Latest News and Comment from Education

Tuesday, July 17, 2012

Campus Safety Is Essential For A Successful Learning Environment: If You See Something, Say Something! | ED.gov Blog

Campus Safety Is Essential For A Successful Learning Environment: If You See Something, Say Something! | ED.gov Blog:


Campus Safety Is Essential For A Successful Learning Environment: If You See Something, Say Something!

As a community college president for 16 years before being appointed the Under Secretary of Education, I wanted to do everything in my power to prevent violence on campus. Building trust among the campus constituencies with the campus chief of police was essential as a first step.
Blue light campus safety station
Photo courtesy of Howard University
According to a new report from the FBI and the U.S. Department of Education, we can do a lot more to keep our campuses safe. To do so, top experts say, requires the combined efforts of students, faculty, administrators and campus security, zero-tolerance for threats and harassment, and immediate reporting of concerns to campus or law enforcement officials who are trained in threat assessment.
The evidence is compelling. The report continues that at least a third of violent attackers telegraphed their intentions to others before they struck. “The message is clear: don’t ignore threats,” says the FBI’s Supervisory Special Agent Andre Simons, who recently briefed our education team at the Department of Education. “If you hear someone say ’they are going to regret this’ or something like that, you need someone skilled to dig a little deeper and find out what that person really means. Don’t assume it is just talk.”
The best approach, according to those who conducted the recent study, is to establish a multidisciplinary Campus Threat Assessment Team that includes campus experts on law enforcement, mental health, human resources, and student affairs along with legal experts who can ensure that students’ rights are properly protected. The FBI maintains 56 field offices that offer direct links to the FBI’s Washington-based Threat Assessment experts, who are ready to offer advice and support around the clock.
I saw the importance of being vigilant and identifying potential threats in my own experience. In January 2001, local police notified me that they had charged a young man with planning an attack with the intent of causing several casualties at De Anza College in Cupertino, California, where I served as president. It was one of the most chilling experiences of my professional life. Fortunately, a good samaritan had tipped off authorities, who promptly and effectively intervened. We’ll never know if the carefully planned attack would have been carried out. But the weapons prepared by this troubled young man were all too real and the danger clear and present. I’m forever indebted to the concerned citizen who took it upon herself to report her concerns to law enforcement personnel. She may have saved dozens of lives.
The experience was a lesson for me – and it’s one that’s confirmed in this new report: if and when threats are reported, be ready, and know how to respond. Whether you are a professor, an administrator or a college president, get yourself educated before – not after. And make sure your Campus Safety Team meets and updates you on a regular basis.
Martha Kanter is the Under Secretary of Education
For additional resources please see:
The Interactive CD “A Safe School and Threat Assessment Experience: Scenarios Exploring the Findings of the Safe School Initiative” can be ordered for free onlinehere.

FairTest: Testing Overkill Earns Florida an “F” | Scathing Purple Musings

FairTest: Testing Overkill Earns Florida an “F” | Scathing Purple Musings:


FairTest: Testing Overkill Earns Florida an “F”

On a day when the big education policy news was a big speech by Jeb Bush, the Orlando Sentinel published a Q & A with FairTest director Bob Schaeffer. Editorial page editor Darryl Owens conducted the interview via email.
Q: The Florida School Boards Association (FSBA) recently approved a resolution opposing the current use of the Florida Comprehensive Assessment Test. Surprised?
A: This grass-roots “revolt” reflects widespread concern that public schools spend too much time testing and not enough teaching. Independent experts, including a panel of the National Academy of Sciences National Research Council, agree that an over-emphasis on high-stakes testing has not helped improve school quality.
Q: Is FSBA on to something?
A: Florida may well be the worst test-score misuser of any state in the country. The head of FSBA 

Want suggestions on how to curb violence in the neighborhoods? Did you think of asking Margot Pritzker? « Fred Klonsky

Want suggestions on how to curb violence in the neighborhoods? Did you think of asking Margot Pritzker? « Fred Klonsky:


Want suggestions on how to curb violence in the neighborhoods? Did you think of asking Margot Pritzker?


Hyatt heiress Margot Pritzker. “She has an idea,” says the Sun-Times.
Reading the Sun-Times this morning brought back memories of the classic SNL Gilda Radner character, Emily Litella.
On Weekend Update Litella editorialized about violins on television.
“Teamwork,” suggests heiress Margot Pritzker of the union-busting Hyatt Hotel Pritzker family.
Teamwork?
Yes. Teamwork.
“It kept the NATO Summit a safe 

Momentum Builds for MA Third Grade Reading Bill «

Momentum Builds for MA Third Grade Reading Bill «:


Momentum Builds for MA Third Grade Reading Bill

As I reported last week, we are thrilled that the Massachusetts House of Representatives unanimously approved An Act Relative to Third Grade Reading Proficiency  and urge the state Senate to follow suit before the current legislative session ends on July 31. (Massachusetts readers, click here to ask your senator to pass An Act Relative to Third Grade Reading Proficiency.)
Over the past few months, momentum for the bill has also been building on the editorial and news pages of newspapers across the commonwealth:
Legislation aims to improve early education
MetroWest Daily News, July 11, 2012
Lawmakers should stick to their EBT guns
Lowell Sun, July 11, 2012
(See end of editorial)

Bill aims to boost third grade reading
Lowell Sun, July 10, 2012
Just read
Telegram & Gazette, June 24, 2012
Statewide effort to help young readers
The Berkshire Eagle, June 12, 2012
Support early ed
Cape Cod Times, April 24, 2012
Are there simple answers to education challenges?
The Standard-Times, April 5, 2012

How to Break Free of Our 19th-Century Factory-Model Education System (Joel Rose) | Larry Cuban on School Reform and Classroom Practice

How to Break Free of Our 19th-Century Factory-Model Education System (Joel Rose) | Larry Cuban on School Reform and Classroom Practice:


How to Break Free of Our 19th-Century Factory-Model Education System (Joel Rose)

Joel Rose is the co-founder and Chief Executive Officer of New Classrooms Innovation Partners. This appeared May 9, 2012 in The Atlantic Online.
More than 150 years ago, Massachusetts became the first state to provide all of its citizens access to a free public education. Over the next 66 years, every other state made the same guarantee. The result was a publicly-funded system where, in every American classroom, groups of about 28 students of roughly the same age are taught by one teacher, usually in an 800 square-foot room. This model has been the dominant archetype ever since.
It’s a factory-model classroom. Inspired in part by the approach Horace Mann saw in Prussia in 1843, it seemed to adequately prepare American youth for the 20th century industrialized economy. But in 1983, the federal government declared in A Nation At Risk that our system was starting to slide.
The year 1983 was also seminal for the technology industry. Microsoft released MS Word and Apple introduced 

Collective bargaining works. If both sides want it to. Let the Mayor know we want it to work. « Fred Klonsky

Collective bargaining works. If both sides want it to. Let the Mayor know we want it to work. « Fred Klonsky:


Collective bargaining works. If both sides want it to. Let the Mayor know we want it to work.

The process of bargaining a contract has mutually agreed upon rules. The process is also is governed by labor laws.
From my experience over twenty years of engaging in the process, I can say that it works.
If both sides want it to.
Everyone expects that both sides will

Is This Any Way to Improve the Teaching Profession? « Diane Ravitch's blog

Is This Any Way to Improve the Teaching Profession? « Diane Ravitch's blog:


Is This Any Way to Improve the Teaching Profession?

This is President Obama’s vision for reshaping the teaching profession. I certainly agree with the idea that entry into teacher education programs should be selective and rigorous, but almost everything else about the program is odious.
The administration proposes a competitive grant program that would do the following [my comments are in brackets]:
The proposed grant program calls for states and districts to undertake a comprehensive set of five reforms including:
  • Reforming colleges of education and making these schools more selective  [good idea, but today the 

Schools Matter: Wake County Votes to Restore School Diversity Plan

Schools Matter: Wake County Votes to Restore School Diversity Plan:


Wake County Votes to Restore School Diversity Plan





BY THOMAS GOLDSMITH AND T. KEUNG HUITGOLDSMITH@NEWSOBSERVER.COM
CARY - In a partisan battle that raged into the early hours of Wednesday morning, members of the Wake County school board’s Democratic majority passed a motion calling for a return to a diversity-based student assignment plan for the 2013-14 school year.The vote, which came shortly before 1 a.m., directs staff to come up with a revised student assignment plan that goes back to tying each address to a specific school. The motion says that the new plan should promote student achievement, proximity and stability, including saying targets should be set for academics and socioeconomics at schools.

“We’re going to have a plan going forward that’s good for Wake County,” said school board member Jim Martin, one of 

Point to PS 241/STEM Institute as evidence that charter schools are gobbling up public schools' space  - NY Daily News

Point to PS 241/STEM Institute as evidence that charter schools are gobbling up public schools' space  - NY Daily News:


Point to PS 241/STEM Institute as evidence that charter schools are gobbling up public schools' space 

Parents, teachers teaming with community organizers to amplify complaints

Comments (5)

Parents and educators protest in June to express their disapproval for the colocation of P.S. 241 and a charter school, Harlem Success Academy 4. The parents say the allocation of resources between the public and charter schools is grossly inequitable and unfair, illustrating the overall problems inherent to colocation.

CASEY QUINLAN FOR NEW YORK DAILY

Parents and educators protest in June to express their disapproval for the colocation of P.S. 241 and a charter school, Harlem Success Academy 4. The parents say the allocation of resources between the public and charter schools is grossly inequitable and unfair, illustrating the overall problems inherent to colocation.

Walk through Public School 241 and you’ll find contrasting spaces; one bathroom is gray and dingy, with urinals that overflow. The other is newly renovated and modern; adorned with bright blue tiles.
Differences such as these illustrate the inequities of public and charter school resources, say outraged teachers and parents, particularly when the two share space in the same building.
The anger over this forced marriage of charter and public schools — called co-location — stems from what they say is a decided disparity of space.
At PS 241/STEM Institute on W. 113th St., a classroom built to hold 10 students holds 20, while the charter school co-located in the building, Harlem Success Academy 4, has freshly-painted rooms and dedicated spaces for extracurricular activities.
The outcry over past co-locations has encouraged parents and


Read more: http://www.nydailynews.com/new-york/uptown/point-ps-241-stem-institute-evidence-charter-schools-gobbling-public-schools-space-article-1.1115653#ixzz20soGd5mB

educarenow | Educare- Latin, "To draw out that which lies within." Now- the only time we have.

educarenow | Educare- Latin, "To draw out that which lies within." Now- the only time we have.:


Be Human in This Most Inhuman of Ages

All schools have an explicit curriculum, one that is intentionally taught and measured in some way. They also have a “hidden curriculum,” the curriculum through which students learn about things like the power structure of the school, who matters and who doesn’t, values, etc. Sometimes this hidden curriculum is addressed explicitly and consciously by schools and teachers, usually it is not. As schools move towards more standardization, more testing and more measuring, students are learning, via the hidden curriculum, that the power to make decisions lies with others; that is, choices about what is studied, how this is 

LISTEN TO DIANE RAVITCH 7-17-12 - Diane Ravitch's blog

Diane Ravitch's blog:

Click on picture to Listen to Diane Ravitch



Who Should Save Detroit?

Detroit’s state-appointed emergency manager is not only increasing the number of privately managed charter schools, but has imposed a contract that will permit class sizes of 41 in grades K-3 and 61 in grades 6-12.
This is a disgrace, as the children of Detroit are being sacrificed to save money.
Frankly it is strange that the district schools will be replaced by charter schools, because charter schools in Detroit underperform in comparison to the district schools.
As the public schools are strangled and as the emergency manager literally drives children out of them and into the charter schools, the question arises as to whether public education will survive at all in Detroit. Or will the


Why NCLB and Race to the Top Fail

After my last book was published, I did some radio interviews and got some interesting feedback.
One of the most informative responses came from a distinguished professor emeritus at the University of Michigan, Harry Frank, who has written textbooks about measurement and evaluation.
His observations about testing and evaluation were brilliant. What he wrote helped me understand why NCLB had failed. As I re-read this letter, I understood better why Race to the Top will fail. For one thing, it assumes that the


This Ohio Teacher is Running for Office

Maureen Reedy, a teacher in Ohio for 29 years, was Ohio teacher of the year in 2002. Now she is running for the Ohio House of Representatives.
She deserves the support of every taxpayer, parent, and citizen in Ohio.
She is angry at the waste of taxpayer dollars for bad, deregulated charter schools. Forget what you read in The Economist about the miracle of privately managed charters. As she points out below, half the charter schools in the state are in academic emergency or academic watch, compared with only one in 11 public schools.
She is especially outraged by the rapacious cyber charters. As she points out in this article, two of Ohio’s major


John White, Are You Listening?

John White, here is a school that needs your help. Don’t close it. Don’t treat it as a sinking ship whose students should just get out before it’s too late. This is a community school. Do not let it die. Do not make things worse. You are the captain of the ship. If it goes down on your watch, it’s your fault. Give these teachers support. They are trying to make a difference. Can you help them?
I am a Louisiana teacher who thanks you for your tireless advocacy of public education in general and your focus to Louisiana in particular. The past year was a difficult one for me personally and professionally. I teach students in one of the so-called “failing” schools and know first hand how hard we work and how much we are 



Another Teacher Beaten Down


The toxic brew called “reform” is ruining public education. But this should not be surprising. This is the intent of the reformers.
They never will say so in their public statements. They will say they want “great teachers.” But they demonize and demoralize the teachers we have now.
What plans do they offer to replenish the teaching profession after they have driven away so many who are dedicated to teaching?
Magic. Out of nowhere, these “great” teachers will appear, teach for a few years and disappear.
Let’s face it. We are confronting a major crisis in education. It’s not because our schools are failing. They are


What Is Legal Fraud?

A reader asks a reasonable question, perhaps wondering why states like Ohio and Pennsylvania continue to authorize cyber charters despite their abysmal results.
He brings up Michael Milken, who was convicted on charges of securities fraud and tax violation and sent to jail in 1990. According to his bio on Wikipedia, Milken made $1 billion a year and was paid out about $1.1 billion in fines and settlements of claims. One way to understand what is happening in education today is to read Connie Bruck’s book about Milken, the junk bond king, in Predator’s Ball. Junk bonds and leveraged buyouts led to lots of “creative destruction” of familiar brand names.
Today, Milken is a leading figure in the education reform movement.
He is one of the founders of the nation’s biggest cyber charter chain, K12. His foundation invests in merit pay


Good News from New Jersey

Jersey Jazzman reports that New Jersey will not approve the state’s first online for-profit virtual charter school. K12 has been told to come back next year, perhaps on the hope that citizen outrage will have died down by then. Jersey Jazzman, you may recall, memorably referred to New Jersey as “the cesspool of school reform.”
This is a big win. The most important message here is that citizens make a difference when they organize and speak up against politically powerful forces who are trying to grab taxpayer money and call it “reform.”
This is two wins in a row against the K12 giant, first in North Carolina, where the school boards banded together to stop the raid on their own strained budgets, and now in New Jersey, where concerned parents and educators blew the whistle.
It’s important to remind everyone that the reformers are vulnerable. They are vulnerable to public exposure


Beaten Down But Don’t Quit

The combined pressures of No Child Left Behind and Race to the Top have been very demoralizing for teachers across the nation.
These misguided federal policies have encouraged the most rightwing forces at the state level, and in state after state, Tea Party governors and legislatures are slashing the education budget, attacking teachers’ tenure and seniority, and devising ways to outsource public dollars to private hands.
Almost everyone feels it except the politicians, who don’t seem to care.
This reader is responding to an earlier post. 
There’s plenty of demoralization out there. I hate to call attention to it because I don’t want to encourage anyone to leave the classroom.
You have to stay and fight the troglodytes who surround public education. You have to stay for your students. Most important, you have to stay so you can be there when this facade of meanness and shortsightedness and ignorance comes tumbling down. It will. It’s a house of cards..
This reader moved on. Hopefully she will continue the fight from a different locale.
I have only been teaching for 6 years, but I have seen it happening from the first year and getting worse with each successive year. I have been that voice shouting against the dominant voice, writing a blog, publishing op-eds in the paper, lobbying state legislators, speaking on the radio and in town halls, doing whatever I can to get through to anyone who might actually still care. I have been the union steward in my school the past two years, recruiting new members and trying to get existing members active.
I just resigned from my teaching position last week, after accepting a job in communications for SEIU. I will miss the kids, and many of my colleagues; but I will not miss the hoops we jump through, or the hamster wheel we run on as another commenter put it. I will not miss the new evaluation system, the pins and needles it puts all of us on and the grief it brings me as union steward. I will not miss the endless regime of testing, testing, testing. I will not miss that flat-but-slowly-bending-downward line of a career that education promises…no hope for moving up (unless you want to be in administration), just staying the same–if you’re lucky–or making less for doing more. I will not miss the disrespect shown us by politicians on the right and, unfortunately, too often on the left as well; by the media; by some administrators, by some parents, by some students, by commenters on stories on education online, where some people feel free to call teachers all sorts of choice names, as if they never learned anything from a teacher themselves. At the end, I really think it is the disrespect I am most relieved to leave behind. Working for a labor union, I know very well I am not done getting disrespect from the pubic–but at least there will now be a political edge to my work where I could reasonably expect to see my work criticized. As a teacher, I should never have been criticized for going in and working my hardest to educate my students every day, and also for speaking out for what I saw to be in their best interest. That was my job and it was an important one. If we see signs of child abuse, we are required by law to report it. To ignore it is actually a crime, both morally and legally. Yet if we see our students’ future being robbed from them by big vested corporate interests, we are expected to say nothing, to go along to get along…and if we do speak up, we have to expect abuse. It’s insane.
So, another one bites the dust. Would I have kept teaching forever? I don’t know; I often think probably not. But did these changes drive me out faster than if they had not been happening? Absolutely. And, perhaps more relevantly, they “radicalized” me. I am leaving education not to go work in the private sector to participate in the capitalist system and make more money, but to work in labor, because I believe in it and because the system has convinced me it is perhaps the single most important area I could be working in.

Can Georgia learn from Tennessee’s review of its new teacher evals? | Get Schooled

Can Georgia learn from Tennessee’s review of its new teacher evals? | Get Schooled:


Can Georgia learn from Tennessee’s review of its new teacher evals?

Tennessee is ahead of Georgia in developing a teacher evaluation system that considers student outcomes, a factor in its early receipt of a federal Race to the Top grant. (Georgia won its $400 million grant in round two.)
In response to concerns about the Tennessee Value-Added Assessment System, the state undertook a study that was released this week.
Here are highlights of the Tennessee study, but those of you interested in this issue — and how it may play out in Georgia, which is poised to roll out its new teacher eval system this year — ought to read the full report:
In July 2011, Tennessee became one of the first states in the country to implement a 

Two years plus and counting: Teachers prep for Common Core | EdSource Today

Two years plus and counting: Teachers prep for Common Core | EdSource Today:


The charge to the teachers and administrators from eight school districts seemed simple enough: Create an activity, called a performance assessment task, that would show, when solved, that students understand a unit covering Common Core standards that California and 45 other states and the District of Columbia have adopted. Really understand, not by simply choosing a multiple-choice answer, but by explaining or illustrating in multiple ways the depth of their knowledge.
Math teachers from Clovis Unified and Sanger Unified work on a performance assessment. They include, from left, Marcy Zunich of Clovis; Robin Ingram of Clovis and Meagan Speer of Sanger. Photo courtesy of the California Office to Reform Education.
Math teachers from Clovis Unified and Sanger Unified work on a performance assessment. They include, from left, Marcy Zunich of Clovis; Robin Ingram of Clovis and Meagan Speer of Sanger. Photo courtesy of the California Office to Reform Education. (Click to enlarge.)
The exercise, done in teams of six or so, divided by grade and subject, over 2½ days in Berkeley last month, was difficult, sometimes exasperating but also enlightening.
For many, it offered a revelation: Replacing the California state standards in math and English language arts with Common Core will 

School Tech Connect: One Signature At A Time

School Tech Connect: One Signature At A Time:


One Signature At A Time

That's how you get an elected school board.

It was an awesome night down in the 43rd ward collecting signatures for an elected school board.  It's an easy sell, believe me. Once people hear that unlike suburban people, they have no democratic access to school policies unless they're a Friend of Rahm, well, they sign pretty quickly.

Mind you, a couple people gave me the bum's rush. One fellow came to the door --- a beautiful building, I might add; the 43rd Ward has some schmancy homes-- and he told me that he wouldn't be signing because he doesn't trust the voters. I imagine he probably feels like he can call the mayor and weigh in when he needs to.

Mike Klonsky's SmallTalk Blog: Who at CPS leaked the Benn Report and why?

Mike Klonsky's SmallTalk Blog: Who at CPS leaked the Benn Report and why?:


Who at CPS leaked the Benn Report and why?

Remember how Rahm's spin machine demanded that teachers hold off on their strike vote until after the release of the fact-finder's report? The implication being that CPS would abide by the report's recommendations for a teacher pay raise.

Now the question is, who from CPS leaked parts of the fact-finder's report to the Tribune days before it was supposed to be released, and why? Or let me put it another way. Why, with less than 4 weeks to go before teachers are forced to strike, does Rahm/Brizard seem hell-bent on sabotaging the contract negotiations?

This morning's Trib carries an ass-covering editorial -- on the one hand denouncing Edwin Benn's recommendations as "irrelevant" while on the other, claiming: "We haven't seen Benn's report yet."

******
Please join me this evening for an SOS Webinar, when I interview CTU Pres. Karen Lewis and KOCO 

Missouri Education Watchdog: In Education Reform, We are all Utahns Now.

Missouri Education Watchdog: In Education Reform, We are all Utahns Now.:


In Education Reform, We are all Utahns Now.

Their arguments hold true in your state too.  Remember, these standards are "common".


Folks in Utah are making a unified effort to get common core standards overturned in their state.  How standards were implemented in their state is how it happened in Missouri and other states: standards signed onto by the governor, state board of education officials (appointed, not elected officials in MO), superintendents and union representatives.

Did you notice what group of stakeholders was missing?  The voters were never given the option to vote on standards affecting their local schools, districts and their students.  This occurred even as the taxpayers are the ones footing these unfunded mandates...estimated in MO to cost $350