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Monday, March 30, 2015

Charter School Operator With Four Fs Gets Cash to Open More | NBC 6 South Florida

Charter School Operator With Four Fs Gets Cash to Open More | NBC 6 South Florida:

Charter School Operator With Four Fs Gets Cash to Open More









 A charter school management company with a history of operating failing or shuttered schools has been approved for two more schools in Panama City, leaving some South Florida parents wondering why millions in public money continue flowing to the company and the schools it manages.


"Unbelievable," said John Wai, who was told two weeks into this school year that a Sunrise school managed by Newpoint Education Partners was shutting down because it could not find suitable permanent classroom space. That despite what his wife Mariya said were repeated assurances the school would survive. "She assured me everything's going to be ready," Mariya Wai told NBC Investigators.
Instead, the school managed by Newpoint, Magnolia Academy for the Arts, and a sister school, Magnolia Middle, sent letters on September 1 informing parents of the shutdown, and instructing them to contact Broward public schools to enroll their children in other schools the next day.
Of 10 charter schools Newpoint Education Partners manages in Florida that have been graded by the state, four have F grades, meaning they are failing academically, according to the state. Another has a D grade, four have Cs and one, in Pensacola, has an A, according to state Department of Education records.
And those grades do not include schools that closed.
“I don’t know how they can continue to get funding for opening up charter schools across the state,” said John Wai.
“I’m absolutely in shock,” Mariya Wai said after NBC 6 informed her another Newpoint-managed school, in Tampa, shut down in 2013 after the superintendent there – citing concerns over low enrollment and financial stability -- recommended its charter not be renewed. “That means we are not the only family that went through this experience.”
But, in this corner of Florida’s Panhandle, the Bay County school board accepted its superintendent’s recommendation to approve two more Newpoint-managed charter schools, which project more than 600 students next year. Once approved by a district or the state, charter schools are funded with public money, but governed by private charter school boards.
While the Broward school district informed the state last September of the Newpoint-connected closings in South Florida, the state does not alert other districts about such failures. The locals would have to do their own homework to discover that.
Three weeks after the state was told of the closings in Sunrise, Bay County’s board voted to accept the Newpoint-managed schools there.
Board chairman Steve Moss told NBC 6, “As one board member, I did not know that a school failed in Broward County previously.”
But when NBC 6 Investigators tried to ask Bay County schools superintendent Bill Husfelt what he knew about Newpoint’s previous problem before recommending approval for two more of its charters, he said, “I’m not doing an interview,” then held two microphones and stood before local television cameras to answer others’ questions.
After the district stationed an armed deputy between our NBC 6 camera and the superintendent, Husfelt patted the deputy on the back and asked that he tell NBC 6 he would talk without the camera.
But when NBC 6 Investigators called him this week for a telephone interview, his spokesperson denied that request, as well.
NBC 6 also tried to ask Newpoint founder Marcus May about his company’s performance. But when he answered the door of his home in Sarasota, he almost immediately shut it without commenting.
Some local superintendents complain they cannot deny charters based on their management companies’ past performance, but the state DOE says it can be a factor.
“Charter school operators or applicants that have a poor track record of either academic or financial performance shouldn’t be approved to open up new schools until they’re able to demonstrate that they have the capacity to run a high quality Charter School Operator With Four Fs Gets Cash to Open More | NBC 6 South Florida:

» 6 triumphs to remember in the embattled struggle to end high-stakes testing and Common Core.

» 6 triumphs to remember in the embattled struggle to end high-stakes testing and Common Core.:

6 triumphs to remember in the embattled struggle to end high-stakes testing and Common Core.






Sometimes after a week or so of extreme education activism – keeping up with all the questions, disseminating information to everyone who needs it, writing legislators, listening to inept policy makers decide the fate of our students, and hearing the way students are treated by testing companies – I entertain the thought of leaving it all and doing something else. Anything else, like folding t-shirts at the GAP, being a Segway tour guide, or making iced Frappichinos at Starbucks.
I often fantasize about a tiny town in Costa Rica, where in my twenties I rented a cabana on the beach. I used my financial aid money that was supposed to go towards graduate school and stayed until the money ran out – a few months. The most important thing on my to-do list was to make it up the dirt road to a little shanty store and buy an empanada and mango juice for 30 cents. You haven’t lived until you’ve eaten a homemade empanada and sipped mango juice, while swinging in a hammock on a Costa Rican beach.
I’m not in my twenties and escaping to Costa Rica is not an option, at least not in this moment. Therefore, when I’m exhausted from fighting a seemingly endless battle, a change of perspective is in order.
When we’re constantly thinking about the end result, it helps to look in the rearview mirror and observe the victories we have achieved along the journey. In this journey to save our students from corporations wanting to destroy them, we have had several victories worth remembering in times of exhaustion.
  1. Education is now on of the top 3-5 issues discussed when talking about presidential candidates.

    No longer number 25 or 30 on a list of important issues. Pundits, reporters and citizens are asking our representatives questions about Common Core and high-stakes assessment. Education issues certainly can’t compete with issues of terrorism or plane crashes, but people are starting to realize they are more affected in their daily lives by education policy than they are by ISIS. They are holding their leaders accountable for education decisions and no longer can legislators arbitrarily pass laws about education without thinking. They know an informed group of citizens will hold them accountable for the decisions they make and policies they pass.
  2. Parents are more informed than ever on issues of testing, accountability and Common Core Standards.

    To say parents are now “involved” in the education debate would drastically undercut what is really happening, as parents mobilize opposition movements across the country. They understand things like test reliability – a subject not often discussed in parent groups. In fact, the Miami Dade PTA just sent a letter to Florida legislators demanding the FSA – the test used to assess the Common Core Standards – not be used for accountability because the it’s no longer reliable. The PTA isn’t talking bake sales and fundraising events; they assert the computer glitches and network failures across the state during the test, call into question the FSA’s reliability. Reliability is the degree to which an assessment tool produces stable and consistent results. (Click here for the Miami Dade PTA letter to see for yourself.)
  3. The political left, the political right and all the others in between and beyond are finding common ground opposing Common Core and high-stakes assessments.

    I practice yoga, eat vegan (most of the time), hate guns, and I was on the BLAZE with Glenn Beck. Not once, but several times Mr. Beck flew me out to his studios to discuss education issues. And that’s happening everywhere. People who would normally not agree on major ideological issues are teaming up and demanding their local, state and federal government stop hurting kids with bad education policy.
  4. Testing companies no longer have the luxury of slyly engaging in shady business practices to make profits off our kids.    

    We are on to them and they know it. They may have all the money and the ability to buy politicians, but we now know what they’re up to and we’ll always fight back. They can’t fly below the radar anymore.
  5. Students are exercising their rights and civil disobedience while engaging in a lesson in civics.   

    Educational leaders consistently say, “We want students to think critically. We want students to be able to function in the real world.” Students exercising their constitutional rights by standing at the podium of their local school board and refusing the test, is about as critical and real world as it gets. Students aren’t just reading about history in textbooks while sitting in a desk; they’re making history by getting out of » 6 triumphs to remember in the embattled struggle to end high-stakes testing and Common Core.:

Martin O`Malley and Hillary Clinton on Education

Martin O`Malley on Education:

OnTheIssues.org

Martin O`Malley on Education - Democrat





 Complete College Maryland: incentives to finish on time

We must continue to make college more affordable for more families. Today, the University of Maryland is a top-5 national value. Access to college is important, but completing college is essential in this knowledge-based economy. That's the goal of Complete College Maryland, which I hope you will support in this year's budget. It's a step--but only a step. To move forward, we must rethink the way we fund higher education so there is a greater incentive for completing college on time.
Source: 2011 Maryland State of the State Address , Feb 3, 2011

Give students, teachers & parents resources they need

Martin O’Malley believes that, to fulfill Maryland’s potential, we must return to building a world-class education system and ensure opportunity for all Maryland children. We need to focus on giving students, teachers and parents the resources they need to succeed.
Source: 2006 Gubernatorial website, martinomalley.com, “Issues” , Nov 7, 2006

Offer every parent Charter Schools and public school choice.

O`Malley adopted the manifesto, "A New Agenda for the New Decade":
Create World-Class Public Schools 
Now more than ever, quality public education is the key to equal opportunity and upward mobility in America. Yet our neediest children often attend the worst schools. While lifting the performance of all schools, we must place special emphasis on strengthening those institutions serving, and too often failing, low-income students.
To close this achievement and opportunity gap, underperforming public schools need more resources, and above all, real accountability for results. Accountability means ending social promotion, measuring student performance with standards-based assessments, and testing teachers for subject-matter competency.
As we demand accountability, we should ensure that every school has the resources needed to achieve higher standards, including safe and modern physical facilities, well-paid teachers and staff, and opportunities for remedial help after school and during summers. Parents, too, must accept greater responsibility for supporting their children’s education.
We need greater choice, competition, and accountability within the public school system, not a diversion of public funds to private schools that are unaccountable to taxpayers. With research increasingly showing the critical nature of learning in the early years, we should move toward universal access to pre-kindergarten education.
    Goals for 2010
  • Turn around every failing public school.
  • Make charter schools an option in every state and community.
  • Offer every parent a choice of public schools to which to send his or her child.
  • Make sure every classroom has well-qualified teachers who know the subjects they teach, and pay teachers more for performance.
  • Create a safe, clean, healthy, disciplined learning environment for every student.
  • Make pre-kindergarten education universally available.
Source: The Hyde Park Declaration 00-DLC2 on Aug 1, 2000

Opposes education vouchers for public or private school.

O`Malley opposes the CC survey question on school vouchers
The Christian Coalition voter guide [is] one of the most powerful tools Christians have ever had to impact our society during elections. This simple tool has helped educate tens of millions of citizens across this nation as to where candidates for public office stand on key faith and family issues.
The CC survey summarizes candidate stances on the following topic: "Education vouchers that allow parents to choose public or private school for their children"
Source: Christian Coalition Survey 10-CC-q7 on Aug 11, 2010

OnTheIssues.org
 Hillary Clinton on Education 


Click here for 71 full quotes on Education OR 7 older headlines OR other candidates on Education OR background on Education.

  • OpEd: Common Core recycled from Clintons in 1980s and 1990s. (Jun 2013)
  • Parents are a child’s first teachers. (Jan 2008)
  • We have not yet reached consensus on education reform. (Sep 2007)
  • It takes a village; American village has failed our children. (Jun 2007)
  • Establish right to education from pre-school thru college. (Jun 2007)
  • Early education affects things from IQ to lifelong earnings. (Dec 2006)
  • 2001: Proposed and passed National Teacher Corps. (Dec 2006)
  • Teacher testing only for new teachers. (Oct 2000)
  • Testing only new teachers respects professionalism. (Oct 2000)
  • Teachers need more peer consulting & more recognition. (Jul 1999)
  • Social promotion cheats our children. (Jul 1999)
  • Read to young kids 20-30 minutes daily. (Jul 1999)
  • Entire school staff should focus on school safety. (Jul 1999)
  • Metal detectors at school are not much of an intrusion. (Jun 1999)
  • Arts education is needed in our schools. (Sep 1998)
  • Give kids after-school activities to prevent gangs. (Apr 1998)
  • Allow student prayer, but no religious instruction. (Sep 1996)
  • Character education: teach empathy & self-discipline. (Sep 1996)
  • Supports Goals 2000: hardly the stuff of revolution. (Sep 1996)
  • Supports structured inner-city schools, with uniforms. (May 1996)
  • 1960s: Taught reading in poor Boston neighborhoods. (Aug 1993)

    Arkansas Ed Reform

  • Hillary emphasized education reform without political agenda. (Oct 2007)
  • AR Ed Reform taught that there is a place for testing. (Sep 2007)
  • 1986: HIPPY program empowers parents as kids' first teach. (Sep 2007)
  • Sent Chelsea to public schools in Arkansas, but not DC. (Jul 2007)
  • 1983: Teacher testing as part of AR education reform. (Jun 2007)
  • 1983: AR reforms fixed unconstitutional school financing. (Jun 2004)
  • AR Reform plan pushed mandatory teacher testing. (Nov 2003)
  • Arkansas education: improvement against great odds. (Oct 2000)
  • Pushed teacher testing in Arkansas. (Dec 1999)
  • AR ed reform: mandate kindergarten, no social promotion. (Dec 1999)
  • 1983: Challenged low education expectations. (Aug 1999)
  • 1993: Public accepted First Lady as education reformer. (Aug 1999)
  • Long journey for reform, not isolated initiatives. (Jun 1994)
  • HIPPY: Home Instruction Program for Preschool Youngsters. (Aug 1993)
  • Passing illiterate students is educational fraud. (Sep 1983)

    Education Funding

  • End predatory student college loan rates over 20%. (Apr 2008)
  • Fully fund special education & 21st century classrooms. (Dec 2007)
  • Get more teachers into hard-to-serve areas. (Nov 2007)
  • Incentive pay for school wide performance. (Aug 2007)
  • Universal pre-kindergarten; and make family the best school. (Aug 2007)
  • Working families cannot participate in school between 9 & 3. (Jul 2007)
  • Transfer tax cuts from rich & corporations to student aid. (Jun 2006)
  • Reforms: teacher corps; more federal funding; modernize. (Sep 2000)
  • Opposes merit pay for individual teachers. (Apr 2000)
  • Supports merit pay for entire schools. (Apr 2000)
  • Scholarships for teachers who go to urban schools. (Mar 2000)
  • Increase resources to meet increased standards. (Mar 2000)
  • Address teacher shortage with salary increases. (Jul 1999)
  • More after-school; smaller classes. (Jul 1999)

    School Choice

  • Total change in No Child Left Behind. (Aug 2007)
  • Supports public school choice; but not private nor parochial. (Oct 2006)
  • More teachers, smaller classes, no vouchers. (Oct 2000)
  • Vouchers would take money from public schools. (Oct 2000)
  • Vouchers drain money from public schools. (Sep 2000)
  • Vouchers will not improve our public schools. (Jul 1999)
  • Let’s build up our schools-not tear them down. (Jul 1999)
  • Charter schools provide choice within public system. (Jul 1999)
  • Charters meet needs of failing public school students. (Aug 1998)
  • Vouchers siphon off much-needed resources. (Aug 1998)
  • Parents can choose, but support public schools. (Feb 1997)
  • Supports public school choice and charter schools. (Sep 1996)

    Voting Record

  • Solemn vow never to abandon our public schools. (Jul 1999)
  • Voted YES on $52M for "21st century community learning centers". (Oct 2005)
  • Voted YES on $5B for grants to local educational agencies. (Oct 2005)
  • Voted YES on shifting $11B from corporate tax loopholes to education. (Mar 2005)
  • Voted YES on funding smaller classes instead of private tutors. (May 2001)
  • Voted YES on funding student testing instead of private tutors. (May 2001)
  • Voted YES on spending $448B of tax cut on education & debt reduction. (Apr 2001)
  • Offer every parent Charter Schools and public school choice. (Aug 2000)
  • Rated 82% by the NEA, indicating pro-public education votes. (Dec 2003)

Wolf has a vision for ending SRC, not a blueprint | Philadelphia Public School Notebook

Wolf has a vision for ending SRC, not a blueprint | Philadelphia Public School Notebook:

Wolf has a vision for ending SRC, not a blueprint



Photo: Harvey Finkle
The five members of the School Reform Commission, with Superintendent William Hite (second from right), at a meeting in September 2014.
The Philadelphia School Reform Commission is here to stay, at least for a little while longer.
Gov. Tom Wolf campaigned on the idea that he'd like to replace the SRC with a locally elected body, but proponents of that plan shouldn't hold their breath.
There are two ways the SRC can end: either the state legislature would pass legislation to repeal the 2001 bill that created it in the first place. Or the five-member body can vote to self destruct.
Wolf would prefer Philadelphia's schools to be overseen by a democratically elected governing board, but he says he's not going to put immediate pressure on either of those two options.
"My preference is to actually create an environment where an SRC isn't necessary," he said in a recent interview.
All of the other school districts in Pennsylvania have a nine-member elected school board. The SRC was established in 2001 when the district was considered to be in fiscal distress. The governor appoints three members to the board and Philadelphia's mayor appoints two. Unlike other districts, it does not have taxing-authority — leaving it at the mercy of the city, state and federal government for resources.Wolf has a vision for ending SRC, not a blueprint | Philadelphia Public School Notebook:

Read the rest of this story at NewsWorks





Save the plane fare to Finland. Go to Montana! - Lily's Blackboard

Save the plane fare to Finland. Go to Montana! - Lily's Blackboard:




Save the plane fare to Finland. Go to Montana!

Yes, I am a fanatic for Finland, the Land of Common Sense and Good Schools that rejects Toxic Testing, privatization and de-professionalism. But it’s expensive to visit. And you need a passport. And time to fly over the Atlantic Ocean. And it’s really cold. I have a suggestion. Drive to Helena, Montana.
Montana has proven to me that if you keep your eyes on the prize of Serious School Improvements, and if you resist the crazy crop of “reformers” on the right and left who are easily enamored with the sales pitches of privateers and the Big Tests for Big Profits Lobby, your students will shine like the Northern Lights that glow over Helsinki.
I visited Helena at the invitation of MEA-MFT (Montana Education Association) and their president, Eric Feaver. The man is a shameless showoff, but we forgive him because he has something quite wonderful of which to be proud.
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For years, MEA-MFT has fought back privatization, standardization and de-professionalism that creeps up like crabgrass wherever politicians gather. Eric and his activists have brought together educators, public employees, parents and communities to really look at what works for students. Montana is famous for Yellowstone and Uncommon Common Sense. His tireless efforts have borne fruit. And Montana’s students are the apple of his eye.
I met with the teachers, support professionals and the principal ofBryant Elementary. Bryant is a Title One School, which in Edu-Jargon means that most of the students come from families who struggle financially. However, Bryant is referred to as a “high-performing” Title One School. Their students succeed on many indicators. I wanted to find out how they did it.
Lots of Test Prep? Pay by Test Scores? Drill and kill instead of recess, art or P.E.?
None of the above.
I asked this experienced group of professionals, most of whom had served this school community for decades,what was in their secret sauce.
A teacher spoke up immediately and quietly and said, “Compassion.” She told me, “These kids know we love them. They know what we expect of them and what they can expect from us. They know we care.”
Another explained that she led the team that helped develop their positive discipline program. She said that the children are immersed in knowing their part within this caring community where they learn how to respect others and respect themselves as learners.
She said that every adult in the school, the teachers, the lunch ladies, the principal, the custodian, all had a role to play in recognizing the little things that happen in a school day that might go overlooked – a child helping another child pick up a backpack that spilled out; a please or thank you or kind word to someone who needed it.
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They believe that building a culture of respect for each other and respect for learning must be the foundation of the learning process. She said, “I guess it looks like we’re spending instructional time on this, but if you get this right, kids are ready to learn. You can’t short cut this.”
Another teacher told me her team worked on community service projects. She said that project-based learning brought relevancy and enthusiasm into the school. The teachers are organizing a giant yard sale. It’s a lot of work. They have to get donations and volunteers and advertise it. They have a goal of raising $1,000. But they plan on only keeping $500 for the school and having the kids decide to which organization in the community they should donate the other $500. They want the kids to investigate who could use their help so that they can learn their power in giving back to their community.
As I walked through the school, I popped my head into one classroom…and saw the principal serving breakfast in the classroom. My teacher guide told me that they all pitched in where needed. And the time they spent letting the kids have a little orange juice and breakfast sandwich was essential to getting kids ready to learn. She said, “Some of these kids didn’t eat last night. They know there’ll be food here. No stigma. Everybody eats. Then everybody’s ready to learn.”
I went to Capital High School. We went to the “shop” class. I put the quotes around it because this is a state of the art welding and mechanical engineering class. These kids are learning how to use cutting edge technology that will prepare them for a number of high-skilled jobs after graduation. They work with unions to make sure they have their qualifications at graduation. College credit. Credentials. Apprenticeships. Before graduation. One young man told me that he could get a good job as a machinist right off the bat, but he planned on going to the university to become a mechanical engineer.
I asked what he was working on as he put a slender metal tube in his machine. “Well, I have a friend who was born without a finger. I’m designing a mechanical prosthesis finger for him. He’ll finally be able to pinch something between his finger and thumb when I’m done.”
He’ll earn college credit and be ready for a dozen jobs or to continue to the university. This is what ready for college and career looks like.
I walked to the gym with the coaches. They showed me the physical education program and how they’ve incorporated smart boards on heart rate and nutrition. They showed me everything from the award-winning Save the plane fare to Finland. Go to Montana! - Lily's Blackboard:

Report: Big education firms spend millions lobbying for pro-testing policies - The Washington Post

Report: Big education firms spend millions lobbying for pro-testing policies - The Washington Post:

Report: Big education firms spend millions lobbying for pro-testing policies








 The four corporations that dominate the U.S. standardized testing market spend millions of dollars lobbying state and federal officials — as well as sometimes hiring them — to persuade them to favor policies that include mandated student assessments, helping to fuel a nearly $2 billion annual testing business, a new analysis shows.

The analysis, done by the Center for Media and Democracy, a nonprofit liberal watchdog and advocacy agency based in Wisconsin that tracks corporate influence on public policy, says that four companies — Pearson Education, ETS (Educational Testing Service), Houghton Mifflin Harcourt, and McGraw-Hill—  collectively spent more than $20 million lobbying in states and on Capitol Hill from 2009 to 2014.
The analysis notes that of the four, only one, Houghton Mifflin Harcourt, has signed the  Student Privacy Pledge, an initiative by the Future of Privacy Forum and the Software & Information Industry Association to get K-12 school service providers to pledge to safeguard student privacy built around a dozen commitments regarding the collection, maintenance, and use of student personal information. Currently 127 providers have signed it.
Here’s a summary of findings from the new analysis on lobbying by testing corporations:
Pearson Education: Apart from $8 million spent lobbying from 2009 to 2014, Pearson also underwrote untold sums on luxury trips for school officials. A crackdown by the New York attorney general led to a $7.7 million settlement in 2013, and the shuttering of the “charitable” organization used for the scheme. The company is currently embroiled in a lawsuit in New Mexico for alleged bid rigging when landing an “unprecedented” $1 billion contract for K-12 testing with no other bidders, an allegation the company denied but which warrants greater scrutiny by policymakers.
ETS (Educational Testing Service): The $1 billion-a-year nonprofit pays its directors for-profit salaries. Outgoing president Kurt Landgraf received $1.3 million in total compensation in 2013. ETS has lobbied against legislation to require agencies to “immediately initiate an investigation” after complaints on “inadequate” testing conditions. It also lobbied against a bill designed to safeguard pupil data in subcontracting. ETS has also developed guidelines for tests which explicitly ban any mention of evolution and global warming.
Houghton Mifflin: With revenues of $1.37 billion in fiscal year 2014, the company holds a 44 percent market share in Common Core testing and has its sights set on the pre-K testing and training market, crediting the federal government with creating “more opportunity in the early childhood market space from birth to eight” for revenue and profits.
McGraw-Hill:  With rapid expansion of its testing business to make up for lost revenues from its textbook segment, McGraw-Hill’s state tests have been disrupted by “glitches” in multiple states, affecting tens of thousands of students taking the high-stakes exams. The company has so far refused to sign the Student Privacy Pledge.
The analysis says that Pearson and ETS have lobbies against privacy protection for student data; Pearson, it says, “continued to monitor” what  impact the “legislative and regulatory activity on the Children’s Online Privacy Protection Act” would have on its products, according to the Report: Big education firms spend millions lobbying for pro-testing policies - The Washington Post:

NYC Educator: When You are Forbidden from Knowing the Full Extent of the Charges Against You

NYC Educator: When You are Forbidden from Knowing the Full Extent of the Charges Against You:



When You are Forbidden from Knowing the Full Extent of the Charges Against You






There is a strange paradox to high-stakes standardized testing.  Proctors of the exam are under a gag order (legally challenged) not to discuss the contents.  The social media of students is monitored to make sure they do not divulge any questions.

Fifty-percent of the exams are released, but the other fifty percent remains top secret.  One would like to know "how the other half lives"!  Some questions are invalidated under the cover of darkness.  Then, students, teachers and schools are evaluated high-stakes style based upon these sometimes flawed exams, the contents of which must supposedly remain largely shrouded in secrecy.  Oh, the bitter irony of it all!

I have never met a standardized test for which students could not successfully prep  or be prepped based on prior questions.  Here, I could quote a long list of exams I have passed along  the road of life:  NYS Regents tests, SATs, GREs, AP tests and even the written portion of the NYS driver's test.  On top of being forbidden from knowing the complete contents of the Common-Core tests, NYS passed a law limiting test prep in district schools, but not in charters.  If it wasn't true, it would be too funny!

It is ironic that administrators, teachers and students are forbidden to know the full contents of exams that largely determine their fates in life.  It is as if one is forbidden in a court of law from knowing the charges against one.  If one cannot know the test questions, "justice," indeed, will be blind, but onlyNYC Educator: When You are Forbidden from Knowing the Full Extent of the Charges Against You:




Dear Educators: Your Voice Matters | M. Shannon Hernandez

Dear Educators: Your Voice Matters | M. Shannon Hernandez:

Dear Educators: Your Voice Matters







 Teachers have had enough. The evidence can be seen across the nation, as teachers stand up to the unrealistic demands that are being handed down to them from education policy makers and corporate reformers.

We've had enough of the testing, the fake scripted curriculum, and the crowded, underfunded classrooms.
We've had enough of the lies -- being told that our students can't do the work, aren't proficient, and don't have what it takes to succeed in public schools.
We've had enough of the bullying -- being told, over and over again, that we are "bad" teachers, and that the students are failing because we aren't doing our jobs.
I've been watching my social media feeds. Teachers are banding together like never before on Twitter and Facebook, and using their voices to speak the truth about what is happening in our public schools. We are organizing ourselves for demonstrations and rallies, and we are forming advocacy groups, just like BATS, at local, state and national levels.
We have realized that there is strength in numbers.
We have realized that if an entire nation of teachers speaks, it's hard to pin-point one or two "trouble-makers."
We have realized that we share the same concerns and struggles from state-to-state, and that talking about it, publicly, educates the public.
But above all, we know that our nation's youth deserve the countless hours we invest, outside of our classrooms, to fight for what is theirs -- a public school experience that exceeds their needs, and one that is filled with love and compassion, and is built on engaging, meaningful and passionate instruction.
After all, we are the professionals. We are the people walking into our classrooms, day in and day out, building relationships with students, and inspiring minds to reach higher and think bigger. We are the very individuals who know exactly what our schools need so we can continue doing the work we have been called to do.
And yet, most often, teachers are not asked about the topics being debated across the nation. How is it that the very professionals who have been trained to work with a variety of learners, are never asked, "What do you think will make the greatest impact in our schools?"
The truth is that our voices do matter in public education reform. We are seeing the results when we use social media to organize ourselves, begin blogging on our own websites, opt-out of the testing madness or voice our concerns at the faculty meeting. There are numerous ways that we can continue fighting for our public schools.
I invite you to join another platform where your voice matters, big time. TheTransforming Public Education Podcast is a weekly show which highlights all the wonderful things happening in public schools. It is a place where educators, parents and students have a voice in what is working in our schools -- and what isn't. It is a show about public education which is rooted in solutions, inspiration, and above all, compassion and love.
The Transforming Public Education: Creating REAL Reform Through Compassion, Love and Gratitude podcast was inspired by the many conversations arriving in my inbox after teachers and parents have finished my book. It was inspired by Dear Educators: Your Voice Matters | M. Shannon Hernandez:

Supreme Court rejects free speech appeal over Cinco de Mayo school dispute - Yahoo News

Supreme Court rejects free speech appeal over Cinco de Mayo school dispute - Yahoo News:

Supreme Court rejects free speech appeal over Cinco de Mayo school dispute


WASHINGTON (Reuters) - The U.S. Supreme Court on Monday left intact an appeals court ruling that school officials in California did not violate the free speech rights of students by demanding they remove T-shirts bearing images of the U.S. flag at an event celebrating the Mexican holiday of Cinco de Mayo.
The court declined to hear an appeal filed by three students at Live Oak High School in the town of Morgan Hill, south of San Francisco. School staff at the May 5, 2010, event told several students their clothing could cause an incident. Two chose to leave for home after refusing to turn their shirts inside out.
The school had been experiencing gang-related tensions and racially charged altercations between white and Hispanic students at the time. School officials said they feared the imposition of American patriotic imagery by some students at an event where other students were celebrating their pride in their Mexican heritage would incite fights between the two groups.
Lawyers for the students said that the fear that the T-shirts would offend others did not trump free speech rights because the act of wearing the shirts did not rise to the level of incitement to violence.
Three of the affected students - Daniel Galli, Matt Dariano, and Dominic Maciel - were involved in the lawsuit, which was filed on their behalf by their parents.
In the February 2014 ruling, the San Francisco-based 9th U.S. Circuit Court of Appeals said officials did not violate the U.S. Constitution’s First Amendment, which guarantees freedom of speech. School officials acted out of legitimate concerns of violence when they sent a handful of students home for refusing to change their American flag-embellished apparel, the court said.
The case is Dariano v. Morgan Hill Unified School District, U.S. Supreme Court, No. 14-720.
(Reporting by Lawrence Hurley; Editing by Will Dunham)




NEA - Rankings of States and Estimates of School Statistics

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2014-2015 Rankings & Estimates


The data presented in this combined report provide facts about the extent to which local, state, and national governments commit resources to public education. NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education policies, programs, and services.
(released: March 2015)

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