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Monday, April 11, 2016

Why Every Child Should Opt Out of the Standardized Tests

Why Every Child Should Opt Out of the Standardized Tests:

Why Every Child Should Opt Out of the Standardized Tests



 Want to end the obsession with standardized testing? Opt your children out of the state tests.

Ignore the threats from state and federal officials. The tests today have taken over too much of the school year. Teachers should prepare and give tests that cover what they taught.
What if all students opted out of testing? That’s democracy in action. The elected officials who mandate these tests would take notice. They might even discover that no high-performing nation in the world tests every child every year.
The tests today are pointless and meaningless.
The tests are meaningless because the results are returned months after the test, when the student has a different teacher. The tests are meaningless because the scores provide no information about what the students learned and didn’t learn. The teacher is not allowed to find out what students got wrong.
Officials claim that the tests help students and teachers and inform instruction. Balderdash. The tests rank and rate students. Worse, the developers of the Common Core tests selected a passing mark so high that the majority of children are expected to fail. The passing mark is a subjective judgment. What exactly is the value of telling children they are failures when they are in third grade?
Schools have cut back on the arts, civics, science, history, and physical education because they are not on the test.
The tests are given online because it is supposed to be cheaper. But many states and districts have had technological breakdowns, and the testing period starts all over again. Students who take pencil and paper tests get higher scores than similar children who take online tests. It may be cumbersome to scroll up and down or sideways, wasting time.
In some states and districts, children with disabilities are expected to take exactly the same tests as children their age, regardless of the nature of their disability. Florida became famous for trying to force a test on a dying child. He cheated the state by dying before they could test him.
When students write essays online, most will be graded by computer. The computer understands sentence length, grammar, and syntax. But the computer does not understand MEANING. A ridiculous essay that is complete gibberish can get a high score.
The testing regime is destroying education.It is driven by politicians who think that tests make students smarter and by educrats who fear to think an independentWhy Every Child Should Opt Out of the Standardized Tests: 


Saturday, April 9, 2016

How a Democratic PAC Is Channeling Out-Of-State Dark Money to Enshrine Corporate Education Reform | Alternet

How a Democratic PAC Is Channeling Out-Of-State Dark Money to Enshrine Corporate Education Reform | Alternet:

How a Democratic PAC Is Channeling Out-Of-State Dark Money to Enshrine Corporate Education Reform

DFER may sound generic, but its aim is to amplify the voice of huge Wall Street players and other corporate interests within the education world.
What Is DFER, Really? Hedge Funders for "Education Reform"
DFER is a PAC, a Political Action Committee, which means it can (and does) play a direct role in state and local elections. Public school advocates like Diane Ravitch have been spotlighting concerns about DFER since its beginning. 
Because DFER is not a charity, money given to it does not result in a tax write-off but--if successful in changing laws--that money could get the hedge funders who back it a return on investment through politicians and policies that redirect tax dollars from truly public schools to "education reforms."
Ed reform is fueling non-profit corporations paying lucrative for-profit style salaries to their executives and for-profit firms, such as the controversial K-12 Inc., which has made hundreds of millions while traditional public schools have faced budget cuts.
The Center for Media and Democracy has calculated that the federal government alone has spent more than $3.7 billion in U.S. tax dollars propping up the charter school industry, in addition to enormous amounts spent by states.
DFER has supported a number of Democrats in elections but its name could have been "Hedge Funders for Education Reform" (HFFER)--in much the same way that David Koch's Americans for Prosperity could have been called "Billionaires for Prosperity," or Americans for Greed, names with less popular appeal. 
That's because DFER is backed by billionaires and millionaires representing well over $20 billion, at least, in investor money.
It was co-founded by hedge fund managers, even though DFER's board has been chosen to show the faces of a diverse group--of former or failed Democratic politicians. In fact, "former" is the first word in each of their bios on the DFER site.
(For example, DFER Board Member Adrian Fenty lost his bid for second term as DC mayor; Ken Chavous lost his bid for re-election to the DC Council; Craig Johnson lost his bid for re-election to the New York state senate; Maureen Stapleton lost her bid for re-election to the Michigan state house; Mary Ann Sullivan lost her bid for the state senate; and the others left their elected positions.)
DFER's new national president is Shavar Jeffries, a former and failed DFER-backed candidate for Mayor of Newark, New Jersey. He is the leader of the "national staff" of DFER, which is located in Washington, DC, and he is also a partner at a big law firm, Lowenstein Sandler, which has offices in Rosewood, NJ, as well as DC and four other cities. 
Not only is DFER led by Democrats who have failed to win their last elections, a number of DFER-backed candidates have lost in recent elections, as with the Colorado school board races in 2015.
On the other hand, DFER spent more than $4 million on TV ads in 2010 that attempted to blame New York teachers’ unions for problems caused by the disastrous federal "Race to the Top" program. Among other things, DFER also spent $1 million on ads attacking the Chicago Teachers Union and supporting Rahm Emanuel in 2012. 
Who Funds DFER? "Education Reform Now Advocacy" and Its (Hedge) Funders
DFER is actually the more well known PAC arm of Education Reform Now, Inc. (ERN), a 501(c)(3) charitable nonprofit, and Education Reform Now Advocacy, Inc. (ERNA), a 501(c)(4) social welfare group. Their acronym not only sounds like the word "earn," but also it has the backing of some really huge earners.  
DFER co-founder (and founder of the T2 Partners hedge fund) Whitney Tilson explained the hedge funders interest in education noting that “Hedge funds are always looking for ways to turn a small amount of capital into a large amount of capital.” 
The Board of Directors for ERN consists almost entirely of Wall Streeters who made their fortunes through financial groups and hedge funds, such as Sessa Capital, Gotham Capital, Covey Capital, Charter Bridge Capital, Maverick Capital, Cubist Systematic Strategies, and Sanford C. Bernstein.
As the New York Times reported: DFER's supporters have included "the founders of funds like Anchorage Capital Partners, with $8 billion under management; Greenlight Capital, with $6.8 billion; and Pershing Square Capital Management, with $5.5 billion."
However, ERN and ERNA do not disclose who its major donors are and how much those big donors give to fund its operations and ambitions.
It is known, though, that FOX's Rupert Murdoch gave at least $1 million to ERN. Murdoch has expressed his desire to get in on education "reforms," stating "When it comes to K through 12 education, we see a $500 billion sector in the U.S. alone...."
The most recent federal tax filings of ERN/ERNA show that it had more than $12 million available to push education reform ($7.4 million for ERN and $5 million for ERNA) in 2013. Its non-profit filings from the most recent major election year, the 2014 mid-terms, or last year are not available.
What is known from the 2013 is filings is that, in that year, ERNA disclosed that it spent $1.7 million in political expenditures, nearly all of which went to DFER. These funds were used for expenditures, like mass mailings or ads supporting particular politicians but that were "independent" and not to be coordinated with the candidates' campaigns.   
ERN/ERNA's leader Joe Williams has been paid a for-profit like salary as its executive, with $398,500 in total annual compensation in 2013. He's also listed as "Executive Director Emeritus" for DFER and on DFER's board. Williams stepped down from his staff position at DFER in 2015 and also became a director at the Walton Education Coalition that year. That's Walton as in Walmart's Walton family. 
Because non-profits like ERN/ERNA do not have to disclose their major donors to the public, even when ERNA is active in supporting electoral activities the public is left in the dark about which hedge funder is actually helping to fund state and local ads and mailers during the election.
Even though privately held corporations and hedge funders do not have to disclose their donations to operations like ERN/ERNA, a CEO's charitable foundations do have to disclose whom they give grants to.
That's how it is known that the Walton family, of Walmart fame or infamy, has backed such efforts. In 2011, for example, ERN/ERNA received $1.1 million from the Walton Family Foundation. The total amount from all such CEO-controlled foundations given to ERN/ERNA to date is not known. 
As Matthew Fleischer noted in the Frying Pan News (reprinted by the Huffington Post) that hedge funder Tilson has followed the Waltons' lead: "in a 2010 documentary, A Right Denied, Tilson suggested that DFER was created because of Walmart patriarch John Walton’s support of vouchers and "school choice.'"
It has been investigative journalists who have helped expose the billionaire network behind ERN/ERNA/DFER, despite the opacity on the surface, as noted by George Joseph in the Nation: 
"[A]ccording to Steven Brill in his book Class Warfare, around this time [in 2010] the hedge-fund alliance for education reform really began to take off. That April, for instance, Education Reform Now’s Joe Williams and Bradley Tusk schmoozed over drinks with Paul Tudor Jones II and other hedge-fund billionaires at Home Depot founder Kenneth Langone’s Five Avenue apartment, where they planned a successful campaign to secretly spend millions through a 501(c)(4) political action fund and win the charter cap increase [in New York]. As with Families for Excellent Schools’ mostly secret financing today, Brill notes that Education Reform Now’s donations never became public, and that in May a room full of eager billionaires was able to push the legislature to authorize increased charter-school expansion."
(The Nation's exposé on ERN/ERNA/DFER in New York includes emails and a slide deck about the billionaires and foundations behind such efforts that were leaked to the magazine.) 
Despite or perhaps because of this reality, the DFER arm in a state where ads are run merely discloses to the state authority that it received contributions from ERNA, not the hedge funders.
So, the ERN/ERNA/DFER operation is like a shell game when it comes to the public being able to pierce through the layers of non-profits to find the name of a particular billionaire or uber-rich hedge funder whose money is propping up a particular electoral candidate being backed by DFER.
Similarly, DFER in the states has been known to partner with other groups that have similarly murky or occluded funding sources.  
Take California and Colorado, for example.
DFER's Gloria Romero Joined with Koch-Connected Groups to Attack Unions
In the last presidential election year, DFER got heavily involved in pushing a California state proposition that would have undermined the power of workers' voices in elections, Proposition 32.
DFER's California arm was led by Gloria Romero, a former state legislator from Los Angeles, who was termed out from running for re-election after leading the state senate.
Romero failed in her bid to become the state Superintendent of Public Instruction in 2010, and then, like so many other failed politicians, she was welcomed as a leader for DFER. 
DFER began filing election disclosure forms in California in 2012. Some of its most high-profile activities under Romero were in partnership with other  Read More at:How a Democratic PAC Is Channeling Out-Of-State Dark Money to Enshrine Corporate Education Reform | Alternet:


Monday, March 7, 2016

CURMUDGUCATION: Competency Based Ed for Teachers

CURMUDGUCATION: Competency Based Ed for Teachers:

Competency Based Ed for Teachers


Competency Based Ed (or Proficiency Based Learning or Outcome Based Education) is increasingly and alarmingly all the rage, but so far we've been talking about it mainly as a content delivery system for K-12 students. Well, says Patrick Riccards at Real Clear Education, why not use it as an approach to training teachers as well?

Riccards is the chief communications and strategy officer for the Woodrow Wilson National Fellowship Foundation, and he lays a foundation here of reformy building blocks. Here's the Bellwether Partners report on how we don't know how to unpack "the black box of good teaching." Here's a charmingly trusting assertion that Charlotte Danielson " has clearly identified the knowledge and skills that beginning teachers need to both succeed in those formative years and remain in the classroom for many years to come." Has she? Has she really? Why, bless her heart, and yours too, if you believe in her so hard.

But Riccards is here to argue against inputs, against the traditional teacher prep program that measures hours and lists the courses one must take.

There is nothing magical about 36 credit hours of graduate education that ensures one will be an effective teacher. Instead, it is about understanding content and pedagogy, as well as being able to put that understanding to use in a classroom of your own.

Well, no. There's nothing "magical" about 36 credit hours, just like there's nothing "magical" about studying human skeletal structure on your way to mastering physiology for your physical therapy degree. But Riccards want us to see as necessary and inevitable a shift from lecture halls to actual 
CURMUDGUCATION: Competency Based Ed for Teachers:



Russ on Reading: Fordham Institute: Democracy is Overrated

Russ on Reading: Fordham Institute: Democracy is Overrated:

Fordham Institute: Democracy is Overrated
Democracy? We don't need no
 stinkin' democracy!

 Writing in the Thomas B. Fordham Institute'sOhio Gadfly Online, Aaron Churchill says that we shouldn't worry so much about whether school boards are elected, as in most public schools, or appointed, as in most charter schools, because democracy doesn't really work so well in education.


Churchill's key argument is that not many voters show up for school board elections because voters are not well-motivated for these off- cycle, low-profile elections; so who really cares if the school board members are elected or appointed by some charter operator. The problem is, according to Churchill, that these low-turnout elections leave the field open to "special interest groups" to unduly influence elections. By special interest groups, Churchill means teacher unions. Apparently, he cannot think of any other special interest groups that might want to influence a school board election.

To support his thesis, Churchill cites the work of Terry Moe, the William Bennett Monroe professor of political science at Stanford. This sounds really impressive until you google Professor Moe and find out that he is also a member of the Hoover Institute's Koret Task Force on K-12 Education. The Hoover Institute is a conservative think tank that has a long history of anti-unionism. Moe discovered, lo and behold, that 
Russ on Reading: Fordham Institute: Democracy is Overrated:

My Chief Concerns about ESSA | deutsch29

My Chief Concerns about ESSA | deutsch29:

My Chief Concerns about ESSA

reversal
I have been asked recently if I would compose a list of concerns related to the Every Student Succeeds Act (ESSA), the latest revision of the Elementary and Secondary Education Act (ESEA). ESSA replaces the last revision, the infamous No Child Left Behind (NCLB).
I had planned to write a series of posts based on reading the entire ESSA document. However, after writing four posts, I became sidetracked from such a monumental task. (Plus, it is a dry task, and one that is likely to appeal to very few readers.) Perhaps I will take it up again this summer.
For now, let me offer in this post my chief concerns with ESSA.
I have three.
Concern One: Opt-out “Catch 22”
First of all, ESSA plays a game with states via its Title I 95 percent annual testing requirement for grades 3 through 8 and once in high school in English language arts (ELA) and math. On page 36, ESSA traps states into including 95 percent of all enrolled students in grades 3 through 8 and once in high school as the denominator in determining annual measures of achievement on the mandated (yet state-selected) standardized tests. At the same time, ESSA tries to exonerate itself from driving state and local opt out policies by offering a “rule of construction” regarding the right of parents to opt their children out of testing (see page 32).
ESSA requires the 95 percent of testing for the states even as it says, “Don’t pin your state opt-out policies on us for our federal policy.”
ESSA also requires that states include that 95 percent testing in state accountability systems (page 36).  States, districts and schools are able to apply for “waivers of statutory and regulatory requirements” (page 302), but this only puts states, districts, or schools at the mercy of the US secretary of education.
Concern Two: Data Security
My second concern involves data collection and especially security. Pages 79 and 80 My Chief Concerns about ESSA | deutsch29:

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