Would you surrender your child’s rights? Of course not. How you can defend your child. | Reclaim Reform

Would you surrender your child’s rights? Of course not. How you can defend your child. | Reclaim Reform:

Would you surrender your child’s rights? Of course not. How you can defend your child.

Posted on March 19, 2015by Ken Previti

Pearson testing “monitors” your child electronically without your prior knowledge or consent. Pearson is foreign company collecting information (lucrative data mining) on American children without the knowledge or consent of the parent or child. It seems fair to call this “spying” as it accesses any social media your child may use. Here is Bob Braun’s full, updated account.

Pearson does NOT deny this, even in its own written release attempting damage control for the corporation itself.Yes it looks at your child’s social networking actives and reports it to each state’s government officials.

Pearson, on its own site, attracts new employees to specifically –

“By building a world-class education evidence base, we’ll push boundaries with ground-breaking research. We’ll embed what we know in our products and use data to improve them… Examples of what we do include: collecting data on learners’ digital activities.”

This seems like the right time to request a Department of Justice investigation into this behavior.

Until a full investigation by the Department of Justice is completed, any “no law was broken” PR statements are political hype or mere conjecture.

Here are two petitions for you to sign in defense of your child. MoveOn.org and Badass Teachers Association for a DOJ Investigation.

Since Pearson is a foreign corporation (UK and Hong Kong connections) with Would you surrender your child’s rights? Of course not. How you can defend your child. | Reclaim Reform:

Thousands of New York City Teachers Protest Gov. Andrew Cuomo’s Free Market Education Reforms - Working In These Times

Thousands of New York City Teachers Protest Gov. Andrew Cuomo’s Free Market Education Reforms - Working In These Times:

Thousands of New York City Teachers Protest Gov. Andrew Cuomo’s Free Market Education Reforms

New York teachers and parents took to the streets last week in protest of an education budget they say furthers free market education reforms. (United Federation of Teachers / Instagram)  

Last week, New York City teachers took to the streets in massive numbers to protest New York Gov. Andrew Cuomo. Cuomo, who has made no secret of his disdain for public school teachers, fired another salvo at public education with his 2015-2016 budget, which includes lifting the city’s charter school cap, tying teachers’ pay and retention to students’ test performance, and putting low performing schools into the hands of outside operators. In response, thousands of teachers and parents protested across almost 200 city schools.

On March 12, teachers, parents, and students around New York City took part in the Protect Our Schools action. According to Chalkbeat New York, planning began back in January, when Cuomo spelled out his reforms. A proposed $1.1 billion in additional funding could be rescinded by Cuomo, who is asking the state legislature to approve his education reforms. If legislators do not approve the budget, the funding increase drops by almost two-thirds, to $377 million. The demands were issued after Cuomo released a report that argued 91 New York City schools and 178 schools statewide were “failing.”

Teachers say the standardized tests are not just as a threat to their profession but also to public education as a whole. The tests serve as a gateway to all of Cuomo’s other reforms, including the opening of more charter schools, as students’ test results will play a large part in determining their fate.

Some parents stated they feared the loss of a well-rounded education as teachers began to teach to the test to keep their jobs.

“There is too much focus and too much stress on testing,” Brooklyn Public School 200 PTA President Concetta Aloi told the New York Daily News. “All the parents think too much time is spent on preparing kids for tests instead of learning the curriculum.”

The organization Class Size Matters said, in helping plan the protests, they wanted to prevent the state from taking over their schools.

 “We don’t want the state to determine which schools and teachers are failing, which would enable more school closures and stake takeovers,” their protest flier stated.

Many see Cuomo’s education reforms as part of a larger plan to privatize public education, in which the opening of charter schools plays a key role. Some of Cuomo’s biggest donors are strong supporters of charter schools. And the governor has routinely sided with Eva Moskovitz, founder and CEO of Success Academy Charter Schools, in her battles with New York Thousands of New York City Teachers Protest Gov. Andrew Cuomo’s Free Market Education Reforms - Working In These Times:

What If Education Reform Got It All Wrong in the First Place? - Pacific Standard

What If Education Reform Got It All Wrong in the First Place? - Pacific Standard:

What If Education Reform Got It All Wrong in the First Place?

That’s the conclusion of a growing number of researchers who argue that 30 years of test scores have not measured a decline in public schools, but are rather a metric of the country’s child poverty and the broadening divide of income inequality.

It’s been just over 30 years since war was declared on America’s public schools. The opening salvo came with 1983’s A Nation at Risk, the Ronald Reagan-era Department of Education report that alleged that lax schools and ineffective teachers constituted a dire threat to national security.

Yet three decades later, and in spite the opening of a second front comprised of school vouchers, a 2.57-million student charter school network, and a classroom culture tied to test preparation, the nation’s education outcomes have barely budged, and rather than narrowing the education gap, the chasm between rich and poor appears only to be significantly widening.

But what if it turned out that education reform, with its teacher-blaming assumptions, got it all wrong in the first place? That’s the conclusion being drawn by a growing number of researchers who, armed with a mountain of fresh evidence, argue that 30 years of test scores have not measured a decline in America’s public schools, but are rather a metric of the country’s child poverty—the worst among developed nations—and the broadening divide of income inequality.

"The most striking takeaway, was that the students that need the least in this country, who are already coming in with every possible privilege and advantage, are getting the most resources."

It represented a fundamental misreading, claim the husband and wife research team of professors Gary Orfield and Patricia Gandara. The pair, who investigate education inequities for the University of California-Los Angeles’ Civil Rights Project, say this represents a tragic distraction from addressing the real roots of educational inequality.

"The Reagan revolution basically said, 'No, we don’t have to worry about any of those things,'" Orfield explained to Capital & Main. "'[It said] it’s all the schools' fault, and inside the schools it's the teachers' fault and the teachers' organizations. And if we just beat up on them, we can eliminate all the gaps and so forth. And if they don't do it, we'll just privatize everything. ... And we don’t even have to measure that, because we know that's true.'"

One area of agreement for both sides in this battle is that quality education remains crucial to both achieving economic security and breaking the cycle of intergenerational poverty. More education typically leads to better jobs and more pay—a fact that has become increasingly critical due to the loss of middle class-manufacturing jobs to globalization—and it directly correlates to better-life outcomes for children. Added to that are the considerable social costs of educational deficits, including an incarceration rate of one in every 10 young male high school dropouts landing in jail or juvenile detention, compared with one in 35 young male high school graduates.

For California, the implications couldn’t be more profound. In sheer numbers, the state leads the nation in its share of students from low-income, predominantly immigrant families, and claims the largest percentage of English learners. It also consistently lags far behind comparable states in K-12 per-student spending—it was ranked 44th as recently as 2012-13, though that is expected to change, thanks to a boost in base funding from Proposition 30. The state is ranked 48th when it comes to adults with high school diplomas, beating out only Mississippi and Texas.

It is facts like these that recently led the Social Science Research Council to place California at the top of its educational inequality index in December’s Portrait of California: 2014-15 report. Using its own 10-point scale based on such factors as preschool enrollment and high school graduation rates, the report measured a dizzying eight-and-a-half point spread between Santa Clara County’s gilded Silicon Valley and the educational sub-basement of Los Angeles neighborhoods like Huntington Park City, Florence-Graham, and Walnut Park.

How that plays out on the ground is the day-to-day reality of the frontline What If Education Reform Got It All Wrong in the First Place? - Pacific Standard:

Which groups are over- or under-represented in regular DC public schools and the DC charter schools? | GFBrandenburg's Blog

Which groups are over- or under-represented in regular DC public schools and the DC charter schools? | GFBrandenburg's Blog:

Which groups are over- or under-represented in regular DC public schools and the DC charter schools?

I’ve been taking a careful look at where various groups of students in Washington DC are enrolled, using various official DCPS and OSSE documents, to see which groups are under- or over-represented in my city’s regular public schools and charter schools.

Here is the bottom line:

Black students are over-represented in the charter schools, but every other single group I calculated (special education students, English-language learners, students eligible for free or reduced-price lunches, Hispanic students, students deemed officially At Risk, white or Asian students, multiracial students and even students who got ‘proficient’ or ‘advanced’ on the DC-CAS) are over-represented in the regular DC public schools.

I will present my results below in the form of circle graphs, and I made it so that the area of each circle is proportional to the total number of students in each group. I also showed where the division line between the public school population and the charter school population would be if the subgroup’s population was split evenly among the two school systems. If you want to take a closer look at any of the graph, merely click on it.

All Publicly-Funded DC Students

First, the overall student population. As you can see, the regular DC public schools enrolled 57.2% of all publicly-funded students last year, while the charter schools enrolled 42.8%, and the total population was 76,659 students.

African-American students

Next, let’s look at where Black (African-American) students are enrolled. You may be surprised to find that they are over-represented in the DC charter schools, and under-represented in the regular DC public schools. They are the ONLY group to be divided in that manner.The dotted circle represents the entire population of publicly-funded students; last year, Black students represented 71.6% of that entire enrollment, or 54.894 students. Only 52.7% of those (Black) students were enrolled in the regular DC public schools, which is a smaller percentage than the Which groups are over- or under-represented in regular DC public schools and the DC charter schools? | GFBrandenburg's Blog:

Is Education Reform Worth the Demise of Neighborhood Schools?:

Is Education Reform Worth the Demise of Neighborhood Schools?

Some worry the benefits of a better education don’t outweigh the new problems it brings.

A couple of years ago, an Arkansas legislator named Reginald Murdock began paying attention to the school buses that plied the highways around his state. Some of them seemed to be on the road for a disturbingly long time, subjecting their student riders to extended periods each day when they couldn’t do much except sit.

Murdock introduced a bill that called for a study of just how much time Arkansas kids were spending on buses. The results came back last summer, and they startled a lot of people. The median-length trip to public school -- one-way -- was 47 minutes. The average pupil was on board for more than an hour and a half in the course of a normal day. At the outer edge of the survey, there were children who recorded daily bus travel times of 5 hours and 34 minutes round-trip. The problem existed not only in remote rural counties but also in the urbanized area around Little Rock, where kids were riding long distances to magnet schools. Solving it would require money for extra buses and additional drivers that the state educational system had shown no willingness to provide.

Most of us think of pupil busing -- when we think of it at all -- as a desegregation issue from the 1970s and 1980s that has largely receded into the background. But in the current century, busing has generated serious new concerns that school officials are largely powerless to defuse. One of them is travel time. Another one is cost.

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In 2011, families in Indiana’s Franklin Township sued their local government because it had stopped providing students with free bus transportation back and forth to school. The township said its budget, battered by spending cutbacks in the aftermath of the Great Recession, couldn’t handle the expense. A Superior Court judge sided with the township, but an appeals court reversed the verdict and the matter is now before the Indiana Supreme Court.

The township has gone back to providing the service, under direction from the state legislature, and the plaintiffs have opted to home-school their children, but the dispute remains alive. Meanwhile, the National Center for Education Statistics has reported that in 2008-2009, the last school year for which data are available, it cost $871 on average for a school district to offer free bus service for one student for one year. For a sprawling district covering far-flung communities, that can amount to millions of dollars.

Several districts around the country find themselves in a predicament similar to the one in Franklin Township. At least 12 states allow school systems to make up budget shortfalls by charging for pupil transportation. The public schools in Colorado’s Is Education Reform Worth the Demise of Neighborhood Schools?:

Winter-Spring Speaking Schedule for Feminist Teacher, Ileana Jiménez « Feminist Teacher

Winter-Spring Speaking Schedule for Feminist Teacher, Ileana Jiménez « Feminist Teacher:

Winter-Spring Speaking Schedule for Feminist Teacher, Ileana Jiménez

I had the honor of being a part of the opening plenary at this year’s Scholar & Feminist Conference hosted by the Barnard Center for Research on Women (photo credit: Sarah Rodriguez).

I’m excited to announce my speaking schedule for the remainder of the winter, spring, and early summer of 2015 (jump to the end for a full list). Last year’s line-up was particularly invigorating, with talks and panels everywhere from schools in India to universities in the UK. I was especially honored to be the keynote at various conferences last year, including Bowling Green State University’s Generation Justice Conference in Ohio and the National Sex Education Conference in New Jersey.

This year started out just as promising and just as national and global in reach. January included a Skype session with teachers in Iceland that was organized byAuður Magndís Auðardóttir, who works on initiatives on education and youth in Reykjavik. Auðardóttir said that my session on teaching feminism and intersectionality in K-12 classrooms “was inventful in finding ways to [make] the subject both personal and professional – which is so very important. Even [though] we were working over Skype, she managed to get everyone involved in sharing their thoughts and reflecting on their own situation in regards to feminism and equality. Her take on intersectionality was also very helpful for educators.”

Last month, I was also invited by Tracy Ainsworth, Director of the Brace Center for Gender Studies at Philips Academy Andover, to deliver a three-hour workshop for faculty on using an intersectional lens in curriculum design. Following this workshop, I also led a two-hour session for students on how to generate youth-led feminist activism and multi-issue organizing across student groups.

One teacher said about the curriculum workshop:

“Great resources about the teaching of feminism and intersectionality — one of them (the Audre Lorde piece) I used that same day in a class! Inspiration from Ileana! Sometimes it’s just good to know that there are people like her out there. It’s a worthwhile ideal to orient myself toward. Practical advice about assessments as well. I created a new assignment based in large measure upon the sample assessment she gave us.”

I was also part of several panels at the Scholar & Feminist conference hosted by the Barnard Center for Research on Women in February. BCRW invited me to curate a series of panels on teaching feminism at the high school level and I was thrilled to bring Winter-Spring Speaking Schedule for Feminist Teacher, Ileana Jiménez « Feminist Teacher:

Schools Matter: The Moral Collapse of Education Reform

Schools Matter: The Moral Collapse of Education Reform:

The Moral Collapse of Education Reform

Übermensch

In 1954 the U. S. Supreme Court declared 9-0 that separate schools based on race are inherently unequal. That decision launched the American Civil Rights Movement, and it provided a moral and legal foundation for civil rights gains among women, the disabled, English language learners, and the LGBT communities.

Now six decades hence, the U. S. has a Secretary of Education admits to having a "Rosa Parks moment" while watching the Hollywood documentary, Waiting for Superman, which celebrates the virtues of black children schooled in segregated total compliance testing camps run by white CEOs and staffed by white temporary missionaries with no professional teacher preparation.

At the same time, the black civil rights leadership has been hijacked, emasculated, and corrupted by growing numbers ofneoliberal self-serving traitors like Howard Fuller, Cory Booker, Floyd Flake, Kevin Chavous, and Rod Paige.

In Massachusetts, we have the best and whitest law firms in Boston planning to go to court to force unlimited expansion opportunities for segregated corporate reform schools as an affirmation of their civil rights priorities.

In New York we have white moms calling for more testing to further label, sort, and segregate, and for more charter schools to warehouse black and brown children whose poverty distinguishes their test scores from those of white middle class children, whose advantages have been preserved by the racist sorting machine.

In Washington, we have washed up bureaucrats like Peter Cunningham confessing a bankruptcy of imagination and will to keep alive the legacy of Dr. King and Thurgood Marshall.  How can someone with any functional moral compass intact support another generation of racist accountability practices as the best we can do to realize educational equality?  What kinds of Schools Matter: The Moral Collapse of Education Reform:

You won’t believe what New Mexico teachers aren’t allowed to say to students - The Washington Post

You won’t believe what New Mexico teachers aren’t allowed to say to students - The Washington Post:

You won’t believe what New Mexico teachers aren’t allowed to say to students

South Valley Academy students protest after leaving class on March 2 in Albuquerque, N.M. New assessment tests that have angered parents and teachers across the nation prompted the walkouts by hundreds of high school students in New Mexico who had been set to take the exams. (AP Photo/The Albuquerque Journal, Roberto E. Rosales)

Put this in the you-can’t-make-up-this-stuff category: The New Mexico Administrative Code prohibits teachers and other school staff from saying anything negative to students about standardized tests. Or, to be more precise, they are not allowed to say anything that might  “disparage or diminish the significance, importance or use of the standardized tests.” (The word “disparage” is bold-faced on the code’s Web page, which you can see here.)

Veteran teacher Peter Greene wrote about this on his blog, Curmudgucation, calling the implications “chilling.”

What can happen to teachers and other staff who are found to be disparaging the tests, or who violate any of the other more common-place prohibitions in the code relating to test security (not releasing any part of the test, permitting the test to be unsecured in an unlocked room, etc.)? The code addresses this, too, with penalties for “testing irregularities” ranging from ordering the violator to stop, to having their professional license revoked.

Here are the relevant sections of the code:

6.10.7.11         STAFF RESPONSIBILITY:

A.        All school district staff, including administrators, teachers, volunteers and office personnel who come in contact with standardized tests, shall familiarize themselves with basic principles of standardized test security. Any specific questions should be directed, first to their school or district test coordinator, then to the assessment and evaluation unit of the PED.

B.        Test examiners shall:

(1)     administer the standardized test according to the directions and specifications in the standardized test examiner’s manual and during the designated test administration window;

(2)     return the standardized tests to the school or district test coordinator after testing each day during the test administration window for secure overnight storage;

(3)     use test monitors in the hall to gather additional materials or deal with medical situations; and

(4)     review the standardized test examiner’s manual so that administration procedures are understood.

C.        It shall be a prohibitive practice for anyone to:

(1)     photocopy or reproduce in any other fashion including 

You won’t believe what New Mexico teachers aren’t allowed to say to students - The Washington Post:

NYC Public School Parents: How Cuomo's idea to expand state receivership is based on a false narrative of failing schools

NYC Public School Parents: How Cuomo's idea to expand state receivership is based on a false narrative of failing schools:

How Cuomo's idea to expand state receivership is based on a false narrative of failing schools

Below is the testimony I gave today in front of the NYC Council Education Committee, in favor of the resolution opposing the Governor’s proposal on receivership -- the state taking over our struggling schools.

I am here to testify in support of the resolution against the Governor’s proposal to expand state receivership of allegedly low-performing public schools.  The state has no track record of improving schools in receivership.  When the State Education Department took control of the Roosevelt school district in 2002, and ran it for over a decade, there was little or no improvement, as reported in a Newsday 2013 article:

Albany's intervention ends Monday, after 11 years and more than $300 million in extra state spending. The period -- marked by limited scholastic progress and memorable mistakes by state officials and their appointees -- was the first and only time the state ever managed a local school system.

"I can tell you right off the bat that the state Education Department has no capabilities to run a school district," said Roger Tilles of Great Neck, who is Long Island's representative to the state Board of Regents. "We need other alternatives, if we're ever going to turn around other districts that are really not succeeding."[1]

Moreover, the narrative of a “crisis” in failing schools that is being used to justify the expansion of state receivership is manufactured -- to encourage the hostile takeover of public schools. 
As Michael Petrilli of the Thomas Fordham Institute, a big supporter of the Common Core standards just wrote:

Some education reformers and media outlets are already using the results of the new, tougher tests to brand schools as “failing” if most of their students don’t meet the higher standards. Note, for instance, the Daily News’s special report, “Fight for their Future,” which leads with the provocative headline “New York City is rife with underperforming schools, including nearly two-thirds of students missing state standards.” This line of attack closely resembles the talking points of Eva Moskowitz and Jeremiah Kettridge of Families for Excellent Schools, who both promote the notion that in New York, “800,000 kids can’t read or do math at grade level” and “143,000 kids are trapped in persistently failing schools.”

These statements are out of bounds, and reformers should say so. They validate the concerns some educators voiced all along: that we would use the results of the tougher tests to unfairly label more schools as failures.[2]

The results of the new Common Core exams are essentially unreliable.  They were designed to find two thirds of students failing, and did so, not just in New York City but in the rest of the state as well. The reports by Families for Excellent Schools claiming a “crisis” of failing schools were put out by an organization that has received considerable funding from hedge funders and Wall Street financiers, as well as more than$700,000 over the past two years from the Walton Foundation, an organization that has an aggressive privatization agenda.[3]  The unreliable figures and claims of an education crisis cited by this organization were echoed in a report from the Governor’s office that has been described as “sometimes indistinguishable from the eight reports on struggling schools F.E.S. has sent reporters since the summer.”[4]  Not surprisingly, Cuomo himself has received huge sums from some of the same pro-privatization hedge funders and financiers. [5]

Yet Carol Burris, award-winning principal in the Rockville Centre School District, has shown how unreliable these figures are, based on cut NYC Public School Parents: How Cuomo's idea to expand state receivership is based on a false narrative of failing schools:

Richer Schools Get More Money

3/19/2015 – The Education Spring Goes To College:

The Education Spring Goes To College

 THIS WEEK: Richer Schools Get More Money … Education Not An Equalizer … Hedge Funders Back Cuomo … NCLB Hasn’t Worked … Bad Republican House Budget

TOP STORY

The Education Spring Goes To College

By Jeff Bryant

” The Education Spring has become an influential force in higher education too. The popular groundswell of grievances with higher education policy differs in some important ways from what’s driving anger in the K-12 community. Particularly egregious is how government disinvestment in higher education has coupled with a predatory loan policy to hike college student debt levels to an unimaginable $1.3 trillion. But the unifying theme is the same – that We the People – not political ideologues, bureaucrats, or corporate profiteers – should be in control of our education destinies.”
Read more …

NEWS AND VIEWS

In 23 States, Richer School Districts Get More Local Funding Than Poorer Districts

The Washington Post

“In 23 states, state and local governments are together spending less per pupil in the poorest school districts than they are in the most affluent school districts … Nationwide, states and localities are spending an average of 15% less per pupil in the poorest school districts … than they are in the most affluent … Wealthier towns and counties are able to raise more money through taxes to support their schools than poorer localities can … State aid is often not enough to make up the difference Federal spending … is serving as an equalizer … But federal spending was never intended to equalize funding for poor children … It was meant to add more money for students who need more services.”
Read more …

Education Is Not Great Equalizer for Black Americans

NBC News

“New research is showing that getting another degree or a higher paying job may do less than believed to make good on the American Dream for families of color. Black Americans with college degrees have less in savings and other assets than white Americans who dropped out of high school … Just as education does not erase wealth divides, racial disparities in savings and assets remain persistent even when black workers earn more. The median black family earning an income in the middle fifth of all wage earners had slightly less accumulated wealth than the median white family earning incomes in the bottom of fifth of earners … Black families with some wealth are often compelled to use those extra dollars make up for longstanding economic gaps … The majority – 7 out of 10 – of African Americans kids born into families in the middle fifth of wage earners will fall out of the middle class as adults.”
Read more …

Hedge Fund Executives Give ‘Til It Hurts To Politicians, Especially Cuomo, To Get More Charter Schools

New York Daily News

“Hedge fund executives have unleashed a tsunami of money the past few years aimed at getting New York’s politicians to close more public schools and expand charter schools. They’ve done it through direct political contributions, through huge donations to a web of pro-charter lobbying groups, and through massive TV and radio commercials … Since 2000, 570 hedge fund managers have shelled out nearly $40 million in political contributions in New York State, according to a recent report by Hedge Clippers, a union-backed research group. The single biggest beneficiary has been Andrew Cuomo, who received $4.8 million from them … direct donations don’t tell the full story … The indirect contributions are even more astounding … Cuomo and the Legislature approved up to $2,600 more per pupil for charter school facilities … Now, the governor wants the Legislature to increase the state limit on charter schools.”
Read more …

No Child Left Behind: What Standardized Test Scores Reveal About Its Legacy

The Washington Post

Monty Neill, executive director of the National Center for Fair and Open Testing writes, “NCLB provided that the National Assessment of Educational Progress (NAEP) should be the primary means for evaluating the success … Here are key findings … The rate of progress on NAEP at grades 4 and 8 was generally faster in the decade before NCLB took effect than since … The slowdown in math was pronounced, especially at grade 4 … Score gains slowed after NCLB for English language learners, while score gaps increased between ELLs and non-ELLs … Scores for students with disabilities flattened or declined… Scores for high school students have stagnated … NCLB’s failure to even raise scores on other standardized exams should be considered in light of widespread evidence of curriculum narrowing and extensive teaching to the test.”
Read more …

House Budget, Short on Education Details, Would Lock In Sequester

Education Week

“House Republicans unveiled their fiscal year 2016 budget … The nonbinding spending blueprint would cap discretionary spending for things like federal education programs at sequester level, making it extremely difficult to obtain any of the increases proposed in the president’s budget. And it outlines even steeper cuts for fiscal year 2017 and beyond for a total overall decrease of $759 billion, or 14 percent below the current caps … It asks each committee, including the House Education and the Workforce Committee, to recommend $1 billion in funding cuts for programs from fiscal 2016 through fiscal 2025 … On Monday, the president addressed the funding discrepancy … ‘I can tell you that if the budget maintains sequester-level funding, then we would actually be spending less on pre-K to 12th grade in America’s schools in terms of federal support than we were back in 2000.’”
Read more …3/19/2015 – The Education Spring Goes To College: