Sunday, August 19, 2012

Diane in the Afternoon 8-19-12 Diane Ravitch's blog

Diane Ravitch's blog:



Ms. Katie Asks: What If Charters Served the Neediest Students?

Katie Osgood has a terrific blog. She works with children with high needs. I learn a lot from Ms. Katie whenever I read her writings:

 Saturday, April 21, 2012

What If Charter Schools Did What They Were Intended to Do?

 
As I continue to meet dozens and dozens of charter school students from across Chicago, I am continually reminded how different the charter schools are from their nearby public neighborhood schools. Working in a psychiatric facility means all the students I meet have some sort of mental health problem. And yet, a vast 



Texas Parents Plan Rally for Chicago Teachers

Just in:
Here in Austin, Texas on Saturday, August 25th 7:00-9:00 pm we’ll be having a rally to support the Chicago teachers. Parents supporting teachers. Solidarity!
TexasParentsOptOutStateTests@yahoo.com



Where Is the Grass Greener? Texas or NJ?

Sara Stevenson explained how NCLB is still ruining public schools in Texas.
This reader in New Jersey says that getting the waiver has given unprecedented power to the state, which is now intervening in districts across the state to impose Governor Christie’s will on everyone. Bear in mind that on national tests, New Jersey is typically #2 in the nation (behind Massachusetts) and the governor is acting as if the entire system were a disaster.
Wouldn’t it be great if the politicians stuck to what they know?
I still cannot figure out which is worse. I hear nightmares of the impact of NCLB in states that did not apply for

NCLB Still Ruining Schools in Texas

Texas did not apply for a waiver because it did not want to accept federal intervention into its schools.
So Texas is still subject the the punitive sanctions of the idiotic law that got its start in Texas, a gift to America’s schools thanks to Sandy Kress, Margaret Spellings, Rod Paige and George W. Bush (with a bow to Senator Ted Kennedy, Rep George Miller, and Rep. John Boehner, among its lead sponsors).
I got this note from Sara Stevenson, the dauntless librarian at the O. Henry Middle School in Austin, Texas:
Last week AYP was announced. Our middle school is one of


A Word to Fellow Teachers

From a teacher, who read this advice and added more:
Dear teacher sister/brother, as I read and absorb your advice, and wish you well for all of it, may I respectfully add one more idea for your consideration? It’s a big part of my school year:
“I will be mindful that next door, down the street, and across the country thousands and thousands of teachers like me are trying to do the same thing, for the same reason. Because children are our focus. Because we love and care about them and their families and our communities. Because we have to protect them from the suits, 


What Happens to Charters That Recruit Needy Children?

When the charter idea was first proposed, in 1988, the idea was that charters would enroll the students who were failing, for whatever reason, in regular public schools. The charters would enroll the dropouts, the about to dropout, the students who were unable to function in a regular environment. The charter would come up with workable ideas and share them with the public school, to make the public schools better.
Things haven’t worked out that way. Now charters compete for higher test scores, and it is risky to enroll high-needs students because they will drag down the school’s average. The charters run by hedge fund managers 

NYC Public School Parents: Parent leaders hail the President’s focus on the need for smaller classes

NYC Public School Parents: Parent leaders hail the President’s focus on the need for smaller classes:


Parent leaders hail the President’s focus on the need for smaller classes


For Immediate Release: August 19, 2012

For more information:
Leonie Haimson (NY): 917-435-9329; leonie@classsizematters.org
Pamela Grundy (NC): 407-375-4222; shamrockparent@earthlink.net .
Robin Hiller (AZ): 520-668-4634; rhiller@voicesforeducation.org  
Wendy Lecker (CT): 203-536-7567; paaconnecticut@gmail.com  
Becky Malone (IL); 773- 793-0355; wats7573@aol.com
Karen Miller (TX): 281-893-8877; 832-372-4742; kmillerpta@aol.com
Julie Woestehoff (IL): 773 -715-3989; pure@pureparents.org


Parent leaders hail the President’s focus
on the need for smaller classes
Parent leaders throughout the nation thank President Obama for recognizing the importance of class size in his weekly address, and for releasing a report that shows how the elimination of 60,000 teaching positions since 2009 is not only unprecedented in US postwar history, but has led to class size increases that are severely damaging the quality of our public schools.
Leonie Haimson, Executive Director of Class Size Matters, said: “The President’s speech yesterday and the new White House report, Investing in our Future, make it crystal clear that the class size increases across the nation represent a crisis that is severely undermining our children’s opportunity to learn.  As the White House report makes clear, class size reduction has been strongly linked to higher achievement, higher levels of engagement, and higher rates of attending college.  Yet here in New York City, our youngest students are suffering from the largest classes in 13 years, despite the fact that surveys show that class size reduction is the top priority of parents, year after year.  As a city and a nation, we must do better.”
Pamela Grundy, parent leader and co-founder of Mecklenburg ACTS in Charlotte NC, says: “Here in North Carolina we have been fortunate to have state and local leaders acknowledge the importance of small classes, especially in our state's many high poverty schools. Yet budget cuts in have severely undercut this reform and our children are bearing the consequences.  We greatly appreciate the President’s efforts to reverse this damaging trend, and we urge him to follow through on the federal level by restoring the $650 million that his proposed education budget eliminates from the Title II program, money that is currently used by states and districts to reduce class size and keep teachers on staff.”
Robin Hiller, Executive Director of Voices for Education, agrees: “Here in Arizona, schools are suffering from class sizes of 32 in Kindergarten and 44 in high school. There is nothing that is more important than bringing these stratospheric class sizes down if we want our children to succeed. We urge Congress to fully fund the President’s Jobs act and to restore all cuts to Title II, and for our State Legislature to do its part by ensuring that our public schools have the resources they need for smaller classes, rather than diverting public funds to vouchers, for-profit charter schools, and other privatization schemes.”
Wendy Lecker, one of the co-founders of Parents Across America – Connecticut, adds: “We applaud the fact that the President acknowledges that reasonable class size and an adequate supply of teachers are essential to a quality education and are basic resources that all public schools must have. Here in Connecticut, schools in high poverty areascontinue to have much larger class sizes than in wealthier districts. We wish that our Governor and State Education Department would pay attention to the need for equitable class sizes, rather than their current focus on taking control of our public schools away from our communities and putting them into the hands of private corporations.”
Becky Malone of 19th Ward Parents in Chicago says: “Class sizes in Chicago remain the largest in the state, and 95% of Illinois school districts have smaller classes than we do. Worse yet, the disparities have increased. While average class size has decreased statewide over the last ten years, it has increased in our city’s public schools. This is simply unacceptable if we are going to provide equitable learning conditions to all children, but especially our most at-risk students who need small classes the most.”
Karen Miller, parent leader in Texas and a former state PTA legislative chair points out: “Texas was one of the first states to reduce class size, with caps of 22 students in grades K-4, adopted by Governor Mark White and the Legislature in 1984. Yet over $5 billion has been slashed from the state education budget this past year. This has caused class sizes to soar, tripling the number of districts that have applied for and received waivers, representing nearly 30 percent of all elementary schools in the state. Surveys show that voters overwhelming support smaller classes; research shows that they boost student achievement, particularly for disadvantaged children. We cannot claim to care about our children, as a state or a nation, and allow class size to rise any higher.”
Julie Woestehoff, Executive Director of Parents United for Responsible Education in Chicago concludes: “I hope that all of us, including parents, teachers, and our elected leaders, can pull together and invest in our children in the way that research shows really makes a difference: by reducing class size.”

Engaging Parents In School… » This Week’s Parent/Teacher Chat On Twitter

Engaging Parents In School… » This Week’s Parent/Teacher Chat On Twitter:


This Week’s Parent/Teacher Chat On Twitter

Guest Post By Joe Mazza


This week’s chat brings the most
important lens to the table – our students. Students from StuVoice.org
will join us as “experts” to talk about the ways family engagement
impacted their own education growing up.

Student Voice is a grassroots
effort that is comprised of caring students and individuals that believe that
the students should feel empowered and have a stronger voice. You can find 

All Education Matters: More Thoughts About Recent Claims That Student Lending Crisis Does Not Exist

All Education Matters: More Thoughts About Recent Claims That Student Lending Crisis Does Not Exist:


More Thoughts About Recent Claims That Student Lending Crisis Does Not Exist

A few days ago, I wrote a piece in response to a discussion by higher education experts who are now claiming that, while student debt is growing, there is not a full blown crisis. Some of the panelists even went so far as to argue that stories about student loan debt are being "overblown" and "sensationalized." There are a number of reasons why this group of experts - who do not really engage with actual student loan debtors or activists who represent them - are making these misleading remarks.

Please support research on the student lending crisis and continued advocacy for the indentured educated class. Donate today via Paypal. AEM appreciates your donations!

Take this mortgage scenario as an illustration of how they are pushing the "denial" message. Perhaps this group 

Seattle Schools Community Forum: Answering the "For-Profit" Charter Question

Seattle Schools Community Forum: Answering the "For-Profit" Charter Question:


Answering the "For-Profit" Charter Question

I always get this question (and seemingly by people who are smart and savvy):

How could anyone make money off charter schools?  

Below is just one explanation of the tip of this iceberg but it's a good one.

This column from the Washington Post's Valerie Strauss and her blog, The Answer Sheet, really says it all.  She posts an interview with the head of Entertainment Properties Trust which is:

“a specialty real estate investment trust (REIT) that invests in properties in select categories which require unique industry knowledge, and offer stable and attractive returns.”


And the website also says this: “Our investment portfolio of nearly $3 billion includes megaplex movie theatres and adjacent retail, public charter schools, and other destination recreational and specialty 

Schools Matter: No More Facebook

Schools Matter: No More Facebook:


No More Facebook

I am just back from holiday, and one of the first things I noticed is the intrusive, controlling Facebook team has crossed the line with their new tracking and Timeline imposition.  This comes atop their financing of segregated neo-eugenics camps like KIPP.

I have deactivated my account before, but this one is permanent.
If you are sending me stuff through Facebook, which is destined to be the next AOL, don't bother.  My Email: ontogenyx@gmail.com

Jim Horn

Requesting Letters: Action for the Week of 8/19/2012 | United Opt Out National

Requesting Letters: Action for the Week of 8/19/2012 | United Opt Out National:


Requesting Letters: Action for the Week of 8/19/2012

Wait, What? A little help would mean a lot... - Wait, What?

Wait, What? A little help would mean a lot... - Wait, What?:


Wait, What? A little help would mean a lot…

A little help would mean a lot…

(Past) Time for education profiteers to take a walk: Blast from the past #1 | AMPS

(Past) Time for education profiteers to take a walk: Blast from the past #1 | AMPS:


(Past) Time for education profiteers to take a walk: Blast from the past #1

“JUST ABOUT TIME HE TOOK A WALK!.,” original caption, The American School Board Journal, July 1921.
This is the first in a new series on AMPS: Blasts from the Past.  It will be devoted to historical materials that comment on or illuminate contemporary issues in education.  I’ll usually  also post some links to recent, related things and often a song too.  I’m a historian by training, so I feel compelled to say that historical analogs should always be carefully examined, develops in the past are never identical to developments in the present.  Both continuity and change should be assessed.  In this series the emphasis will be on continuity, but I realize that’s 

Help Your Kids with Their Homework With These Tips - Hispanically Speaking News

Help Your Kids with Their Homework With These Tips - Hispanically Speaking News:


Help Your Kids with Their Homework With These Tips

Help Your Kids with Their Homework With These Tips


There are many things you can do to help your kids start the school year on the right track, like replacing an old backpack or getting them the school supplies they need. But there’s something more meaningful you can do that may not cost money: help them with their homework.
Students who do their homework consistently tend to have better grades. It’s not always easy to get them to do their homework, especially after a busy day, but these tips can help:
    Talk to your children about their homework. It’s important that your kids understand why it’s important to do their homework and the positive impact it has on grades. Homework helps them practice what they’ve learned as well as prepare them for upcoming classes. Plus, by doing their homework they develop the discipline and skills they need to be successful throughout their school years.
    Talk to the teachers. Different teachers might expect different things from parents, so be sure to talk to them to figure out your role. For example, some teachers prefer parents review their kids’ homework; others prefer parents make sure kids do their homework. Teachers can also tell you how much time your child should spend doing homework and what to do if the homework is too easy or too difficult.
    Select a fixed time to do homework. The best time to do homework is the one that works best for your child and you. It can be before or after playing, watching television or dinnertime. What’s important is that homework time is consistent. Avoid leaving it for the end of the day, when your child is tired and sleepy.
    Pick a quiet area and eliminate distractions. To help your children focus on homework, pick a place in the house where there’s plenty of light and no distractions. It doesn’t have to be fancy. It can be the kitchen table or a desk. Make sure the TV is off and put away electronic devices, unless they’re essential to doing homework.
    Get them the resources they need. You don’t have to be an expert in all subjects to help your kids with homework. However, you need to make sure they have the tools they need to succeed. If you need expert help, you can always take them to the library or help them with their search online. You can also visit kids.gov to find information on homework topics. The Department of Education also has several resources to help your child with homework in different areas, including math, reading and writing.

Charter school group's chief blamed for 2010 cheating scandal | The Sacramento Coalition to Save Public Education

Charter school group's chief blamed for 2010 cheating scandal | The Sacramento Coalition to Save Public Education:

Home


Charter school group's chief blamed for 2010 cheating scandal

By HOWARD BLUME - Los Angeles Times - Published: Friday, Aug. 17, 2012
From: SacBee.com
LOS ANGELES -- The meeting at Crescendo Preparatory South was progressing as usual when the acting principal dropped a bombshell: She had been given copies of the upcoming standardized tests. The teachers were to study them, take notes - and make sure the kids got it.
Some of the eight instructors were troubled by what seemed to be an order to cheat. One burst into tears.
So began one of the most brazen cheating scandals in the nation. Ultimately, all of Crescendo's schools in South Los Angeles and nearby Gardena and Hawthorne were shut down, its teachers let go and 1,400 students 

Solution-Driven Unionism - Randi's NY Times Column

AFT - A Union of Professionals - Randi's NY Times Column:


Solution-Driven Unionism


by Randi Weingarten
President, American Federation of Teachers 

Randi Weingarten
Weingarten visits Madeleine V. Leckie Elementary School in Washington, D.C. Photo by Michael Campbell.
Education wars—two words that should never be strung together—are far too common in the United States. The primary casualties of such conflicts, as well as of mounting education cuts and misguided “reforms,” are our students. The good news is that across the country, in places big and small, America’s teachers are leading a movement away from finger-pointing and polarization and toward advancing solutions that help our students and our public schools succeed and our communities thrive. From overcoming the effects of poverty on children’s education to helping teachers master the instructional shifts required by ambitious new academic standards, some of the country’s most pressing challenges are being met with what I call “solution-driven unionism.” Solution-driven unionism is rooted in solving problems, not winning arguments. AFT affiliates are pursuing this approach, and we are encouraging many more to follow suit. We know that this tough climate—marked by increasing poverty, continuing budget cuts, and a recession-fueled resurgence in attacks on unions and public services—can’t stop us from having a proactive quality education agenda. To the contrary—while we will continue to fight for the resources children need, we must also devise innovative, creative and new approaches to help all children succeed.
Solution-driven unionism doesn’t simply call out what doesn’t work, although we do that when required; it points to a better way, as these examples show:
  • As teachers across the country prepare for the new school year, they have access to a powerful new tool—Share My Lesson, an innovative online community that provides free access to educators’ best ideas and resources, 

“Bullying Is Student Voice” (Guest Post by Adam Fletcher) « Cooperative Catalyst

“Bullying Is Student Voice” (Guest Post by Adam Fletcher) « Cooperative Catalyst:


“Bullying Is Student Voice” (Guest Post by Adam Fletcher)

In a lot of educators’ minds, “student voice” only happens when adults direct learners to share their thoughts in ways that are acceptable in schools. Whether embedded in the curriculum, listened to through adult-led student forums, or guided in carefully moderated websites, student voice is often painted as the cuddly, friendly, and convenient precursor to “student engagement.”
However, after more than a decade of working with schools across the US and Canada to promote Meaningful Student Involvement throughout the education system, I have discovered that student voice is a multifaceted 

OH, THE UNBELIEVABLE HORROR « Teachers Fight Back

OH, THE UNBELIEVABLE HORROR « Teachers Fight Back:


OH, THE UNBELIEVABLE HORROR

Chicago Tribune Editorial Board, you are more hilarious than Governor Quinn. The lead editorial in today’s Chicago Tribune implies that a strike by Chicago teachers would do irreparable harm to the school children of Chicago. It would ruin the ENTIRE YEAR for those poor victimized little children. Oh the horror, oh the humanity if the school year were delayed a few days by a strike.
Among an entire page of nonsense is a quote by some unnamed middle school math teacher as saying, “To not have that first day, that new day, it’s like a firecracker that doesn’t go off. The momentum of the buildup is lost. Even if it happens later, that possibility of the freshest starts is lost. And everyone starts from behind.”

Holy cow! A newspaper tells the truth about state pensions. Stop the presses! « Fred Klonsky

Holy cow! A newspaper tells the truth about state pensions. Stop the presses! « Fred Klonsky:



Illinois taxes a housekeeper at the Hyatt Hotel at the same rate it taxes Penny Pritzker who owns the hotel. Want to know why the state can’t fund its pensions?





Holy cow! A newspaper tells the truth about state pensions. Stop the presses!

 Most robbery victims would sympathize with other people about to be held up, but right-wing media and wrong-headed legislators have created scapegoats to cover their own failures. Bill Fletcher, Jr., author of “They’re Bankrupting Us!” and 20 Other Myths about Unions, explained the disconnect: “What the right wing has managed to do is get workers who have been crushed angry at 



Ten minute drawing.