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Speaking Up for Diane Ravitch

17 Jan

January 7th this year, Diane Ravitch posted “STOP: Our Government Wants to Create a National Database about Everyone, Including YOUR Children.” As with many of Diane’s posts, she was amplifying the work of someone else. This time it was a post by Cheri Kiesecker at the “Missouri Education Watchdog.” It provided evidence about the dangerous loss of privacy facing American society – especially students. It highlighted the big money in datamining. I forwarded Diane’s post through Facebook and Twitter. Soon, that post was shared again on Facebook where it drew more than fifty mostly derogatory comments. Not about datamining or profiteering but about Diane Ravitch.

Attacking Public Educations Best Ally

The person who shared from my Facebook page wrote, “I stopped sharing any of Diane Ravitch’s posts but I had to share this one from Gretchen Logue ‘s blog from October 2016.” One comment read, “I stopped reading her blathering a while ago. To think she didn’t understanding what was being done until the latter part of 2016 is simply horrifying, her being a ‘leader’ in the education advocacy arena.” Another commenter impugned her integrity writing, “Diane has also promoted groups on her website that her sons company has major investments in… salesforce being one – and what do you think it’s mission is? Expansion of Digital learning.”

It seems that Diane’s mostly youthful and idealistic detractors charge her with not understanding that competency based education (CBE) is an existential threat to public schools and the teaching profession. I find this disquieting because I absolutely love what I see from some of these detractors. I see their passion for good, their skilled intelligence and their selfless dedication. I wonder why can’t they see that Diane Ravitch is their best and most important ally?

Outcome based education was one of those great education fads of the 1990’s and it was a total dud. Digital badging and students “learning” from software packages developed by Reed Hastings’ company are repugnant ideas. It is an attempt at profiting from education on the cheap. Is it possible that even wealthy corporate sponsors cannot continuously sell bad ideas? Abraham Lincoln is credited with saying, “You can fool some of the people all of the time and all of the people some of the time, but you can’t fool all of the people all of the time.”

Possibly Diane Ravitch judges the privatization movement supported by standardized testing, charters and vouchers as a more imminent threat to universal public education? Diane and I are not close friends but I have met her a couple times and enjoyed enough one on one dialog to know that she does not miss much. It is unlikely that she is not aware of the CBE threat. It is likely she has not developed the same sense of urgency for the issue as some of her detractors.

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The trombone playing educator and philosopher from rural Pennsylvania, Peter Greene, gave voice to my feelings about attacks like this on Diane Ravitch:

“This is (one of) my problems with Movements– too often things descend into an argument about which people are pure enough, right enough, aligned enough, to deserve our loyalty or fealty. The Reformsters have had their ongoing sturm and drang about maintaining the coalition between left and right. On the public-school side, there are frequent arguments about whether or not certain figures deserve the respect they have, or should be cast out into the darkness because they haven’t taken the right position on A or X.

“I have never understood these arguments, these quests for purity. First of all, you know who sees the world exactly the same way I do? Nobody. Second, you know who in this world I give my unquestioning fealty and allegiance, whose word I will absolutely accept and follow, no questions asked? Nobody. You know who I expect to follow me without question and agree with whatever I have to say without debate? Also nobody. You see the pattern.”

Corporate Reformers and Fellow Travelers Take Aim

In December 2011, Kevin Carey who works for Education Sector, a think tank in Washington, wrote a lengthy biography and critique of Ravitch for the New Republic. The article paints a somewhat negative picture of Diane but it makes some interesting points. In discussing her becoming the face of the anti-corporate reform movement Carey theorizes:

“Ravitch was the perfect person to lead the resistance. Her identity as an academic gave her an implied expertise and impartiality; her government service gave her credibility. Added to this was the assumed integrity of the convert. In November 2010, she penned an influential critique of Waiting for Superman in The New York Review of Books, providing an intellectual blueprint for left-leaning critics of education reform. Jon Stewart invited her on “The Daily Show.” From there, it was a direct path to the “Save Our Schools” rally outside the White House. The die-hard reform opponents needed Diane Ravitch, and, in her own way, Diane Ravitch needed them, too.”

Diane routinely appears as a guest opinion writer in the most important newspapers and magazines in the country: The New Yorker, the New York Times, the LA Times, the Washington Post, etc. No other supporter of public education has near that access, but reformers like Bill Gates, Eli Broad, Arne Duncan, Michelle Rhee, Campbell Brown and many more have unfettered media access for their message.

Carey made two more points in his refutation of Ravitch that I found resonant with my own experience. Carey noted:

“MANY OF Ravitch’s former conservative allies declined to be interviewed for this article. She is, by all accounts, a warm friend who inspires strong loyalty and affection. She maintains a wry, level tone when speaking in public. And, although I had published a critical review of Death and Life, she graciously agreed to meet with me, and we had an amiable conversation over a two-hour lunch at an outdoor café.”

Carey’s article also reports on Diane’s important role in the conservative education reform community:

“In 1983, the Reagan administration published an iconic report titled A Nation at Risk, denouncing U.S. schools for lax academic standards. Ravitch was deeply skeptical of what she saw as the unstructured, relativistic ideas of progressives. She and Checker Finn, a conservative thinker (and, later, a Reagan official), formed the Educational Excellence Network to promote standards-based reform.

“Ravitch’s role in conservative education reform was not as a generator of ideas; others developed the framework of standards and market competition. Rather, she served as a kind of scribe who could communicate the movement’s agenda with clarity. Her arguments were mostly unconcerned with evidence—there was little at the time, since reforms like vouchers were largely untried.”

Carey concludes with his best attempt to demean and put Ravitch in her place:

“The most consistent thing about Ravitch has been her desire to be heard. In many ways, she has never left the cramped, argumentative office of The New Leader in the 1960s. Her genius was in the construction of a public identity of partial affiliation—a university-based historian who never wrote an academic dissertation, a former government official whose career in public service lasted less than two years, an overseer of the national testing program with no particular expertise in testing, and a champion of public school teachers who has never taught in a public school. She enjoys the credibility of the sober analyst while employing all the tools of the polemicist.”

Carey’s efforts to undermine Ravitch’s credibility are mild when compared with the tough piece written by Sol Stern of the Manhattan Institute in City Journal. Stern’s attack is a throwback to McCarthyism:

“Another tenet of the far Left is that progressives should have “no enemies on the left,” and Ravitch apparently agrees. Thus, she has praised the former Weather Underground terrorist and radical educator William Ayers for his contributions to the anticorporate insurgency. (She concedes that Ayers made some political “mistakes” in the sixties.) Ravitch has also had kind words for leftist education activist and onetime Ayers ally Mike Klonsky. On her blog, she recounted visiting two universities in Chicago in 2010, with Klonsky as her host. “For me, the fallen-away conservative, it was a trip getting to know Mike, because he had long ago been a leader of the SDS, which was a radical group in the 1960s that I did not admire. So meeting him and discovering that he and his wife Susan were thoughtful, caring, and kind people was an experience in itself.” Ravitch apparently didn’t know, or preferred not to disclose, that Klonsky broke with Ayers’s Weather Underground faction to create a Maoist-oriented party in the U.S. and then spent several years in China during the horrific Cultural Revolution, attending state dinners with the Great Helmsman.”

One of the strangest attacks on Ravitch comes from Jim Horn, Professor of Educational Leadership at Cambridge College, Cambridge, MA., who has a blog, “School Matters.” Horn implies that Ravitch does not attack CBE and personalized learning as hard as he thinks she should because she is corrupt. This past August, Horn wrote:

“One has to wonder if she is aware that her son’s company could profit handsomely from some of those millions in federal seed money for turning children into alienated computer-compliant drones.

“What is clear is that the Ravitch team is always alert for any comment at her blog that could indicate Ravitch’s lack of understanding of an issue or any comment that would question her real commitment to the public education system that she claims to support.”

It is true that Ravitch’s son Joseph appears to be a successful banker. He left Goldman-Saks to form the Raine Group a few years ago and they appear to be doing well per this NY Times article. They are not focused on school profiteering but it would be difficult for an investment banking group not to have investments in a company that doesn’t have some connection to education technology, consulting, or publishing.

It is hard to fathom Horn’s dislike of Ravitch. Mercedes Schneider wrote about Horn taking a strange post charging Ravitch with being complicit in union busting to attack.

“When Horn read Carroll’s post and realized it provided an opening for him to attack Diane Ravitch, I wonder if he wet himself from glee. He launches right into Ravitch and her being paid by Pearson to speak at the National Association of School Psychologists (NASP) convention in 2012 and of her receiving “her hefty speaking fee” as though Ravitch had been bought by Pearson. Horn assumes as much since he was unable to locate Ravitch’s speech online (his only link in his post other than a quote from The Hunger Games).

“Horn really did not want Ravitch to be paid by Pearson to speak. But she was, and she admitted it and added that she was “thrilled to be paid by Pearson to tell thousands of psychologists how lousy the standardized tests are.”

“Sounds fine to me. You see, I read Ravitch’s speech.

“The tone of Horn’s writing is such that one knows he wants Ravitch to be guilty of something. Surely her accepting “a fat payout” from Pearson to speak at NASP is evidence of the corruption he just knows is at her core, right?”

Diane Ravitch is Giving Voice to Educators

It was through Diane Ravitch’s blog that I learned of Jennifer Berkshire, Mercedes Schneider, Peter Greene, Jonathan Pelto, Carol Buris and a host of others. Any blogger who has had Diane link to their article knows about the “Ravitch bump.” With her large audience, Diane is amplifying wonderful voices who are fighting to save mandatory universal free public education.

Diane joined with Anthony Cody, Julian Vasquez Helieg and others to form the Network for Public Education (NPE). It was at the Chicago 2015 NPE convention that Mercedes Schneider told me how Diane reached out to her, convinced her to write a book and helped her find a publisher. Since then, Mercedes has written three important scholarly works detailing the big money interests with political power harming public education (Chronicle of Echoes, Common Core Dilemma, School Choice).

Diane has credited Debra Meier with convincing her that she was wrong about everything. Also, Ravitch notes John Maynard Keynes’s apocryphal quote: ‘When the facts change, I change my mind. What do you do, sir?’ When Ravitch first supported education reform ideas like standards and vouchers, there was no data. In her seminal book The Death and Life of the Great American School System Diane explained, “The more uneasy I grew with the agenda of choice and accountability, the more I realized that I am too ‘conservative’ to embrace an agenda whose end result is entirely speculative and uncertain.”

I am convinced that Diane is a lot more right than wrong. I did not agree with her about the Every Student Succeeds Act and I saw no reason to believe that Hillary Clinton would be anything but a misguided enemy of good public schools.

Yet, I still see Diane Ravitch as the greatest asset supporters of public education have.

“Say it Ain’t So” NEA and AFT

6 Jan

In 1919, the biggest baseball star in Chicago and possibly all of America was “Shoeless Joe” Jackson. After “Shoeless Joe” and seven other members of the Chicago White Sox were convicted of fixing the 1919 World Series, the Chicago Daily News headline – “Say it ain’t so, Joe” – was the anguished plea from fans and especially hero-worshipping boys. Today, when I look at America’s teachers’ unions, I feel similar emotions to the ones those disappointed boys must have felt.

The leadership of both the American Federation of Teachers (AFT) and the National Education Association (NEA) are not protecting educators and public schools. They campaigned for and support the new education law ESSA. They lend their name to advance Competency Based Education (CBE). They promote Social Emotional Learning (SEL). In the last election, both unions immediately endorsed a candidate with a greater than two-decade record of promoting policies undermining professional educators and privatizing public schools.

The California Teachers Association (affiliate of NEA) publishes, California Educator. There are two main thrusts in the December 2016 issue; implementation of Social Emotional Learning (SEL) and promotion of STEM (Science Technology Engineering and Math) education.

NGSS like its sibling CCSS codifies terrible education theory that arose at the behest of a corporate leader, Louis Gerstner (RJR-Nabisco CEO). (To be fair Gerstner did not just sell cigarettes; he also worked at IBM.)

Selling Social Emotional Learning

I have positive opinions of Buddhist philosophy, however, western fads like mindfulness, where the psychological underpinnings of the Buddhist principles are not well understood, annoy me. Here is a quote from the December California Educator:

“The gentle sound of chimes is followed by the teacher’s voice asking students to focus on being in the here and now at Pioneer Elementary School in Union City.

“Neena Barreto is helping transitional kindergartners regulate their own nervous systems through practicing the art of mindfulness.”

In another short piece about Michelle Cauley, we are told:

“Cauley, one of six SEL facilitators with Los Angeles Unified School District, teaches children how to deal with their emotions by using calming techniques such as deep breathing and counting to 10. She provides professional development to educators in the Second Step SEL program, which offers K-8 lesson plans training.”

The Second Step SEL program is a product of the Committee for Children. They describe themselves:

“Committee for Children is a global nonprofit dedicated to fostering the safety and well-being of children through social-emotional learning and development. We are the world’s largest provider of research-based education programs that have helped over 9 million children in 26,000 schools develop vital social-emotional skills to avoid violence, bullying, and sexual abuse. From Iowa to Iraq, Chile to Chicago, we are helping children around the globe stay safe, respect themselves and others, succeed in school today, and build a better world tomorrow.”

Califronia Educator quotes Cauley,

“Kids should be getting these skills at home, but they’re not. Now students are teaching these skills to their families.”

All of this may seem positive, warm and fuzzy, but this last quote is problematic. Is there a darker side of SEL which includes inappropriate intrusion of government into family life and child rearing? A wise old saying alerts us that “the road to hell is paved with good intentions.”

Joy Pullman, managing editor of The Federalist, comments on SEL Boosters:

“The federal government has pushed states to create initiatives like this by demanding in the new federal law that replaces No Child Left Behind, called the Every Student Succeeds Act, that states include “non-academic measures” in school ratings. Despite this, all the leading researchers in this nascent field say the sorts of quasi-psychological measures are not at all reliable enough to be used to rate schools, states, or individual children. That’s not stopping boosters, however (it rarely does).”

One of those boosters is the California Office to Reform Education or CORE. I have written about this faux government agency. It is financed by – the usual we know better than any professional educators “non-profits.” CORE districts has made social emotional learning 40% of school evaluation. The following graphic is taken from their pilot SEL document sent to participants.

core-districts-sel

Jane Robbins is an attorney and a senior fellow with the American Principles Project in Washington, DC.  Writing in Townhall She states:

“According to the monolithic progressive-education establishment in this country, SEL is the next big thing to fix the problems with public education. The same was true of outcome-based education, and Common Core, and fads infinitum. But this fad isn’t just ineffective, it’s dangerous. Parents should demand a halt to pseudo-psychology – and a restoration of their autonomy in raising their children.”

The big Kahuna in the SEL movement is CASEL (Collaborative for Academic, Social, and Emotional Learning). In 2010 CASEL asked Joseph Durlak, PhD, Professor emeritus of Psychology, Loyola University Chicago, to conduct of study of SEL. His investigation was the first large scale study of SEL and it showed impressive results. The main funding for the study came from William T. Grant Foundation and the Lucile Packard Foundation for Children’s Health. The summary of claims:

“This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.”

This study was a meta-analysis of data collected between 1955 and 2007. There are three main bias problems with meta-analysis studies. Number one is the obvious problem of a researcher shading the data, the second common problem is a good meta-analysis of badly designed studies will still result in bad statistics. The third – and I suspect most relevant here – is the file drawer problem characterized by negative or non-significant results being tucked away in a cabinet.

In September 2011, Berkley’s Julie Suttie reported about Durlak’s paper in the journal Greater Good. Professor Suttie wrote:

“While these results are encouraging to SEL researchers and practitioners, not all large-scale studies have provided such hearty endorsements of SEL lately. Last fall, the Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, released a report that evaluated seven different SEL programs, including Positive Action, and the results were underwhelming.

“In the study, for each SEL program, a research team compared a group of five to seven schools running that program with other schools in the same district not employing the program. When the researchers looked at their results, they saw no significant differences in social and emotional literacy between the schools that received SEL training and those that didn’t, and no increases in academic achievement or decreases in problematic behavior. In other words, the SEL programs appeared to be duds.”

The December California Educator makes the NEA commitment to SEL obvious and the AFT provides free lesson plans for teaching SEL. The teachers’ unions are backing another Bill Gates promoted set of top down standards to be forced on public schools. To quote the Turko Files, “It’s just not right!”

STEM is and Always was a Fraud

In the 1990’s, I was working in Silicon Valley. The papers were full of reports about the shortage of American trained engineers. Our Democratic congresswomen, Zoe Lofgren promised to work with Democratic President, Bill Clinton to open the doors to foreign talent – to expand the H1B visa program.

In 1993, just the year before Zoe began her congressional campaign to save Silicon Valley, every company interviewing engineering graduates at San Diego State University cancelled the interviews. By 1995, in the San Jose area, engineers were rapidly changing jobs as companies tried to steal each other’s secrets and talent. One of the main motives for promoting the fraudulent H1B visa program was not as much driving salaries down as it was the fact that engineers working on those visas could not change companies.

The biggest justification for the H1B visa program was that we were not training enough math, science and engineering professionals. The reality I saw was people who could have easily applied their skill set in a different area that had a need – were laid off. New hires from India or China were given those open positions.

California Educator does not question the assumptions about needing to inspire more students into STEM (Science, Technology, Engineering, and Math) it just asserts “STEM education is taking off.” The union organ then regales us with real-life examples of STEM teaching heroes and heroines.

We read, “For Camie Walker’s elementary students, engineering makes math and science relevant.” Camie is quoted as saying “To me, engineering is the path-way between math and science and language arts, so students can make connections to what they are learning in ways they never could before.”

We are also assured that “Her STEM program incorporates Next Generation Science Standards and Common Core.”

Another piece in California Educator starts, “This year, Jason Diodati’s upper-level engineering students are building battling drones.” The article continues, ‘“They’ll have to rebuild the ones that get destroyed,’ says Diodati, who teaches physics and engineering at Templeton High School in Templeton, near San Luis Obispo.”

Neither Walker or Diodati are teaching engineering. They are teaching project based science. Engineering is a branch of applied physics that people cannot study until they develop advanced mathematics and science skills. Generally, people do not study engineering until their second year at a university and not in real depth until their third year.

I like the concept of teaching project based math and science, but mislabeling it engineering to placate businessmen in engineering companies has doomed the NGSS science standards. These standards have kindergarten engineering standards that are somehow supposed to be unique from kindergarten science standards. Standards based mechanized education is horrible education theory and horrible unnecessarily and confusing science standards are a disaster.

The Institute of Electrical and Electronics Engineers magazine, Spectrum proclaimed “The STEM Crisis Is a Myth.” They counselled “Forget the dire predictions of a looming shortfall of scientists, technologists, engineers, and mathematicians.

Writing for the James G. Martin Center for Academic Renewal, Jay Schalin observed,

“Everybody knows that the best way to get ahead today is to get a college degree.  Even better is to major in one of the STEM (science, technology, engineering, and math) subjects, where the bulk of the jobs of the present and future lie. Politicians, business leaders, and academics all herald the high demand for scientists and engineers.

“But they are, for the most part, wrong. The real facts suggest that, in many STEM specialties, there is a labor glut, not a shortage.”

“The apparent misinformation continues to this day. Microsoft founder Bill Gates has been particularly vocal about supposed shortages of skilled labor in the computer industry.”

Walter Hickey writing at the Business Insider reputed,

“We clearly don’t have a STEM shortage. If we did, rudimentary economics would kick in and show either low unemployment for new majors or a rising price of computer science labor. People wouldn’t say they’re out of the industry because of no jobs.”

Michael S. Teitelbaum wrote a powerful piece on this issue for Atlantic magazine titled “The Myth of the Science and Engineering Shortage.” He reported:

“A compelling body of research is now available, from many leading academic researchers and from respected research organizations such as the National Bureau of Economic Research, the RAND Corporation, and the Urban Institute. No one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelors degrees or higher, although some are forecasting high growth in occupations that require post-high school training but not a bachelors degree. All have concluded that U.S. higher education produces far more science and engineering graduates annually than there are S&E job openings—the only disagreement is whether it is 100 percent or 200 percent more.”

If the NEA and the AFT are going to be our public voice, they have got to stop promoting corporate education reform. Stop promoting SEL standards, Common Core State Standards, NGSS science standards, STEM education fraud, Competency Based Education and the federal education law ESSA that benefits everyone but students, teachers and taxpayers. Teachers unions must fight these corporate inspired raids on education funding and their effort to de-professionalize teaching.

Education Discernments for 2017

28 Dec

The education journalist Kristina Rizga spent four years embedded at Mission High School in San Francisco and apprehended this key insight concerning modern education reform: “The more time I spent in classrooms, the more I began to realize that most remedies that politicians and education reform experts were promoting as solutions for fixing schools were wrong.” (Mission High page ix)

California Adopts Reckless Corporate Education Standards

Standards based education is bad education theory. Bad standards are a disaster. I wrote a 2015 post about the NGSS science standards concluding:

 “Like the CCSS the NGSS is an untested new theory of education being foisted on communities throughout America by un-American means. These were not great ideas that attained ‘an agreement through conviction.’ There is nothing about this heavy handed corporate intrusion into the life of American communities that promises greater good. It is harmful, disruptive and expensive.”

 Louis Gerstner (RJR Nabisco and IBM – CEO) instigated the NGSS standards. They are so poorly written that California adopted them and then started a rewrite.

A group of billionaires influence California’s education policy; Bill Gates, Eli Broad, Reed (school boards suck) Hastings, Carrie Walton Penner, Doris Fisher and others. At their insistence, the state adopted both the nationally-flailing common core state standards (CCSS), and the unworkable next generation science standards (NGSS).

These two sets of standards are examples of bad top down education policies imposed on schools by the super-rich and associated politicos.

‘Profitization’ Movement is Destroying Good Public Education

In a brilliant article, psychometrics expert, Gene V Glass stated, “A democratically run public education system in America is under siege. It is being attacked by greedy, union-hating corporations and billionaire boys whose success in business has proven to them that their circle of competence knows no bounds.”

Up until recently, there has been a relentless effort to evaluate schools and teachers based upon standardized test scores. George Bush’s No Child Left Behind act made the testing of math and English almost the sole evaluative measure for schools. This misguided ideology was used to demonize and destroy many wonderful schools in poor communities.

I wrote about Ciedie Aech’s wonderfully sarcastic book, Why You Always Got to be Trippin? The following quote from Ciedie illuminates the unjust treatment schools in the wrong zip-code faced when judged by testing incapable of measuring school quality or student growth.

“Why was it, the question kept rising up over the years. Well, why was it that those schools most quickly and aggressively labeled as ‘drop-out factories’ – schools slated for closure or an endless chain of reforms, schools forced through the fatal destabilization of restructure and redesign, schools branded publicly as being underused failures, schools negatively marked with the highly publicized letter grade of an F – well, why was it that such a large percent of these schools (shoot, pretty much all of them) had traditionally served as a home to non-dominant-culture, non-privileged-class, minority students?”

 “Personalized Learning” Leads to Big Bucks

This year it became clear that the big profits in education were no longer in standardized testing. The real money ‘reformsters’ were lusting after was in charter schools especially cyber charters; charter school real-estate deals; and competency based education (CBE). Fortunately for profiteering entrepreneurs, the United States Congress passed a rewrite of the federal education law calling it Every Student Succeeds Act (ESSA).

I wrote to my congressman saying, ESSA is worse than NCLB. It provides money to accelerate privatizing public education, incentivizes CBE and even continues the baseless standardized testing mandates. And it has provisions for financial companies to get into taxpayer pockets via social impact bonds. ESSA takes care of everyone but students and taxpayers.

In a recent post, I noted:

“When congress passed the new education law (ESSA), the United States Department of Education was transformed into the nation’s leading education technology sales force. The Secretary of Education became a shill for a group of corporations and their ‘non-profit’ foundations working to sell ‘blended learning’; ‘competency based education’; ‘personalized learning’; ‘linked learning’; etc. These initiatives have at least four things in common; they all profit technology companies; they all are unproven; they all promote unhealthy education practices; and they overturn a student’s right to privacy.”

Competency based education is actually a failed idea from the 1990’s but this time it supposed to work because it is delivered by a computer. One of America’s leading experts on CBE and the destruction it promises for America’s public schools is Emily Talmage. She writes:

“Knowledgeworks recently described the new learning system as an ‘ecosystem,’ in which the role of the traditional teacher will soon be obsolete.

“With major investments from Wall Street, leaders in the online learning, ed-tech, and student loan industries, and even celebrity billionaires like Mark Zuckerberg of Facebook and Reed Hastings of Netflix, the transformation has recently been picking up speed. Meanwhile, political groups on both the left and right are moving the system forward by lobbying for ‘personalized,’ competency-based policies and ‘innovative’ assessment systems.”

It is an education policy that only a toxic mix of hubris and greed could spawn.

Real education requires a life to life communion between teacher and student. Daisaku Ikeda, the founder of Soka Schools, touches on this subject in his book Soka Education, “Recognizing each student as a unique personality and transmitting something through contacts between that personality and the personality of the instructor is more than a way of implanting knowledge: it is the essence of education.” Socrates likened this to being “kindled by a leaping spark” between teacher and student. Low cost on-line learning is spiritless, amoral and dead.

The author and practicing educator, Mercedes Schneider shares, “The current technological challenge for classroom teachers is not teaching students how to use technology. It’s weening kids from phones and other such personalized technology long enough for them to learn to interact with a world that is not accessed by swiping a touch screen or typing with their thumbs.”

Schools are spending huge amounts of money on electronic tablets and laptop computers to institute profit incentivized “personalized” education theories. Conversely, I recommend eliminating all student screen time until high school. In high school, I would only have students use technology for writing reports, science experiments and essays. The last thing 21st century students need is more screen time and they deserve to have their privacy protected and not hoovered up by data mining corporations.

Jack Schneider writing in the Atlantic magazine asked some provocative questions:

“Thus, despite the fact that there is often little evidence in support of utopian schemes like ‘personalized online learning,’ which would use software to create a custom curriculum for each student, or ‘value-added measures’ of teachers, which would determine educator effectiveness by running student test scores through an algorithm, many people are willing to suspend disbelief. Why? Because they have been convinced that the alternative—a status quo in precipitous decline—is worse. But what if the schools aren’t in a downward spiral? What if, instead, things are slowly but steadily improving? In that light, disruption—a buzzword if ever there was one—doesn’t sound like such a great idea.”

He went on in the article to show that public schools have indeed continued to progress.

There Are Failing Schools and They Need Repair

Why did so many parents in poor urban communities embrace charter schools? The fact is some of their schools were horrid and had been that way for as long as they could remember. When someone said, they would spend some money on the schools, parents jumped at the chance to improve their child’s school.

I heard this story at the National Public Education conference in Raleigh North Carolina. A mother from New Orleans gave her personal school experience. She said that before Katrina, the schools in the poorer sections of New Orleans were an abomination. It was normal for middle schools to have 55 children in classes, with no fans or air conditioning.

In her book School Choice, Mercedes Schneider, a product of New Orleans’ education, confirmed “Not only were the schools segregated, but more tragically, the parish refused to construct new schools for the growing black student population. Not just separate schools for whites and blacks but not of equal quality by design.”

John Thompson’s A Teacher’s Tale presents convincing evidence that taking disciplinary control policies away from local administrators and teachers in his Oklahoma high school directly contributed to violence, terrible attendance and safety issues. He describes packs of out of control gang affiliated students roaming hallways instead of attending classes, while site administrators were not allowed by state bureaucracies to take the kind of effective action needed to create a positive and safe learning environment.

On the ridiculous theory that public education needs disruption to improve, John writes, “Inner city schools need more disruption like we need another gang war.”

Failing schools are not failing because of teachers’ unions, tenure laws or bad teachers. They are failing because of bad education policy dictated by politicians and businessmen. They are failing because of racism and prejudice which are the main motivators for school choice. And they are failing because of corruption.

Dale Russakoff’s book The Prize details the epic fail of Mark Zuckerberg’s $100,000,000 gift which was matched by another $100,000,000 from several other philanthropic organizations and individuals. Intended to fix the poorly performing schools of Newark, New Jersey, it failed by every conceivable benchmark. It’s a story of feckless politicians, arrogant reformers and amazing teachers. It tells of the unmitigated degradation of the urban center of a once great American city and the difficulties facing Newark’s educators charged with the impossible task of righting that urban decline in their classrooms.

The real prize in Newark was the public education budget which corrupt politicians used to feather their own nest.

As Detroit so glaringly demonstrates, charter schools although not intrinsically bad schools, are a danger to public education. Peter Greene the educator and commentator explains:

“One of the great lies of the charter-choice movement is that you can run multiple school districts for the price of one.

“A school district of, say, 2,000 students can lose 75 students and with them about $750,000 dollars of revenue, and somehow that district of 1,925 students can operate for three quarter of a million dollars less. And how does the district deal with that loss of revenue? By closing a building – because the more school buildings you operate, the more it costs.”

A study this year in Los Angeles reported that charter schools are draining $600 million a year from the Los Angeles Unified School District. Because of fixed costs, schools must reduce services and increase class sizes to remain fiscally viable. If the privatized system becomes too large too fast, the public system will collapse. And the privatized system needs the board run school system to take the students they don’t want.

We have overwhelming evidence that charter schools are generally not as good as board run schools on almost all measures including the misleading standardized testing results. We know charters increase segregation; we know charter fraud is rampant; we know charters close when business goes bad and we know they drive education costs up. It is time for common sense to prevail.

2017

With the coming of Trump and Betsy Devos, everything I read leads me to believe that the federal government will continue and accelerate the failed Bush/Obama education policies. However, it will be out in the open because there are no fake progressives in this group to hide behind. Americans of all stripes do not want their public education system parceled out and sold. Most conservative like most liberals believe in public education. They do not want their schools taken over by faceless corporations and distant bureaucracies.

A national consensus on the need to protect America’s truly great public education system is probable.

Education profiteers will over-reach in 2017 and we will make significant strides toward winning back local control of our schools.

About ‘The Prize’

21 Dec

Dale Russakoff’s book details the epic fail of Mark Zuckerberg’s $100,000,000 gift which was matched by another $100,000,000 from several other philanthropic organizations and individuals. Intended to fix the poorly performing schools of Newark, New Jersey it failed by every conceivable benchmark. It’s a story of feckless politicians, arrogant reformers and amazing teachers. It tells of the unmitigated degradation of the urban center of a once great American city and the difficulties facing Newark’s educators charged with the impossible task of righting that urban decline in their classrooms.

Russakoff wrote this in her conclusion:

“For four years, the reformers never really tried to have a conversation with the people of Newark. Their target audience was always somewhere else, beyond the people whose children and grandchildren desperately needed to learn and compete for a future. Booker, Christie, and Zuckerberg set out to create a national “proof point” in Newark. There was less focus on Newark as its own complex ecosystem that reformers needed to understand before trying to save it. Two hundred million dollars and almost five years later, there was at least as much rancor as reform.” (page 209)

Clearly standardized test scores are a poor measure of school quality. Stuart S. Yeh presented this paper on value added measures (VAM) of teacher and school quality based on testing and concluded “VAM is not reliable.” There are several more peer reviewed papers like this and a warning from the American Statistical Association against the use of VAM to evaluate schools and teachers. Nevertheless, the basic meterstick for top-down reform is the standardized test which inevitably leads to GIGO (garbage in; garbage out).

Not surprisingly reform based on standardized testing and reformer arrogance meant the $200 million brought regression not improvement. Dale reported, “…, throughout the district, proficiency had declined in both literacy and math in every tested grade on the state standardized test since 2011, the year before Anderson arrived.” Anderson is Cami Anderson the former Joel Klein deputy from New York City brought in to lead Newark’s reform. This evaluation is of course somewhat unfair because it is based on the misguided but favored tool of “corporate education reformers”.

Corporate Education Reform

Stan Karp writing in the Washington Post defines “corporate education reform” and  lists a set of policy agendas associated:

“Corporate education reform” refers to a specific set of policy proposals currently driving education policy at the state and federal level.  These proposals include:

*increased test-based evaluation of students, teachers, and schools of education

*elimination or weakening of tenure and seniority rights

*an end to pay for experience or advanced degrees

*closing schools deemed low performing and their replacement by publicly funded, but privately run charters

*replacing governance by local school boards with various forms of mayoral and state takeover or private management

*vouchers and tax credit subsidies for private school tuition

*increases in class size, sometimes tied to the firing of 5-10% of the teaching staff

*implementation of Common Core standards and something called “college and career readiness” as a standard for high school graduation:”

The reform that Zuckerberg, Booker and Christie were bringing to Newark included this entire list except for vouchers and tax credit subsidies for private school tuition which were on the horizon. In addition, they instituted another piece of long favored but widely discredit reform – merit pay. On this point Russakoff states:

 “… teachers consistently tell researchers that, given the choice, they would opt for a good principal and supportive working conditions over merit pay. Indeed, research had found no correlation between merit pay and student achievement, although reformers and venture philanthropists were fighting hard to make it a staple of new teacher contracts.” (page 193)

 Feckless Politicians

Newark was one of America’s premier cities prior to World War II, however, a culture of political corruption featuring patronage jobs became dominate in the city. The biggest slice of patronage became the Newark Public School system. Control of the schools became known as “the prize.” By the start of the 1960’s this corrupt political system was firmly and culturally established. Russakoff depicted the history:

“Although black residents were approaching a majority in the city, they were politically powerless to force local officials to address evidence of police brutality, substandard housing, or collapsing public education. An Italian American political machine, which became dominant in the early 1960s, displacing Irish bosses, tightly controlled city hall and the schools, along with patronage jobs, contracts, and – it was well known – lucrative kickbacks from organized crime. Former U.S. representative Hugh Addonizio, the mayor at the time, famously explained his motivation for leaving the prestige of Congress to run such an impoverished city: “There’s no money in Washington, but you can make a million bucks as mayor of Newark.” (page 17)

Finally, on July 12, 1967, Newark exploded into six days of rioting. In the following election Kenneth Gibson became the first black mayor of a northeastern city. He defeated Addonizio who was on trial for extortion and later convicted. Gibson and his successor Sharpe James became convicted felons as well. Cory Booker was the first Newark mayor in forty-four years not be indicted.

April 13, 1995, the Newark Public schools were taken over by the state of New Jersey. Curiously, according to the New York Times article, judge Stephen G. Weiss “said today that his main reason for ordering a takeover was that too many Newark schoolchildren failed statewide tests.”

A belief in democratic processes leads one to look askance at moves by states and cities to usurp the powers of local elected school boards. And baseless standardized tests should never be accepted as the excuse to close schools. However, in the face of extreme malfeasance, common sense dictates action to protect citizens. Russakoff tells of just such documented corruption leading to dangerous conditions for children:

“In 1994, state Department of Education investigators cited gross mismanagement, corruption, and instructional failure throughout the Newark district, even as school board members treated themselves to public cars, tropical junkets, and expensive meals. The investigators found rat infestation, asbestos, and high levels of lead paint in a rented building being used as an elementary school. The school board was negotiating to buy the building, worth about $120,000, for $2.7 million. It turned out to be owned, through a sham company, by two school principals prominent in Italian American politics. They were indicted on multiple charges and later acquitted.” (page 19)

Unfortunately over the next 20-years, the state had made no real progress in changing the school system from being employer of last resort to an educational system first and foremost. The central office was still bloated and contracts were still based on patronage.

In rode Cory Booker, a high school football star who went on to play tight-end for Stanford University. He was the scion of black professionals and grew-up in suburbia. Booker was a Rhodes scholar and attended Yale Law. He had a magnetic personality and his Yale classmates like Secretary of Education, John King and Connecticut Governor, Danial Malloy knew he was destined for big things.

Cory went to Newark to build his resume. He was a master of self-promotion and a gifted salesman. Best of all, he was just the kind of leader investors and philanthropists were hoping for. He was an articulate black man who was as at home in board rooms. Booker was someone with whom they could deal. Russakoff says that “Booker was a valuable asset for the almost universally white, rich, Republican voucher movement, which along with the charter movement introduced him to some of his major political donors.” (page 11)

The Prize begins with the story of the clandestine meeting between Booker and the former US attorney from the Newark area, Chris Christie. It was during their drive through Christie’s childhood neighborhood that Christie and Booker made a secret agreement to reform Newark’s schools.

They realized their plan would not be well received in Newark but their hubris was so great that they were completely convinced of their own righteousness; eschewing democratic principal for authoritarian control. Russakoff makes the decision vivid:

“Early in the summer of 2010, months after their nighttime ride, Booker presented Christie with a proposal, stamped ‘Confidential Draft,’ titled ‘Newark Public Schools – A Reform Plan.’ It called for imposing reform from the top down, warning that a more open political process could be taken captive by unions and machine politicians. ‘Real change has casualties and those who prospered under the pre-existing order will fight loudly and viciously,’ the proposal said. Seeking consensus would undercut real reform. One of the goals was to ‘make Newark the charter school capital of the nation.’ The plan called for an ‘infusion of philanthropic support’ to recruit teachers and principals through national school-reform organizations, build sophisticated data accountability systems, and weaken tenure and seniority protections. Philanthropy, unlike government funding, required no public review of priorities or spending. Christie approved the plan, and Booker began pitching it to major donors.” (page 20)

My grandfather ran sheep at a place called Warm-Springs, just up the canyon from the Hemingway compound near the Sun Valley Resort in Idaho. When I was a child, my grandfather and I ran into Earnest Hemingway in a local Ketchum, Idaho barber shop. It was here that Cory Booker’s growing national fame got him a ticket to the “invitation-only extravaganza of deal-making and schmoozing for media moguls and investors.” (page 22) It was here that Booker convinced Zuckerberg to make the $100 million-dollar donation. Russakoff describes the scene:

“Booker and Zuckerberg met at a buffet dinner one night on the deck of Herbert Allen’s Sun Valley townhouse, overlooking a golf course and stream. They shared a table with Amazon’s Jeff Bezos and media executive Michael Eisner, among others. Afterward, Zuckerberg invited Booker on a walk and explained that he was looking for a city poised to upend the forces impeding urban education, where his money could make the difference and create a national model. Booker responded with a pitch that showcased what made him such a dazzling fundraiser.” (page 24)

Within a few years, the two central political figures who instigated the reform of Newark’s schools had moved on leaving behind a mess. Chris Christie was intent on running for president and Cory Booker decided on the US Senate. Their ambition far out overshadowed any commitment to Newark and its schools.

Some Lessons and Observations

Charter schools are not necessarily bad. The descriptions of efforts made at both charter schools and Cami Anderson’s Renew Schools (which were reconstituted district schools) are impressive. However, if the decision has been taken to blow up the district and start over a partially privatized system is an error. The cost of education per child increases significantly when financing two public systems. The outcome will be that the district will lose more money than their fixed costs will be reduced. At the same time, they will become the dumping ground for problem children and expensive students that the privatized system shuns. This is exactly what has led to the demise of Detroit’s schools and Newark appears to be on the same path.

Democratically constituted systems will never be successfully reformed by authoritarian means.

In Newark, the teachers were never the problem and neither was tenure or the union. It was always corrupt politicians and grinding poverty creating traumatized children. Yes, schools need to be improved, but they are not social agencies equipped to solve the profound social problems leading to poor academic performance. At close observation, it is obvious that the public-school teachers in Newark were heroes who should have been the touchstone for school improvement.

Closing public schools and privatizing education is a mistake. Fix our schools; don’t undermine them.

Consultants are like vultures. If they are being relied upon, then your financial bones are being picked. Let me end with one more quote from The Prize:

“The going rate for consultants in Newark and elsewhere on the East Coast was $1,000 a day, and their pay comprised more than $20 million of the $200 million in philanthropy spent or committed in Newark. ‘Everyone’s getting paid, but Raheem still can’t read,’ observed Vivian Cox Fraser, president of the Urban League of Essex County, where Newark is located.” (page 71)

Two thumbs up for The Prize.

A Teacher’s Tale – Illuminates

12 Dec

John Thompson is an historian and a legislative analyst who found his calling – educator. His A Teacher’s Tale is provocative, interesting and a story only someone who had lived with and loved the oppressed black children of Oklahoma City could tell. It is a peek into a side of public education that is ugly and it illuminates the causes of that ugliness. It changed my perspective.

I grew up in a small town in rural Idaho (Glenn’s Ferry, population 1200). Actually, I lived until age 13 on a ranch outside of King Hill, Idaho, an unincorporated village of 99 people. Glenn’s Ferry Unified School District had schools in Glenn’s Ferry, King Hill and Hammett (another unincorporated town). Even with the three communities and the regions farms and ranches combined the four-year Glenn’s Ferry High School had less than 200 students. The truth is that our teachers were not great educators but they were great people who had our respect.

The Viet Nam war and the US Navy brought me to San Diego in 1968. My experience here with schools was not really that different in that people complained about the public schools, but like my little rural schools they were competently run at least in terms of safety and general decorum. Violence and unreasonable defiance were never a big issue even at schools in struggling neighborhoods. A student could go to these public schools and succeed splendidly. Great success stories growing out of poorly thought of San Diego neighborhoods have been common place for decades.

I share my background to illustrate an issue with getting education reform right. We are all like the proverbial blind men who are describing an elephant. Some of us feel the ears, some of us feel the trunk, etcetera. Almost all of us have experience in public school however because public education is such a vast and varied enterprise our vision is limited. My experience said that public schools were safe institutions run by professionals and that they had state bureaucracies insuring competent ethical operations. A Teacher’s Tale counters this view powerfully.

Thompson entered the classroom in 1993. At the time, there was a determined movement to improve Oklahoma City schools. John’s experience working in politics and his ethic of community engagement pushed him into the center of local reform efforts. This book tells the story how his work and that of many others was significantly undermined and even reversed by forces outside of the city.

In 1999, John committed to “a bipartisan district-wide school reform effort known as MAPS for Kids.” He helped draft a student achievement plan for the school system and helped sell the plan during an election to raise taxes and to fund system-wide instructional reforms. (page 202)

He describes how NCLB undermined MAPS:

“MAPS for Kids called for a balanced approach that emphasized improved classroom instruction and a holistic community-wide effort to offer the same high-quality education to low income students that affluent parents expect for their own children. NCLB, however, promoted the theory that the answers to the legacies of generational poverty could simply be found in the classroom. For that reason, efforts to address out-of-school factors were placed on the back burner as the OKCPS complied with the federal law.

“In the early years of MAPS and NCLB, efforts to improve instruction were undermined somewhat as the district tried to negotiate between the data-informed policies promised by local reformers and the data-driven approach favored by proponents of the federal law. For several years, the district was torn between the mixed messages of MAPS, which supported the use of diagnostic assessments as interpreted by educators, and the site-based management for empowering of teachers and principals, and of NCLB high-stakes testing and top-down governance, which overrode the judgments of professionals.”

John relates some absolutely horrific stories of student violence and fear. He describes how in 2006, in the aftermath of the school choice movement, John Marshall and Centennial high schools spiraled out of control. John had experienced large classes including students with reputations for being disruptive but this was different. He says, “I had never had such ‘toxic concentrations of poverty,’ where so many children simply could not control their behavior.” (Page 30)

John relates several stories of absolutely special children who were struggling to grow up in neighborhoods infested with Crips and Bloods. He tells of helping a student overcome a lack of reading skills and become motivated to educate himself only to be murdered. It was a frightful and repeated experience for the educators at John Marshall and Centennial High.

In the book, John presents convincing evidence that taking disciplinary control policies away from local administrators and teachers directly contributed to violence, terrible attendance and safety issues. He describes packs of out of control gang affiliated students roaming hallways instead of attending classes, while site administrators were not allowed by state bureaucracies to take the kind of effective action needed to create positive and safe learning environments. The evidence presented supporting this observation is powerful.

In addition to the evidence from his Oklahoma experience, John sited evidence from Chicago:

“Marshall would soon learn the hard way why the Consortium on Chicago School Research, in Organizing Schools for Improvement, Identified the intertwined factors of discipline and attendance as prime reasons why troubled schools fail to improve. When the consortium looked deeply into stalled reforms, its “most powerful single finding” was the relationship between attendance problems and the failure to manage disciplinary issues. Moreover, the consortium “found virtually no chance of improving attendance in schools that lacked safety and order” and “where instruction alignment was weak or predominantly basic skills oriented.” In other words, discipline, attendance, and effort to provide more effective instruction were interrelated in Chicago schools as in our Marshall.” (Page 356)

My impression is that Thompson is liberal minded and likely a Democrat. However, I like his open-minded approach and willingness to work with conservatives. His work with the group that created the MAPS for Kids school reform agenda was clearly a bipartisan effort by liberals and conservatives coming to consensus for the benefit of students. John’s book demonstrates that most conservatives care for their schools and want to fix problems rather than destroy schools or privatize them. It shows that conservatives and liberals can develop unity and consensus about how to run their schools. However, big moneyed interests and outsiders tend to wreak havoc.

One of the many examples of this was the famous historian David McCullough criticizing NCLB mandates for “narrowing the scope of the curriculum and promulgating a growing suspicion of teachers.” John continued:

“Before NCLB-type testing, few educators would have disagreed with him. Pedagogies that previously would be considered essential for teaching students to flourish in the modern world would struggle to survive the contemporary school reform movement.” (Page 164)

Referring to data-driven accountability and the need for disruptive change to shake up the “status-quo”, John writes:

“The charge was to produce rapid ‘transformational change’ in outcomes at challenging schools like Marshall in Oklahoma City. This accountability-driven reform was imposed, unfortunately, by advocates of disruptive change who typically had little knowledge of high-poverty K-12 schools. Inner city schools need more disruption like we need another gang war.” (Page 83)

Seeing community schools as an essential building block of a healthy society, John criticizes the no-excuses mentality that refuses to look at community health when designing approaches to improve schools. He observes:

“Community schools, however, are the tough-minded solution. Teacher-driven reforms like Rhee’s policies have yet to demonstrate much success, and now that billions of dollars have been invested in computer systems to keep track of teacher quality, they are no longer inexpensive. If nothing else, NCLB has prompted a golden age of educational research that has shown why test-driven accountability has failed. The time has come for a new generation of holistic reforms building on social science and the power of our diverse communities.”

The last five or six election cycles and school reform have spotlighted a nation divided. This division is the great obstacle facing America. We must find a way to respect each other’s opinions and discuss them with an open mind. John demonstrates by his activities in Oklahoma City that conservatives and liberals can reach common cause and make good policy, but we must stop demonizing each other. Everyone loves their children and we all want good education for them. That is a good starting point for dialog.

In the conclusion section of this book John makes this salient point:

“Due process is no more political than any other legal issue, which means that politics is pervasive in it. Government by fiat is no less political than grassroots organizing. The effort to impose technocratic solutions in order to avoid the messy politics of instruction is just as political as any other autocratic regime.”

A Teacher’s Tale is a valuable book from which anyone interested in public education or education in general will learn something.

Sweetwater Schools Embrace “Corporate Education Reform”

22 Nov

At November’s monthly Mar Vista High School staff meeting, the CORE Districts accountability protocol was formally presented. In June, the Sweetwater Union High School District’s (SUHSD) board agreed to a $39,200 per year fee for CORE Districts membership. By accepting the CORE agenda, SWUHD receives data services; digital tools; professional development and an opportunity to partner with the Policy Analysis for California Education (PACE) Research Collaborative. This act aligns SWUHD with the “corporate education reform” agenda; including top down control.

CORE Districts is Another Faux Government Agency

The NCLB version of the Elementary and Secondary Education Act of 1965 demanded that by 2014 one-hundred percent of all students would be judged proficient in mathematics and English based on standardized testing. Then Secretary of Education, Arne Duncan used this non-sense provision of the failed law in legally suspect ways – waivers – to bribe schools into accepting several federal mandates. Included in his list of demands was using standardized test scores to evaluate teachers, a practice that is both expensive and has been thoroughly debunked going back as far as 1999. When California refused Duncan’s evaluation demand, its waiver application was rejected.

CORE Districts first gained attention when six renegade districts financed by corporate dollars made a deal with Arne Duncan for an NCLB sanctions waiver. John Deasy, the soon to be failed superintendent of Los Angeles Unified Schools and five other school district superintendents made a legally questionable side deal bypassing state officials.

The vehicle used to justify the district direct waivers was the deceptively named California Office of Reform Education (CORE), a non-profit with no official governmental status.

In 2015, American Institutes for Research (AIR), wrote a fifty plus page report on CORE that captures the names of the players and the history of CORE. AIR is a large provider of testing materials for k-12 education so it is not surprising that the report is favorable to the pro-assessment CORE. AIR details that CORE predates the 2013 waivers which garnered nationwide attention and recounts:

“By the time CORE officially began in fall 2010, two established venues had helped build relationships among participating district leaders through which they communicated regularly about their work. The first venue was the Urban Education Dialogue (UED), a forum of large urban district superintendents designed to foster dialogue about the challenges and opportunities associated with running K–12 school systems in California. Six of the superintendents who eventually brought their districts into CORE regularly attended the semiannual UED meetings. Through these interactions, those leaders developed an understanding of one another’s situations and general approaches to district leadership. They also built a set of personal relationships with peers who faced similar challenges and had similar priorities.”

The report also shows how deeply involved some of the original CORE district leaders were with forces sympathetic with privatizing public schools and using data to drive instruction from positions of power. Praise from Eli Broad and McKinsey & Company is damning. “To be praised by fools—that is the greatest shame.” (Nichiren in 1272)

“Long Beach USD had already earned a reputation for excellence: The district received the second ever Broad Prize in 2003 as the nation’s best urban school system. In 2010, McKinsey & Company also identified it as one of the world’s 20 most improved school systems.”

A key force behind the CORE development was the Stuart Foundation which provided $700,000 in 2010 and $800,000 in 2011 to continue the collaboration that started over the failed Race to the Top application. That continuation became the CORE. At about the same time one of the minority owners of the San Francisco Giants, Phil Halperin formed California Education Partners which became the administrative and fundraising arm of the CORE.

Darwin Bond-Graham wrote about Halperin in Counterpunch:

“Among the minority owners of the Giants are some Democrats also. Giants owner Philip Halperin runs the Silver Giving Foundation, a philanthropy he created with money he amassed while working as a partner in the Weston Presidio private equity firm. Halperin’s official biography on the Stanford Freeman Spogli Institute for International Studies web site (where he sits on the advisory board trustee) says that at Weston he was, ‘focused on information technology, consumer branding, telecommunications and media,’ and that he ‘previously worked at Lehman Brothers and Montgomery Securities.’”

 The funders of California Education Partners, PACE and CORE are a nearly identical group which includes:

 The James Irvine Foundation

The William and Flora Hewlett Foundation

Walter and Elise Haas Fund

D. Bechtel Jr. Foundation

Stuart Foundation

The Evelyn and Walter Haas, Jr. Fund

The Walter S. Johnson Foundation

The Bill and Melinda Gates Foundation

The Silver Giving Foundation

 David and Lucile Packard Foundation

A little quick not so thorough research shows that since 2010 the Gates foundation has contributed over $7 million; Bechtel $500,000; Irvine $1.1 million; Hewlett $1.6 million; Stuart $1.5 million.

All this spending has two agendas; implementing common core and establishing the infrastructure of Competency Based Education (CBE). CBE in short means education on the cheap by putting children in front of screens and supervising them with minimally trained people. Sweetwater has the technology in place to take this path.

The Basis of The CORE Districts School Improvement Plan

Corporate education reformers disdain input form working educators. Instead, they are constantly on a quest to find a “silver bullet” that can be monetized. The CORE found a guru in Ontario, Canada named Michael Fullen. From John Fensterwald’s writing in Edsource:

“In January [2013] and last fall, two delegations of California educators that included Torlakson, Chief Deputy Superintendent Richard Zeiger, California Commission on Teacher Credentialing Executive Director Mary Sandy, Vogel, Levine and a half-dozen superintendents and CEOs of charter management organizations made sojourns to Toronto, funded by the San Francisco-based Stuart Foundation. There they observed classrooms and met with Fullan, teachers and provincial leaders about Ontario’s strategy of school improvement.”

 Later the same article continues:

“Fullan reviewed CORE’s waiver application, which cites his writing and says that CORE’s “alternative accountability model and day-to-day work” is motivated by the “changed culture and positive and lasting improvements” in Ontario. The waiver expresses confidence that the same philosophy – paying attention to data but using it as a basis to improve, not as a cudgel to declare failure – would work in California.”

It is notable that the waiver Duncan bestowed on the CORE districts was based on Fullen’s ideas with its multiple accountability measures, but did not include teacher evaluations by testing.

Fensterwald added, “McKinsey & Company named Ontario, along with Long Beach Unified and Aspire Public Schools in California, among the 20 most effective school systems in the world.” While on the 2009 international test, Programme for International Student Assessment, or PISA, the Ontario schools did indeed score almost as high as the best readers in the world (Finland), their math scores did not. In addition, as Fensterwald notes, “scores in science on the Trends in International Mathematics and Science Study (TIMSS) have declined over the past decade.”

This recalls the advice I often heard from the Vice-President of Engineering at Sunward Technologies, “if there is a problem, sell it as a feature.”

Social Emotional Learning (SEL) and Data Mining

 The CORE website states:

“The CORE Districts are the first in the nation to include the measurement of social and emotional factors in a system of school improvement and accountability – our School Quality Improvement Index. We have done so because we believe they offer schools and educators more and better information that furthers understanding of students and what they need to learn and succeed. This information can be used to inform and shape strategies to help students succeed in school and prepare them for success in college, careers and life.”

 The following graphic depicts the CORE index for accountability that weights SEL at 40%.

 core-index-graphic

Social emotional skills training is the hottest new fad in education. It seems so logical; if we can just teach Shaniqua and Jesus to behave properly with grit, they will manifest so much more of their potential. How could anyone object to educators teaching and tracking social behavior?

The Brookings Institute which has been solidly pro-corporate-education-reform, has produced one of the few extant studies of SEL practices. Their study is based on data from CORE Districts produced in 2014. Although, generally positive about the approach, they call for more study:

“In sum, our preliminary analysis of the data from CORE’s field test provides a broadly encouraging view of the potential for self-reports of social-emotional skills as an input into its system for evaluating school performance. That said, the view it provides is also quite limited. It says nothing about how self-report measures of social-emotional skills would perform in a high-stakes setting – or even with the very modest weight that will be attached to them this year within CORE. Nor can we say anything about how CORE’s focus on social-emotional learning will alter teacher practice and, ultimately, student achievement. The results presented above are best thought of as a baseline for future analysis of these issues – and many more.”

Jane Robins recent article in Townhall is called “The Latest Big Education Fad, Social-Emotional Learning, Is As Bad As It Sounds.” She cautions:

“Suppose the government decides a child will be a more acceptable student, citizen, and worker bee if he learns to acquiesce to the “consensus” of the group, regardless of his own moral standards, or if she learns to accept that all commands of the government must be obeyed. The student may fulfill the standard by developing the correct attitudes, but under whose authority does the government presume to instill attitudes that may conflict with parents’ desires?”

Robins describes the dangers of psychological damage for children if this kind of behavior modification is attempted by inadequately trained people. Then she addresses the most worrisome aspect of all; the loss of privacy for children that is almost certain in the age of data-mining:

“Dr. Effrem and Dr. Thompson both warn also about the extraordinary threat to student privacy that implementation of SEL standards would present. With states building longitudinal student databases that track children from cradle to career, it’s inevitable that data collected from observing and analyzing children’s emotional states will be preserved . . . forever. And because USED has gutted federal student-privacy law to allow sharing of personally identifiable information on students with almost anyone the government wants, that data is likely to be widely disclosed – without parental consent.”

 California’s Teacher’s Unions Oppose CORE

A letter to the state school board from the president of the California Teachers Association, Eric C. Heins and the presidents of each of the CORE district’s union locals, laid out several points of contention with CORE. They observed that the new federal law eliminated all waivers as of August 1, 2016 and called upon the state of California not to grant a state waiver to the CORE. The letter states:

“The Presidents whose signatures are added to mine on this letter represent the educators who work in those CORE districts. Their Associations have never endorsed and do not now support the extension of the CORE waivers. Further, these education leaders strongly believe the CORE waiver is a serious impediment to the collective education change efforts in California. As educators, we are committed to improving the conditions of teaching and learning, advancing the cause of quality public education, and ensuring that the dignity and civil rights of all children are protected. At a time when we are working hard in California to implement positive changes that safeguard the quality public education all students deserve, this top-down waiver system which excludes teacher input and collaboration is counterproductive and divisive. The CORE waiver process does not reflect the work of a broad-based diverse group of individuals with a genuine stake in their school. The stakeholders are cut-out of the development and execution of viable education reform implementation strategies.”

Approximately a million students attend what are now the 10 districts affiliated with CORE. However, 5-million students still attend non-CORE schools. These schools along with the state of California are still in the process of developing the new federally mandated state accountability system.

In contrast to the CORE’s top-down approach, California’s State Superintendent of Instruction, Tom Torlakson has established a 30-member Accountability and Continuous Improvement Task Force. Torlakson’s task force comprises a broad range of voices including labor, academia, parent groups and educators that are engaged in the development. History informs us that this democratic approach to governance will produce a more lasting and superior product.

Sweetwater Schools Embrace “Corporate Education Reform”

I believe Sweetwater Union High School District to be a model of what is possible in education. The model has been created by a wonderful culture of teachers and parents working together often despite political corruption and malfeasance. Today, Sweetwater has a clean board and an enthusiastic well trained educator at the helm. However, the district has succumbed to the sirens song of corporate education reform.

We have spent untold amounts of money on technology. We purchased I-pads for 20,000 students and are now replacing the I-pads with laptops. It is as if we believe putting children in front of screens is more important than smaller class sizes.

We have every kind of education software program imaginable including a useless education management package called Canvas. Canvas has a terrible front end which few teachers use by choice, but Canvas was designed to host online classes and facilitating blended learning. It fits perfectly with the corporate push to replace teachers with technicians and low skilled monitors. It is the path to enervated education.

This year every teacher in the district was given a tee-shirt that says “Sweetwater Union High School District – Putting Students First.” Exactly the kind of corporate sloganeering employed by Michelle Rhee and Eva Moskowitz. The pressure to ware these shirts at staff meetings is demeaning for professional educators but classic corporate think.

What makes this district great is that we care about kids and we put fully certificated teachers in all our classrooms. We maintain order and we know our students. We provide a safe healthy environment. Stop the raid on our resources and get out of bed with “corporate reformers” before permanent damage is done. CORE districts, social emotional learning and standards written by the testing industry (CCSS) are antithetical to good pedagogy.

San Diego Schools Awash in Technology Malpractice

5 Nov

Every year, school districts in San Diego County are wasting $10’s of millions on technology. This spending binge harms education and is difficult for school boards to oppose. Worst of all children and good pedagogy are being harmed.

ESSA Promotes Technology over Good Pedagogy

When congress passed the new education law (ESSA), the United States Department of Education (USED) was transformed into the nation’s leading education technology sales force. Secretary of Education John King has effectively become a shill for a group of corporations and their “non-profit” foundations working to sell “blended learning”; “competency based education”; “personalized learning”; “linked learning”; etc. These initiatives have at least four things in common; they all profit technology companies; they all are unproven; they all promote unhealthy education practices; and they overturn a student’s right to privacy.

The former governor of West Virginia, Bob Wise, has been leading the Alliance for Excellence in Education since 2005. On their web presence the Alliance lists this group of supporters: Anonymous, AT&T Foundation, Bill & Melinda Gates Foundation, Carnegie Corporation of New York, GE Foundation, James Irvine Foundation, Kern Family Foundation, National Public Education Support Fund, Nellie Mae Education Foundation, State Farm, Stuart Foundation, and William & Flora Hewlett Foundation. For unknown reasons, the biggest dollars appear to come from anonymous. This foundation is just one example, there are hundreds of non-profits like this supported by many of these same groups. They sound well-intentioned but their main motive is monetizing and controlling education in a way that supports corporate desires.

Bob Wise’s organization sponsors Future Ready which says, “The Alliance for Excellent Education leads Future Ready in partnership with the U.S. Department of Education and a vast coalition of both national and regional organizations.” Pictured below are 3 of the 12 rows of sponsors advertised on their web site. It is disturbing that the two major teachers’ unions, American Federation of Teachers and the National Education Association are there along with the national PTA.

future-ready

Future Ready asks every superintendent of schools in the United States to take its pledge in exchange for some sort of support. Here is the opening statement for the Future Ready pledge:

future-ready-pledge

Signing up for this pledge is a bit arduous, however, almost every school superintendent in San Diego County has signed it; including Sweetwater’s Karen Janney and San Diego Unified’s Cindy Marten.

Practically speaking, the pledge means giving every child a device capable of providing both their lessons and their assessments. The Future Ready vision is for lessons delivered by software packages from various vendors including Microsoft, Pearson and Google. Students will then be awarded digital badges recorded in their profile in the cloud. The vision is to eliminate school as we know it (except for high end private schools).

Another of the ubiquitous non-profits working to monetize schools, ACT Foundation, teamed with the Institute for the Future to produce a video called “Learning is Earning”. It imagines a dystopian future for all Americans provided by technology companies.

A recent Texas study found that “there was no evidence linking technology immersion with student self-directed learning or their general satisfaction with schoolwork.” And the New York Times reported recently on classroom use of technology in Arizona, where “The digital push aims to go far beyond gadgets to transform the very nature of the classroom.” As the Times reported, “schools are spending billions on technology, even as they cut budgets and lay off teachers, with little proof that this approach is improving basic learning.”

A blogger who goes by the name Wrenchinthegears has created a series of posts about the digital education being promulgated by Silicon Valley billionaires, politicians and federal bureaucrats: From Neighborhood Schools to Learning Eco-Systems, A Dangerous Trade and Questions We Should be asking about “Future Ready” Schools plus Wrenchinthegears has provide an amazing slide show analyzing the threat we face. He/she concludes in Trade You a Backpack of Badges for a Caring Teacher & Well-resourced School:

“In this brave new world, education will no longer be defined as an organic, interdisciplinary process where children and educators collaborate in real-time, face-to-face, as a community of learners. Instead, 21st century education is about unbundling and tagging discrete skill sets that will be accumulated NOT with the goal of becoming a thoughtful, curious member of society, but rather for attaining a productive economic niche with as little time “wasted” on “extraneous” knowledge as possible. The problem, of course, is that we know our children’s futures will depend on flexibility, a broad base of knowledge, the ability to work with others, and creative, interdisciplinary thinking, none of which are rewarded in this new ‘personalized pathway/badging’ approach to education.”

A school teacher in Maine named Emily Talmage was one of the first educators to realize the seriousness of this current attack on public education. While the rest of us were focused on limiting the damage from standardized testing, she saw that the monetizing groups had moved on to “Ed Reform 2.0” and were actually leveraging opposition to testing to advance their agenda. In her most recent post, she writes:

“Lately, the MacArthur Foundation has been everywhere that Ed Reform 2.0 (personalized, competency-based, digital learning) has been – sponsoring conferences at the U.S. Department of Education on the merits of Social Impact Bonds, awarding grants to promote digital learning efforts, and even gaining recognition for their work with Mozilla and HASTAC in advancing the competency-based “digital badging” agenda from the Clinton Global Initiative. (Yeah – the Clinton’s are involved in this too, in a big way.)”

In this same post Ms. Talmage reports on the use of digital education in China:

“Under the auspices of corporate giants Tencent and Alibaba, Chinese citizens will be required by 2020 to earn a character credit score based on their actions on social media. If you post government-approved articles, for example, you’ll earn points that you can then show off to your friends.  [It gets even creepier than that, watch this video she linked into her post.]

“And if you’re now thinking: but that’s China! That could never happen here! Consider the fact that Facebook CEO Mark Zuckerberg – now a major investor in personalized learning initiatives across the country – is quite fond of Sesame Credit’s sponsor, Jack Ma of Alibaba.

“According to the Wall Street Journal, ‘Mr. Zuckerberg said he was optimistic about China’s future development because the country focused on science and technology education.’”

 San Diego Schools Buy In

 The Sweetwater Union High School District (SUHSD) is a 7th through 12th grade school system serving 40,000 students in south San Diego, Chula Vista, National City and Imperial Beach. SUHSD’s 2014 technology plan says;

“According to Project RED, ‘The daily use of technology in core classes correlates highly to desirable Education Success Measures [and] was one of the top five indicators of better discipline, better attendance, and increased college attendance.’ And yet, many 1:1 schools reported using the technology only weekly or less frequently for many classes. In fact, the researchers concluded that 80 percent of schools under-utilize technologies they have already purchased.”

 The official SUHSD technology plan is highly influenced by the research of Project Red. So, what is Project Red? Is this a well-known education research center led by the most well respected education professionals in America? It is not! It’s a non-profit financed by Intel, HP, Pearson and Smart. In other words, it is a group of ‘vulture philanthropists’ tilling the soil for sales. To paraphrase Peter Greene, it is like Ford’s PR firm reporting that their new Focus is the most advanced car in the world.

SUHSD embraced 1:1 digital learning first by rolling out I-pads for all students beginning with 7th graders in 2012. This year, they have changed course; are retrieving the I-pads and replacing them with Chinese laptops from Lenov running on the Microsoft Windows operating system 10.1. It is widely believed this operating system is harvesting vast amounts of data from users, which means student’s privacy is sundered.

San Diego Unified School District (SDUSD) is a k-12 district serving more the 100,000 students. It too has succumbed to the under researched but very profitable 21st century digital learning agenda. In their July 2014 i21 report, the committee charged with mapping SDUSD’s technology future recommended:

  • “Provide equity of access to all students with individual devices and 24/7 connectivity”
  • “Evaluate a blended model of district-supplied and student-owned devices “
  • “Implement competency-based learning and problem-solving-based assessments, aligned with Common Core standards”

On October, 5 2016, a San Diego Union Tribune article announced that SDUSD has agreed to purchase and distribute to students 16,000 Google Chromebooks. It stated, “Google announced a collaboration with the San Diego Unified School District this week, and sent its ‘chief education evangelist’ to tour campuses and meet with teachers and students to see first-hand how the company’s equipment, apps and search engines are used.”

In January 2016, Senator Al Franken wrote a letter to Google expressing his concerns about student privacy. The Electronic Frontier Foundation reported:

“After we filed our complaint with the Federal Trade Commission (FTC) about Google’s unauthorized collection of personal information from school children using Chromebooks and the company’s educational apps, we heard from hundreds of parents around the country concerned about K-12 student privacy. This week, an important voice in Washington joined their growing chorus.

“On Wednesday, Senator Al Franken (D-MN) wrote a letter to Google CEO Sundar Pichai asking for information about the privacy practices of Google Apps for Education (GAFE). Several of his questions reflect concern over the issues we raised with the FTC. Sen. Franken is the ranking member of the Senate Judiciary Subcommittee on Privacy, Technology and the Law.”

SUHSD and SDUSD are purchasing more than 30,000 laptops this year, which means they must also have the infrastructure to support these devices. In addition, all of the education applications require the school districts to purchase licenses that must be periodically renewed. That is a lot of money to spend on technology.

Both SUHSD and SDUSD have embraced blended learning. To start the school year, the teaching staff at Sweetwater was solicited to apply for the new blended learning specialist position; now there is a blended learning specialist at every school. Blended learning means children working independently at screens with some teacher instruction. It is the preferred method of the infamous mall charter schools which have been revealed as not just producing substandard education but too often are obvious frauds.

The August 31, 2016 issue of Time Magazine carried an article by Dr. Nicholas Kardaras called “Screens In Schools Are a $60 Billion Hoax.” In this article, he argues that putting children in front of digital devices is bad learning strategy which has known deleterious health effects. The paragraph quoted below outlines some of these health problems and provides a powerful and diverse set of linked references supporting his arguments.

“Tech in the classroom not only leads to worse educational outcomes for kids, which I will explain shortly, it can also clinically hurt them. I’ve worked with over a thousand teens in the past 15 years and have observed that students who have been raised on a high-tech diet not only appear to struggle more with attention and focus, but also seem to suffer from an adolescent malaise that appears to be a direct byproduct of their digital immersion. Indeed, over two hundred peer-reviewed studies point to screen time correlating to increased ADHD, screen addiction, increased aggression, depression, anxiety and even psychosis.”

 What is a Better Alternative for Good Education?

I just finished reading Samuel Abrams book Education and the Commercial Mindset (see review here). In his reporting on the ill-fated Edison Project, Abrams discussed their troubled high end private school in New York City, Avenues. For financial reasons, Avenues had to raise class sizes to an average of 18 students, while their competitors in the high-end education market like Dalton maintained class sizes of 14 to 15 (page 145). The wealthy are not putting their children in front of screens and they do value smaller class sizes.

If we truly want 21st century education in America, there are three simple strategies that have been proven to work. They are the strategies implemented by the unambiguously most successful education system in the Western Hemisphere, the public-school system in Finland.

1) Require a master’s degree, thorough pedagogical training, and licensing before allowing a teacher into a classroom. This requires educators to be paid commensurate with other professionals, however, if we truly want the best, we must pay for the best.

2) Reduce average class sizes to less than 20 students. Bill Gates has said class size is not so important, but he sent his children to a high-end private school with class sizes of less than 20.

3) Make trained experienced educators the leading voices in education policy. Bill Gates, Reed Hastings, Louis Gerstner and their ilk are arrogant uninformed amateurs whose vast power due to wealth makes them dangerous.