Latest News and Comment from Education

Sunday, August 16, 2015

Fake Report: No relationship between teacher pay, student results

Report: No relationship between teacher pay, student results:

Report: No relationship between teacher pay, student results




A new report looking at the salaries of the 75 largest school districts in California alleges there is no correlation between teacher compensation and higher student test scores.
Transparent California posted the report on their website’s blog on Wednesday morning. The report looks at teacher salaries in the state’s 75 largest school districts and compares them to the district’s 2013 Academic Performance Index scores, which are based on a combination of scores on various standardized tests. (That’s the last year that API scores are available, as the state has overhauled its standardized testing system to match up with the new Common Core State Standards.) API scores range from 200 to 100, with a target of 800 for all schools.
“The average full-time teacher compensation was $94,796 and the average API score was 795,” the report reads in part. “Compensation is defined as wages plus the employer-cost of health and retirement benefits. The average total employee cost per enrolled student was $6,946 and was negatively correlated against the district’s API scores.”
Transparent California is a website operated by the Tustin-based California Policy Center, a conservative think tank affiliated with the State Policy Network, which works to “limit government and advance market-friendly public policy at the state and local levels,” according to the SPN website.
“I guess you could say we’re a center-right organization,” said Ed Ring, executive director of the California Policy Center. “Those terms are becoming very muddled and we, frankly, try to stay as non-partisan as we can, because the issues we care about, we since believe should concern left-wing citizens as much as right-wing citizens.”
He’d rather look at the report’s conclusion: “There’s zero correlation between how much teachers make and how the students are doing,” he said. “How long a teacher works and how many credentials a teacher acquires has no relationship to how students do.”
Transparent California looked at the employee compensation records of more than 740,00 K-12 employees, who account for nearly 80 percent of educators statewide.
The Ontario-based Chaffey Joint Union High School District is called out in the report for having the highest average compensation package for teachers in the districts examined — $119,942 — but having a sub-800 API score of 777. In contrast, San Ramon Valley Unified in northern California had a 923 API score in 2013, with an average teacher compensation of $88,638.
“Something’s really wrong when schools are delivering API scores that low,” Ring said. “Why are we still paying teachers based on how long they show up, or on how many credentials they get that they can turn around and take back to the payroll department?”
Mat Holton, Superintendent of the Chaffey Unified High School District, is not a fan of the Transparent California report.
“This is a flawed comparison on many levels,” a written response from Holton begins. “API is an obsolete metric that was suspended unanimously by the California Board of Education earlier this Report: No relationship between teacher pay, student results:

Common Core: A Real Test For Pearson - Pearson plc (NYSE:PSO) | Seeking Alpha

Common Core: A Real Test For Pearson - Pearson plc (NYSE:PSO) | Seeking Alpha:

Common Core: A Real Test For Pearson




Summary

  • Common Core education requirements are controversial and expensive.
  • Pearson is the market leader but suffering recent setbacks.
  • Demographics provide a rising tide in Education.
The Common Core State Standards Initiative provides a framework for standardized testing in English and Mathematics for school children. It is designed to ensure students graduating from high school are prepared for college and for careers. And it has become a highly debated and contested issue.
Common Core has been adopted by 46 states, but 3 have recently withdrawn and several more may withdraw. One issue of the Common Core standardized tests has been criticism of the teaching methodology and of the testing questions. Another issue is the poor student results. Only one third of the New York State third to eighth graders taking the tests this year had a passing grade, and that is an improvement over 2014.
There is a lot of money involved. States implementing Common Core teaching materials and testing have awarded large multi year contracts to both not-for-profit and for-profit companies. In 2012, the Thomas B Fordham Instituteestimated Common Core implementation would cost US schools between $3 and $12 billion nationally.
Interestingly, the market leader in US educational standardization has been is not a US company. Pearson PLC (NYSE:PSO) from the UK trades in New York with ADR's. Pearson is an international media company becoming more and more focused on the education segment after recent divestitures. In July, Pearson announced the sale of the Financial Times to Nikkei. And this month, they announced the sale of their stake in the Economist. The other major non-educational asset, Penguin Books, has been merged with Bertelsmanns' Random House. While Pearson retains 47% of the combined entity, they may look to reduce the stake.
In July the US Senate passed a bipartisan bill that gave most the control over testing and curriculum to the individual states. The bill also reconfirmed the commitment to standardization and the annual testing schedule. Even if Common Core is discarded in favor of individual State standardization programs, States will need many more investments in materials, equipment and testing. Although a market leader, headwinds over the last year have hurt Pearson. Pearson lost the large California testing contract to Education Testing Service which has a tentative 3 year $240 deal. ETS also took a multi year testing contract in Texas, where Pearson had been incumbent for decades. A six year standardized assessment system contract for $220 million in Florida was awarded to American Institute of Research over Pearson. And in New York State, Questar Assessment Inc took a five year $44 million testing contract from Pearson.
A recent win for Pearson was a contract in Minnesota where they took the business from the American Institute of Research. On the Q2 2015 earnings call, Pearson CEO John Fallon tried to put the loss of GBP100 million of annual revenue from US State testing contracts in perspective:
In the political fallout from all that we've lost as you've known and would have seen a number of high profile testing contracts worth towards around £100 million in sales this year that we won't have in 2016. Obviously, we hate losing any business in any circumstances, but context here is important. First point, the state and assessment services, which this related to account for around 7% of Pearson's total annual sales, we will still lead the market in state -- a national assessment service next year with a share of around 30%, that's slightly lower, but only slightly lower than it was before we started the shift from no child left behind to common core back in 2012.
It is important to consider that although Pearson gets 61% of revenues and 64% of adjusted operating profit from its North American businesses, operations in other regions are also important. Revenues from operations in the UK, Italy and Australia together account for 24% of revenues. And operations in growth regions including South Africa, Brazil, India and China account for 15% of revenues.
PSO Chart
PSO data by YCharts
On July 24, Pearson released first half revenue of GBP2.16 billion which is an increase of almost 6% year to year. Most of the annual increase when reported in pounds is from favorable currency exchange. The earnings for first half are not very significant in such a back half loaded industry, but showed an 6% decrease year to year. Pearson reiterated full year earning guidance of $1.17 to $1.25 per ADR. The mid year dividend was paid at 28 cents per ADR. Note, following UK company practice, the mid year dividend is a normally minor, and the full year dividend paid in March can be expected to be as much as twice the amount of the midyear.
CONCLUSION: Pearson is focusing on education, where it has been a dominant player despite some recent missteps. Based on the last 12 months, it is paying a 4.3% dividend which has no UK withholding tax for US holders of the ADR. The education testing market is poised to grow, and Pearson can benefit if Common Core: A Real Test For Pearson - Pearson plc (NYSE:PSO) | Seeking Alpha:

The war on North Carolina’s public schools | Salisbury Post

The war on North Carolina’s public schools | Salisbury Post:

The war on North Carolina’s public schools






I am no fan of hyperbole, but I mean it when I say this: North Carolina is waging war against public education.
The pathway that brought us here has been paved with underfunded budgets, tactical strikes against public school teachers, fundamental changes in charter school operations, the diversion of public funds to private or religious schools, and the erosion of our hallowed University of North Carolina system. Here’s what’s happened.
Big budget target
When North Carolina Republicans took control of the state government in 2012, they quickly set into motion a sweeping agenda to enact conservative social reforms and vastly change how the state spends its money. It was the first time in more than a century that Republicans enjoyed such political dominance in our state.
What brought them all to town? A good reason: in the 2011-12 budget year, North Carolina projected a multi-billion dollar deficit, enough to rank the state among the worst budget offenders in the country and bring a new slate of elected legislators to Raleigh. So Republicans, with a clear mandate to clean up the fiscal mess in November 2012, set to work righting the ship.
On what does a state like ours spend money? Public education, including higher education, consumes about a third of North Carolina’s budget. Health and Human Services, including the state’s Medicaid and unemployment programs, composes an even larger slice, about 37.5 percent.
Other state programs make up little bits and pieces: nearly 8 percent on transportation and highways, 5.5 percent on public safety, 9 percent on natural and economic resources.
In other words, if you want to make big cuts, public education is one of two really big targets.
After that landslide election in 2012, legislators began sharpening their knives.
A fury of budget cuts
Among their first targets: reductions in unemployment benefits, cuts to public schools, including laying off thousands of teachers, and a massive, nearly half-billion dollar slash from the University of North Carolina system.
Two years later, in the last budget cycle, 2014-15, the legislature provided roughly $500 million less for education than schools needed.
Later in the 2013 session, though, the most radical changes in state financing fell into place. Republicans reconstructed the state’s tax code, relieving the burden on corporations and wealthy residents. They continued to take aim at other parts of the education budget, cutting More at Four program dollars and decreasing accessibility for poor families. The state lost thousands more teacher and teacher assistant positions. The bloodletting was fierce. More on that in a minute.
Across the state, local education districts were faced with budget deficits of considerable proportion after legislators hacked away their funding. School systems raided fund balances, rainy day funds set aside for things like natural disasters, not political ones. Elsewhere, employees were furloughed, teachers were laid off, teacher assistants were forced to take other jobs or lose their classroom positions, and so forth. Non-personnel funding disappeared. Textbooks stayed in circulation another year. Buildings were patched together instead of replaced. Education Week called ours “The Most Backward Legislature in America.”
Republicans defended these austerity measures by saying that lower taxes would eventually yield fiscal growth. And they were right. This year, the government is enjoying a $445 million surplus–a clear victory in light of those multi-billion dollar deficits of yore–but still a statistically small number in light of the state’s $21 billion budget (about two percent), especially after considering that our state budget is still smaller than it was in 2011.
In fact, by 2014-15, North Carolina was still spending $100 million less on public education than it had before the economic recession. And over the past ten years, public schools added more than 150,000 additional students. No Republican legislator can honestly say that per pupil expenditures across the state have increased in the last six years.
Taking aim at teachers
Curiously, the Republican-held capital didn’t stop at defunding education. They also took aim at teachers.
N.C. teachers are prohibited by law from unionizing, but they did have a common advocacy group in the North Carolina Association of Educators. In 2011, the legislature passed a law targeting how the group collects dues from member teachers. Then-Gov. Beverly Purdue vetoed it. In 2012, the law made its way back to Purdue, who vetoed it again — but the House overrode it during a sneaky, late-night vote. (The law was later found to be discriminatory, retaliatory, and a violation of free speech and thrown out by state courts.)
But with teachers’ main advocacy group effectively muzzled, the legislature was free to run rampant, and teachers quickly came under fire.
Teacher salaries fell to near the bottom among all states in the nation and worst in the South after five years with zero pay increases. And when Republicans finally acted to increase teacher pay, they claimed to make the biggest pay hike in state history — but in reality only bumped up paychecks by an average of $270 per year. When you factored inflation into the mix, teachers were losing money.
Meanwhile, Texas and Virginia started actively recruiting North Carolina teachers to go work in their states. It didn’t take much to convince Tarheel teachers to flee–especially after some teachers discovered they earned substantially less money than when they started thanks to inflation.
In case pitiful paychecks weren’t enough to deter teachers from returning to work, the legislature next took aim at teacher tenure. The Republican-led proposal initially was to eliminate tenure altogether, but eventually they came up with a plan that would grant teachers pay raises for giving up their career status. It was, as I wrote then, a clever way of getting rid of veteran teachers.
Eventually, that compromise became law, and teachers state-wide began the effort of figuring out if their career status or their retirement pension was more important–and once again, the court stepped in and overturned the law. Another legislative overreach corrected by the courts.
- See more at: http://www.salisburypost.com/2015/08/16/the-war-on-north-carolinas-public-schools/#sthash.MLkdNQZS.dpuf


Teacher Age Discrimination During a So-Called Teacher Shortage

Teacher Age Discrimination During a So-Called Teacher Shortage:

Teacher Age Discrimination During a So-Called Teacher Shortage



Positivity. Happy Funny Senior Woman Showing Symbol of Heart


Jeb Bush is 62. Hillary Clinton is 67. Donald Trump is 69 and Bernie Sanders is 73. If these individuals were teaching in a public school, and not famous politicians, what would you bet that they’d still be working?
How many older teachers do you know who are still teaching? While there is much gnashing of teeth in the news about a teacher shortage, I don’t see any effort to bring elderly teachers back to the classroom. And by elderly I’d start at age forty. They’d rather put someone in charge of a class who hasn’t  earned credentials!
Older teachers face the “do not apply” signs wherever they go. For years, efforts have been underway to get rid of veteran teachers through faulty teaching evaluations, the elimination of tenure, school closures and outrageous early retirement plans. This phenomenon appears to be happening in many places.
In 2013, The Guardian’s anonymous “Secret Teacher” column titled “There’s an Insidious Prejudice Against Older Teachers” describes a veteran teacher’s unsettling fear that Teach First, which sounds eerily like England’s version of Teach for America, was being highlighted as the answer to education problems—older teachers were cast as culprits.
We often seem to be unfairly perceived as unmalleable or even as troublemakers, instead of as a rich asset. Over the last 18 months, a tsunami of change driven by fear seems to have invisibly swept over many schools and classrooms. Mistakes in some schools are not tolerated and have frightening repercussions. These days I am Teacher Age Discrimination During a So-Called Teacher Shortage:

CURMUDGUCATION: Backpacks for Clueless Parents + 10 Things Smart Teachers Don't Do

CURMUDGUCATION: Backpacks for Clueless Parents:
Backpacks for Clueless Parents



Over at Getting Smart, a website devoted to selling educational product, guest writer Aimee Rogstad Guidera makes her case for more data collection for each student-- because it's what parents want.

Parents are eager for information about their child’s education. As a mom, I want to know if my daughter is struggling in math before she comes home in tears. I need information to support my child’s learning at home, and to support my child and her teacher in making the best decisions for her learning in the classroom.

Maybe I just don't get it, but I'm inclined to think that if you didn't know your child was having trouble in math before the coming-home-in-tears part, you're just not paying attention. I have heard this pitch enough times to make me occasionally wonder if there is, in fact, some place where teachers keep every scrap of information carefully hoarded, students never speak to their parents about school, parents never ask about school, and all parent requests for conferences and information are denied by all school personnel. Maybe there is some place where parents are so deeply clueless and helpless that they have no idea how their students are doing.


Or maybe Guidera is the CEO and President of the Data Quality Campaign, a group interested in student data and funded by the Gates Foundation, the Waltons, the Dells, and the Ford Foundation. They do have some rules about how such data should be kept in a safe lockbox, but they are clearly Big Data fans.

Guidera is advocating for student data backpacks-- little (or not so little) bundles of data that just follow students around, providing parents with all sorts of longitudinal data (because, again, parents don't know much about their own children).

Guidera says the backpack should be available, timely, portable, secure and understandable, and 
CURMUDGUCATION: Backpacks for Clueless Parents:


10 Things Smart Teachers Don't Do



Over at the Inc website, contributing editor Jeff Haden last week contributed "10 Things the Smartest People Never Do." It's business-oriented, but it actually translates well into the teaching world as well. Here's the teacherfied version of the list of things that smart people never do.

1. Thoughlessly waste other people's time.

This doesn't just apply to our colleagues-- it applies to our students as well. I actually make this explicit promise to my students every fall, and if they demand an explanation of why something I've asked them to do is not a waste of their time, I give them one. It is easy to view our students as essentially trapped in school, and so it doesn't matter how we spend their time because they never had any control over their schedule anyway. Wrong. We're talking about minutes of fellow human beings' lives. Don't waste them.


2. Ignore people "beneath" your level.

Every beginning teacher gets that important advice-- make friends with the office secretary and the janitor for your hall. But the word "ignore" is key here. For many of our students, the worst thing about life is that they are invisible to their peers and to much of the world they encounter. Haden advises to see people, and I believe that applies to students as well. It doesn't necessarily take a huge fifteen-minute interaction with them-- just a quick exchange that translates as, "I actually see you." It is one of the most powerful things we can do.


3. Ask for too much (especially too soon).

Do not be the teacher who depends on all other teachers to take care of your business for you. Do not require everyone else on staff to cover your butt. Take care of your business and more people will be more inclined to give you more help.


4. Ignore people in genuine need.

This includes colleagues and students. This can be hard because we are always tight on time and genuine need never arrives at a convenient moment. Haden offers this observation:


Though I don’t necessarily believe in karma, I do believe good things always come back to you, in the form of feeling good 

10 Things Smart Teachers Don't Do



ICYMI: This Week's Great Reads



In case you missed it, here are some of the more important reads from the last week. Happy Sunday!


The Costs of Accountability by Jerry Z. Muller
If you are only going to get to one item on this list, this should probably be it. Muller puts the cult of accountability in a historic and cultural context, shows how it slammed into education, and reminds us that schools are not the only ones to suffer from accountability's heavy and not very bright hand.

Schools are more segregated than they were in 1968
Article in particular looks at how the Supreme Court has not exactly been a big help in working on the issue.

Testing in kindergarten
Okay, if you read here, you likely read Diane Ravitch, but just in case you missed this among the gazillion posts, here's a must read account of what kindergarten testing actually looks like on the classroom level. 

Pinellas Failure Factories
Okay, maybe this is the one piece you must read. A hard-hitting, thorough look at how racism and school district mismanagement can turn successful schools into a disaster. And all, I am sorry to note, in the name of neighborhood schools. 

Education's Merchant of Doubt
Whenever you find the assertion that spending money on schools is just a waste of time and makes no difference, you'll find the work of Eric Hanushek. This is a great and thorough takedown of who he is, what his work says, and why it's all bunk.

Alfie Kohn on growth mindset 
Alfie Kohn takes on the idea of growth mindsets and shows why they've turned from a potentially useful tool into one more educational baloneyfest.

Man, these are all must reads this week. I hope you have a few extra minutes to sit and check them out today! 
ICYMI: This Week's Great Reads

Glen Brown. More on teacher Social Security theft. | Fred Klonsky

Glen Brown. More on teacher Social Security theft. | Fred Klonsky:

Glen Brown. More on teacher Social Security theft.

glen-brown


– By Glen Brown. Glen blogs at Teacher/Poet/Musician/Watch Cat. This is a post from 2012 with current updates.
The Windfall Elimination Provision (WEP) “was enacted as part of the 1983 Social Security Refinancing Act, designed to shore up the financing of the Social Security Trust Fund. That Act was signed into law by President Ronald Reagan” (Mass Retirees).
 
“The Windfall Elimination Provision primarily affects [a public employee who has] earned a pension in any job where [he or she] did not pay Social Security taxes and also worked in other jobs long enough to qualify for a Social Security retirement or disability benefit” (Social Security website).
WEP reduces any earned Social Security in other jobs because of a state pension benefit. “…Reduction in [a] Social Security benefit cannot be more than one-half of the amount of [one’s public] pension that is based on earnings after 1956 on which [he or she] did not pay Social Security taxes…
“The Windfall Elimination Provision may apply if [the public employee reaches 62] after 1985; or [if he or she] became disabled after 1985; and [if he or she] first became eligible for a monthly pension based on work where [he or she] did not pay Social Security taxes after 1985…” (Social Security website).
According to Mass Retirees, “the WEP affects members who apply for their own (not spousal) Social Security benefits and fail to satisfy certain exceptions. A major exception is that members, who were eligible for their public pension before January 1, 1986 (i.e., 20/more years of service under age 55, or 10/more years over 55) or have at least 30 years of substantial coverage under Social Security, are exempt from the WEP. (There is some relief for those with 20-30 years of SS coverage.”
The Government Pension Offset (GPO) is “a provision in the 1977 Social Security Amendments signed into law by President Jimmy Carter” (Mass Retirees).
“The GPO affects members who apply for Social Security spousal benefits, based Glen Brown. More on teacher Social Security theft. | Fred Klonsky:


Karl Gabbey: They’re not nuts. It’s the Tribune.

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– By Karl Gabbey. Karl is Democratic Precinct Committeeman, Precinct 56, Bloomingdale Township.
Sorry, Fred, that it took until this morning to weigh in on this one. I found it difficult to restrain myself…
I‘m no fan of Chicago’s news sources, broadcast, online. or print. My criticism of our local media has grown exponentially over the years. The Chicago Tribune is at the top of my s#*t list. Shallow reporting and commentary reflect mostly ideologically conservative and corporate influences which are contrary to the interests of 99% of Chicagoans and are just plain irrational, or in common parlance: “Nuts.”
I once had a subscription to the Trib for quite some years which ended abruptly when its editorial board supported Al Salvi over Dick Durbin in the 1996 U.S. Senate race. Al Salvi was a misogynist teabagger; actually, just a teabagger ahead of his time. That was the final blow. I dropped my subscription immediately. Then came a call from the Trib to urge me to continue, but I told the sales rep that I was fed up with the “nutty” content of its editorials plus its habitually pathetic endorsements of some of the most retrograde political candidates imaginable. Don’t these people ever do serious homework? I suppose if one is so ideologically immersed in a conservative/ libertarian/ corporate cesspool as the Trib’s editorial board is, there’d be no need for homework because its members like Kristen McQueary already have the answers to everything. Inconvenient facts just get in the way of their sacred Karl Gabbey: They’re not nuts. It’s the Tribune.

Mike Klonsky's SmallTalk Blog: McQueary's fake apology. Assures us she is 'not a racist'.

Mike Klonsky's SmallTalk Blog: McQueary's fake apology. Assures us she is 'not a racist'.:

McQueary's fake apology. Assures us she is 'not a racist'.

I wrote what I did not out of lack of empathy, or racism, but out of long-standing frustration with Chicago’s poorly managed finances. -- Kristen McQueary
Take note: Whenever a writer has to explain to readers that they're not really a racist or lacking in empathy -- they probably are.


Kristen McQueary
McQueary's apology ("Hurricane Katrina and what was in my heart") for wishing an apocalyptic disaster on Chicago, is not an apology at all. Rather, it's just more of the same, a doubling down in fact, but with this little caveat:

Many readers thought my premise — through my use of metaphor and hyperbole — was out of line. I certainly hear you. I am reading your tweets and emails. And I am horrified and sickened at how that column was read to mean I would be gunning for actual death and destruction.
Yes, you read it right. She's not apologizing. She's only sorry we took it that way. She's shocked that we read her orgasmic descriptors (think Meg Ryan in When Sally Met Harry) of a storm in Chicago — "an unpredictable, haughty, devastating swirl of fury. A dramatic levee break. Geysers bursting through manhole covers", the way we did.

Yes, she's even reading our tweets and emails (there have been hundreds) and saysshe hears us. How could she not? I can't remember blow-back like this to any previous Tribune editorials. Not even the one where the board called for aMike Klonsky's SmallTalk Blog: McQueary's fake apology. Assures us she is 'not a racist'.:


A Puzzle in the Teaching of History | Larry Cuban on School Reform and Classroom Practice

A Puzzle in the Teaching of History | Larry Cuban on School Reform and Classroom Practice:

A Puzzle in the Teaching of History





In my forthcoming book, Teaching History Then and Now: A Story of Stability and Change, I describe teaching history and social studies in the 1960s and in 2014 in two urban high schools, one in Cleveland (Glenville High School) and one in Washington, D.C. (Cardozo High School) In the 2014 section of the book, I observed and interviewed three teachers at Cardozo who, in varying degrees of success, engaged their students in the historical approach to teaching the subject, that is, teaching students to read, think, and write like historians (see here andhere). In another academically failing D.C. high school not far from Cardozo, I watched even another teacher who taught in that same tradition. Here is Kyle Greer’s  60-minute class that I observed in December 2013.
_____________________________________________
At 8:50, 10 of the 25 enrolled students were present. By 9:40, all but two of the students were at their desks. Because many students travel cross-town to reach the high school, late-comers are the norm. The course is District of Columbia history On the whiteboard are listed the agenda for the hour-long lesson, the standard that the lessons will be addressing, and the “warm-up” exercise–all required by the district administration as criteria for an “effective” lesson. Kyle Greer (a pseudonym) is a five year veteran at this high school and serves as head of the three member department (there are just over 450 low-income, minority students in the high school).
For the lesson, Greer has the students reading and annotating a journal article from Washington History entitled “D.C.’s Dual School System, 1862-1954.” He passes around a bucket of marker pens for students to use as they closely read and take notes. He tells the students: “we will model underlining main ideas,” and taking notes. He begins reading a paragraph in the middle of the article and asks after pausing: “Can we figure out the time period?”  A few respond with words and phrases that suggest World War I and what happened at the prestigious Dunbar High School in the “colored” division of the de jure segregated school system.
Then students take turns reading paragraphs with Greer interjecting questions about what each sentence means, what should be underlined (and why), and notes that students could write in margins of the handout. One student asks Greer what does it mean that the “colored”schools had double- and triple-sessions? He tosses back the question to the rest of the students and one comes up with the answer of overcrowded “colored” schools. In some of Greer’s responses to student answers, he occasionally pushes back and asks student to support what they say with evidence from the journal article.
Toward the end of the lesson, he asks students to contrast the first-hand accounts they have read about “colored” students and teachers in the DC schools during World War I, the Great Depression of the 1930s, and World War II with this secondary source–the journal article–written by a historian in 2005. Three students offer what they recall of the primary sources they read, particularly in 1939 when the school board banned black singer Marian Anderson from  singing at all-white Central High School (which would have brought together an interracial audience); the concert was rescheduled for the Lincoln Memorial and students recalled what Anderson herself had said.
In scanning the class, I note that nearly all of the students, even latecomers, are reading the article–about one-quarter volunteer to read paragraphs–and using markers to underline and make notes in the margin of the handout. During the period, a wall-mounted speaker interrupts the lesson four times with announcements from the main office.
As the hour draws to a close, Greer asks the students: “what is the take-away from this article on nearly a century of segregated schools in DC?”  A handful of A Puzzle in the Teaching of History | Larry Cuban on School Reform and Classroom Practice:

Geaux Teacher!: The Perils of using Disaster as a Catalyst for Change in Louisiana - Part 1

Geaux Teacher!: The Perils of using Disaster as a Catalyst for Change in Louisiana - Part 1:

The Perils of using Disaster as a Catalyst for Change in Louisiana - Part 1






Some very good editorials are being published as we approach the 10th anniversary of Hurricane Katrina in Louisiana.  I am going to re-post several of those that particularly strike a nerve with me because they cut through the rhetoric and defy political correctness.  They also provide context to the rape of our public school system in Louisiana which began with the takeover of the New Orleans Public Schools.



 An Announcement from Lt. General Russel Honore'
(U.S. Army Retired)
NEW ORLEANS (July1, 2015) - My fellow citizens of Louisiana, I come to you today as a humble son of this great state and servant of this great nation. I was fortunate enough to spend 37 years in the United States military, retiring in 2008 from the U.S. Army after my life's work as a soldier. Today I come to you with a heavy heart and request your understanding At the urging of many of my fellow citizens, I've spent the last few months thinking about running for governor of the State of Louisiana. I've been humbled by the support of so many, and it has laid heavy on my mind after observing the 2015 Louisiana legislature, which made it abundantly clear that we desperately need better political leadership in Louisiana.

As we look at the state of our State and its current affairs, I recall the stories the old folks used to tell on the front porch of our farmhouse. My family were subsistence farmers and they would gather on rainy days, talking about the promises of President Roosevelt and Governor Huey Long. Times were hard and the crops were thin. That conversation should have changed a long time ago. It has not. Times are still hard and the challenges -- maybe you could say disasters -- we have in Louisiana today are very much like they were in my youth.

Do a gut check: are we happy with the government we have? With who represents us? Think: Who has a record of working for us, and who promised to but actually went to work for their biggest donors? We must reshape our politics and reorder our priorities. We must get comfortable with speaking about the unspeakable, about how is it that we can be the nation's third largest energy producer and second poorest state.

We must demand that our politicians put a priority on working for citizens, not their donors. Yes, I know, money has always influenced American politics - so much and for so long we're not even very angry about it anymore. But if someone robbed your house, you would be angry. I'm telling you, big donors are robbing your house. For instance, donors were behind a law that allows hundreds of manufacturing facilities to enjoy a 5-year tax exemption, and then apply for a 5-year renewal, courtesy of our Legislature. Because of these tax exemptions, local governments are denied the tax revenue they need to provide essential services, including schools, police and fire, parks, roads and libraries, thereby increasing the tax burden on our working families. If that sounds too crazy to be true, please see the GreenARMY scorecard to learn how your legislator voted on that are important to you and your family.. Most of our professional political class put industry profits and their own over the safety of our citizens. That's you and your family I'm talking about.

The tax code they've shaped has looted our state. That's your money and your home. Your politicians argue and sign petitions and accuse the federal government of overreaching for trying to protect our air from being poisoned by coal plants, yet Louisiana can provide all the cheap natural gas our state needs. While we are champions of fossil fuels, we must understand that there is an expiration date on the Louisiana fossil fuel supply. Still, the Legislature and the Public Service Commission have all but gutted the solar industry in Louisiana -- that means fewer new companies and fewer jobs -- and last year our Governor signed a retroactive law that prevents our citizens from holding companies accountable for the destruction of our 
Geaux Teacher!: The Perils of using Disaster as a Catalyst for Change in Louisiana - Part 1:

Disaster as a Catalyst for Change - Part Two

Dr. Beverly Wright produced this Letter to the Editor weighing in on the so-called Plan for the Future of New Orleans that was hatched by the powers that be, most certainly prior to the storm.  A Plan, like the plan to take over the New Orleans Public Schools, with the mark of Disaster Capitalism prominently displayed.

Much righteous indignation has been voiced over commentary after the storm that Katrina was a blessing in disguise, but where is overwhelming indignation that Katrina was a catalyst for some of the changes NOT welcomed by many of the City's disenfranchised? 


The Color Change:  White Washing a City
It Started with those Green Dots

Commentary by Dr. Beverly Wright, PhD
   
Dr. Beverly Wright
Dr. Beverly Wright
Let's just be "real" about how Black people feel their quality of life has, or is changing, ten years after Katrina. I can tell you this; Black folks know that things are changing, but at their core, they do not believe these changes will benefit them. They basically see a "New" New Orleans that is whiter and richer, and they see this happening at their expense. They can identify a number of actions taken by local and state government that have dramatically affected their lives. These include: (1) the Plan for the Future or the infamous "green dot map"; (2) the takeover of the New Orleans Public Schools by the state forming the Recovery School District; (3) the hostile takeover of public schools by charter networks; (4) the firing of all New Orleans public school teachers and personnel; (5) the suspension of the federal Davis-Bacon Act; and (6) the awarding of billions of dollars in no-bid contracts to a handful of politically connected nationally-based contractors. In this blog, I will speak to one of them, the Plan for the Future.

In order to understand the real implications and the devastating results of these actions, we have to begin at the beginning. And for most African American and Vietnamese New Orleanians, it starts with 

Disaster as a Catalyst for Change - Part Two


How Disaster Changed the N.O. Education Landscape - Part III


Little did the rest of Louisiana know (and some still don't get it) how the "turnaround" of the New Orleans Public School System was only a prelude to the corporate reform agenda that has now infiltrated local school districts statewide.  Why should we care what happens in the city that care (literally) forgot?  When local democratic control is effectively removed from your local district you may begin to understand.  Don't let this happen on your watch!


A Perfect Storm Part 1: 17 Days in November

A Perfect Storm: The Takeover of New Orleans Public Schools is the first in a series of short videos, that reveals the real story behind the creation of the nation’s first all charter school district. These videos are made possible with the support of  The Schott Foundation and The New Orleans Education Equity Roundtable. They are produced in partnership with Bayou and Me Productions.
For the past seven years, state education officials and corporate school reformers have touted the dramatic turnaround of New Orleans public schools. National media outlets have published numerous articles and TV news stories of the miracle in New Orleans citing unprecedented academic achievement where parents finally had School Choice.
This first Perfect Storm video focuses on the illegal takeover and the academic failure of the Recovery School District. The film features interviews with leaders in the New Orleans education community who were faced with the daunting task of reopening schools immediately following Hurricane Katrina.

How Disaster Changed the N.O. Education Landscape - Part III