, flustered, notes that they don't have an instrument for measuring the contentedness of the dinosaurs. The owner says one has to look the creatures in the eyes-- she doesn't understand what he's talking about.

Her unfit nature is further underlined by her inability to relate to her nephews. The character's moral journey involves learning to empathize, to relate, to connect to the children and the animals through something other than data and monitors and spreadsheets. 

Beyond that character's journey, we have the usual moral of everything ever written by or based on works of Michael Chrichton-- that human beings invariably put way too much faith in their tools and control (seriously-- it's in everything he's ever written). The data control dream is that if we know everything, we can control everything, and if we control everything, we can make everything turn out exactly the way we want to. The film underlines the inherent falsehood in every clause of that sentence: we can't know enough, knowledge does not bring control, and the chaos inherent in any complex system guarantees unexpected and unplanned for outcomes.

Our unfit, morally adrift park manager is just like a data-driven school reformster, certain that spreadsheets and data are sufficient to turn a school into a factory that creates perfect products (aka students). And the pop culture sees that character as one who must be reformed.

Competition

The closest thing to a villain in the piece is Vincent Donofrio's military stooge, the guy who wants to use the barely-trained raptors as a military weapon. But the filmmakers don't position him as an actual official soldier. That would be perhaps unclear to the audience, so they leave him in civilian dress, and rather than talking about power, the writers give him a speech about competition.

The speech strikes all the notes we know-- competition will bring excellence, it pushes folks to greatness, it kills off and weeds out the weak and unfit. And the audience knows he is absolutel
CURMUDGUCATION: Jurassic Education World:

Coalition for Public Education/Coalición por la Educación Pública: Why Corporations Want Public Schools By Any Means Necessary

Coalition for Public Education/Coalición por la Educación Pública: Why Corporations Want Public Schools By Any Means Necessary:

Why Corporations Want Public Schools By Any Means Necessary

Infographic: Why Corporations Want Our Public Schools
Where’s the big money in privatization? Take it from the teachers. 




New Orleans school changes worked, Cowen Institute says | NOLA.com

New Orleans school changes worked, Cowen Institute says | NOLA.com:

New Orleans school changes worked, Cowen Institute says


Cowen Institute says the National Study of CMO Effectiveness aims to fill the gap in systematic evidence about CMOs, providing the first rigorous nationwide examination of CMOs’ effects on students’ achievement and attainment. The study includes an examination of the relationships between the practices of individual CMOs and their effects on student achievement, with the aim of providing useful guidance to the field. Mathematica Policy Research and the Center on Reinventing Public Education (CRPE) are conducting the study with funding from the Bill & Melinda Gates Foundation and the Walton Family Foundation and project management assistance from the NewSchools Venture Fund. This updated edition of the report provides key findings from the study on CMO practices, impacts, and the relationships between them. A forthcoming report will explore promising practices in greater depth.



Ten years after Hurricane Katrina, have New Orleans' massive education changes worked? Tulane's Cowen Institute for Public Education Initiatives issued its answer in a Wednesday (June 17) report:
"The academic performance of New Orleans' schools has improved remarkably over the past 10 years," authors Patrick Sims and Vincent Rossmeier write in the anniversary edition of the institute's annual evaluation.
Before the storm, only one parish in the state did worse.
In the months after the disaster, the state took over all but about 15 of the city's 120-plus public schools and began turning them into independently run charters. Most of the schools left under local control became charters too. The city stopped assigning students to neighborhood schools and allowed everyone to choose where to go.
student percents charTap to enlarge 
Now the city has climbed all the way up to ... average. In 2014, it earned a C on the state report card. The percentage of students attending schools that perform above the Louisiana average has almost doubled – to 31 percent, according to the report.
The on-time graduation rate went from 56 percent in 2004 to 73 percent last year, the authors write. Due to the disruption of Katrina, the state did not immediately calculate a New Orleans graduation rate for the Class of 2005, but officials later went back and did so.
Public schools are becoming more popular, especially among white families who fled the system after desegregation. From 2006-2012, white enrollment in private schools increased by 1.5 percent – compared to a 38 percent increase in public school enrollment. From 93 percent African American before the storm, the city's schools are now 84 percent black, 7 percent white and 5 percent Hispanic, according to the report.  
New Orleans public school enrollment by race/ethnicity
2004-052014-15
Black93.2%84.2%
White3.67.2
Asian1.91.6
Hispanic1.25.1
Other0.11.8
The authors say "most would agree" with their assessment. Not mentioned in the report is a vocal minority of critics, such as national charter opponent Diane Ravitch, who accuse administrators of cooking the books.
For instance, in a 2014 state audit, the Recovery School District couldn't provide the records to prove a sample of transfer students didn't just drop out. The same happened in this year's audit, according to data the Education Department recently provided to NOLA.com | The Times-Picayune.
student spending chartTap to enlarge 
Some also question whether test scores show true intellectual growth. Former Loyola professor Andre Perry is among those who say the public school revolution has not yet contributed enough to general community economic development.
Not all students have benefited equally. The Tulane report has ample data to show the persistent divide between the Orleans Parish schools -- mostly schools that were never taken over, plus a few new charters – and the takeover schools.
It's well known that Orleans Parish schools enroll different students from the generally lower-scoring Recovery charters: more white, fewer poor, fewer disabled. They also have teachers and administrators with more education and more experience, and they spend more per student, according to the report.
Teacher education and experience, 2013-14
OPSB charterOPSB direct-runRSDBESE
Teacher years of experience11.617.17.14.9
Administrator years of experience16.213.48.39.7
% of teachers with post-baccalaureate degrees61%48%26%29%
Student : teacher ratio16 : 115 : 119 : 113 : 1
Forty-two percent of Orleans Parish students posted scores that showed they were truly proficient in the subject, compared to 12 percent of Recovery students, the New Orleans school changes worked, Cowen Institute says | NOLA.com: