Tag Archives: Education Reform

Education Reform Musing

14 Feb

By Thomas Ultican 2/14/2017

I have done a lot of whining about “corporate education reform” and the “test and punish” theory of education reform and “standards based” top down education. I am in full agreement with the conclusion Kristina Rizga reached after her four years’ study of Mission High in San Francisco, “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.”

However, I am tired of being Debbie Downer. So, I will share my thoughts on a positive path of improvement for education in America.

Democracy and Local Control

Never let foreigners decide how and what should be taught in your kid’s school. By foreigners, I mean anyone that has never been in the school and lives more than 50 miles away.

Reed Hastings of Netflix was such a heartfelt liberal that he even joined the Peace Corps. He taught mathematics in Africa. Yet, in 2000, this once liberal crusader used his vast wealth to lift the cap on charter schools in California. Today he may be even more infamous for telling the California Charter Schools Association that elected school boards are anachronisms and should be replaced by non-profits running charter schools.

This is the problem with the uber-wealthy and their political assets controlling education. As statistics expert Gene Glass wrote “success in business has proven to them that their circle of competence knows no bounds.” It is my firm belief that the wisdom of the masses expressed through democratic processes is far superior to the dictates of any one of us including political titans and the billionaires.

In 1891, at the NEA gathering in Toronto Canada, Francis W. Parker of Chicago representing the Cook County Normal School declared:

“The soul seeking peace and comfort under the dominance and permanence of fixed ideals shrinks with dismay from the inevitable blunders, stupidity, ignorance and calamities that invariably accompany all democratic growth. The short road of centralization seems to reach in a day that which takes years to accomplish under the patient waiting for that slow dawning of intelligence which leads to right action on the part of democratic communities.

“Our foreign critics mistake variety and honest individual striving for chaos. That which has its birth in the desires and intelligence of the people, and is applied by the will of the people, becomes an organic, permanent factor in the progress of civilization of that people. It is rooted and grounded upon the people-“Vox POTTI. Vox dei.” But that which is imposed upon a people by any authority below heaven breaks into atoms when the intelligence and power of a people can reach and control it.

Centralized power may be a necessity for infancy, but manhood sheds it off for the strong wings of freedom.

In 1916, John Dewey wrote in his book Education and Democracy,

“An aim must, then, be flexible; it must be capable of alteration to meet circumstances. An end established externally to the process of action is always rigid. Being inserted or imposed from without, it is not supposed to have a working relationship to the concrete conditions of the situation.”

It is not just writers from Mother Jones or 19th and early 20th century American educators who warn of the deleterious effects associated with centralized power and ridged standards. The famed Japanese Buddhist philosopher and educator, Daisaku Ikeda writes in his book Soka Education:

“I have in the past called for the principle of the separation of powers to be expanded to give education a status and independence equal to that accorded the executive, legislative and judicial branches of government. Because education is a profound endeavor that shapes the individuals of future generations, it should be completely independent of political interference.”

Throughout his long illustrious career Mr. Ikeda has developed friendships and established what Peter Greene calls “thinky tanks.” In the book mentioned above, Ikeda quotes Columbia University’s Professor Robert Thurman’s answer to a question he received at the Ikeda founded Boston Research Center for the 21st Century. He was asked how he views the role of education in society. Thurman replied, “I think the question should rather be; what is the role of society in education? Because in my view education is the purpose of human life?”

The former Rector of the National University of Cordoba, Argentina, Francisco J. Delich is a friend who Ikeda wrote about in his book, Unforgettable Friends. Ikeda imparted:

“Having been driven from the lectern by the government in the past [1976-1983], Dr. Delich is very deeply and personally aware of the evil of allowing government to control education. He wants to build a society in which political leaders respect educators. Education, he believes, is the very foundation of the nation.”

Rizga, Parker, Dewey, Ikeda, Thurman and Delich contravene the thinking of the billionaire class who believe schools should be centrally commanded like the monopolistic enterprises by which they were enriched. People of great moral purpose believe in democratic processes. They understand it is impossible for capitals of power to satisfactorily meet the educational needs of any community by imposition. Democratic processes based locally is the true foundation for developing education. In America, the heart of that development is the board managed public school.

Democratize Schools

 At the school, the power of principals should be reduced and the power teacher department leaders increased. Instead of running schools like a factory with a central figure in charge, schools should be run by committees made up of educators, students, community members and administrators. Many schools in California already have a faculty advisory committees made up of teachers and administrators. They also have school site councils consisting of students, parents and teachers. These groups should run the school.

Today, the only path for advancement available to educators is to leave the classroom and become an administrator. Instead of losing our best teachers to management, pay department heads more and utilize their expertise to improve teaching.

It is unrealistic to expect any one individual (the principal) to be an expert in all disciplines. Make the department chairs the curriculum experts. Add requirements to their position like a master’s degree and ten years of experience. The selection of the department head should remain the purview of the department staff.

Administrators should run school functions like facilities, registration, discipline enforcement, etc. The policies that they administer would be developed by the faculty advisory committee and the school site council.

In other words, let’s democratize our schools and respect all voices including students. District managers should be just that. They should be there to take care of budgets and personnel matters. Schools should not be subservient to districts. Quite the opposite; the district is there to serve the school. We need to get rid of the American ideology that posits a fabled superstar leader. Rather we need to embrace democratic action.

Curriculum

The concept of standards based education was motivated by the undeniable fact that good curriculum is a requirement for outstanding education. Unfortunately, this is the path to authoritarian top down control with its associated negative outcomes. I have written about some of these negative outcomes here.

Today, many states have adopted two sets of terrible education standards which I wrote about here, here, here and here. In a nutshell, standards do not really fit the needs of any schools and they are enforced by authoritarian means based on pseudo-science.

Standards based testing is totally useless for measuring anything other than the economic health of the community being tested. Standards based test cannot evaluate schools, teaching or student learning. As soon as high stakes are tied to them, they become a complete fraud.

We have the best trained teaching force in the history of America. Our teachers are fully capable of designing the curriculum for their schools. Strong department teacher leaders working collaboratively will produce much better curriculum tailored to that community for less money. Because the teachers who developed the curriculum believe in it and are personally invested in its success, they will do a better job of delivering it.

Reality Versus Marketing

Betsy DeVos who is completely unqualified by experience or training has just been confirmed as Secretary of Education. However, this is nothing new. Arne Duncan was also confirmed as Secretary of Education and he was completely unqualified by experience or training. Bill Gates, Eli Broad and the Walmart heirs wield great influence over our present increasingly autocratic education system and none of them have the kind of experience or training that their level of influence requires. This is our present reality.

Bill Gates has made silly claims like experience, advanced degrees and class size are not that important to teaching and learning. Just yesterday, I read this post, “The Rise of Crony Appointees and the Inexpert Ruling Class” by Professor Paul Thomas of Furman University, Greenville SC. He observed that “Education and education policy have been a playground for Innovators! who have no historical context or real experience in day-to-day teaching and learning.”

Public education is not a business. It’s an environment in which human beings grow intellectually, physically and socially. There is no product and it’s not really a service. Education is unique and trying to fit it into a business box may have seemed like a reasonable idea, but it didn’t work. Business leaders make poor education leaders because they do not have education expertise.

The truth is that expertise based on training and experience are crucial for any endeavor. A deep problem in some charter school chains is they were founded by people who rejected education expertise, scholarship and training. I give details about these schools in this post. There are many possible motives for our current odd propensity as a society to reject professionalism in education and pursue fool’s gold, but whatever the excuse we are harming America.

Yes there are failing schools in America. The cause for that failure are racial segregation, poverty, misguided political policies, racism and graft especially by politicians. The schools in Oklahoma City that John Thompson described fell into their miserable state because of top down mandates and lack of funding. Schools in Newark were the victim of decades of graft.

The failure of all of these schools would have been avoided if professional educators and parents were the dominant voices in the operation of schools.

The cost of testing and technology has drained enormous (unknowable?) amounts of money out of America’s classrooms. In his massive study of the rise and fall of civilizations, the great historian Arnold Toynbee observed in his A Study of History, “The bread of universal education is no sooner cast upon the waters than a shoal of sharks arises from the depths and devours the children’s bread under the educator’s very eyes.”

We are spending enough money to have splendid houses of learning from coast to coast but education monies are being squandered by politicians and business elites. Squandered on impractical or even harmful ideas like “personalized learning” (a kid at a screen running a program provided by Reed Hastings) or “blended learning” (fraudulent schools in the strip mall giving graduation credits for spending time at a computer) and endless testing. The last thing kids in the 21st century need is more screen time.

To create truly great schools, democratize them, limit technology and use teacher generated assessments.  Stop the money drain and use those resources and good sense to:

  1. Reduce class sizes
  2. Increase teacher pay and teacher education requirements
  3. Value experience
  4. Respect and unleash the vast amount of talent on the staff of every school in America.
  5. Believe in democracy.

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.

Sweetwater Schools Embrace “Corporate Education Reform”

22 Nov

By Thomas Ultican 11/22/2016

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, SUHSD 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 SUHSD 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.

Twitter: @tultican

Education and the Commercial Mindset

21 Oct

By Thomas Ultican 10/21/2016

Samuel E. Abrams has created a masterpiece of research and reason illuminating the successes and failures of the forces favoring privatization of public education. His new book published by Harvard University Press is Education and the Commercial Mindset.

Starting with Chris Whittle and his infamous Channel One on TV and the ill-fated Edison Education, Abrams documents the triumphs and failures of profit based education. He shares the thinking and biographies of key characters working to privatize education and includes voices warning about the unsavory consequences of this agenda; not only in America, but worldwide.

Evidence of Valuable Education Reform Policies

My big take-away from this book was solidified in the last two chapters that discussed privatization efforts in Europe and South America. It explains why both Chile and Sweden have begun undoing their privatized systems. Abrams wrote:

“Much as many Chileans at the same time were protesting their nation’s long-standing system of for-profit school management, initiated in 1981, Swedish critics started to raise their voices in opposition. The Chilean adversaries would soon prevail, with President Michele Bachelet declaring in January 2015 that her government would phase out for-profit school management.

“Basic to the UR [the Swedish Educational Broadcasting Company] series was a crisis of faith in Swedish education known as ‘PISA shock.’ Of all OECD nations, only Sweden had seen scores on the triennial Program for International Student Assessment (PISA) successively drop with each administration of the exam since its introduction in 2000.” (Page 275)

The one country in Scandinavia that plotted its own course, Finland, has a very similar population distribution as its neighbors yet on PISA its scores are significantly better. Finland also achieved about the same result differential when compared to the United States. Here is a chart I reproduced from the book (Page 287):

pisa-results-graphic

To address a chronic teacher shortage – especially in science classes – Norway, Denmark and Sweden have all introduced Teach for America type programs. Now there is a Teach for Norway, a Teach for Denmark and a Teach for Sweden. On the contrary, Finland sets itself ”apart from not only Sweden but also Denmark and Norway as the only Nordic nation requiring all teachers to have a master’s degree before taking over a classroom.” (Page 280) The Finn’s significantly boosted teacher pay to equality with other professions and reduced class sizes. There is no teacher shortage in Finland.

Where Norway, Sweden and Denmark have embraced standardized testing of certain critical classes like language and mathematics, Finland has chosen to monitor its schools using sampling techniques similar to the NEAP testing in the United States. In addition, Finland samples all classes including music and art.

The Finns also have a different attitude toward who should be leading education than their Nordic neighbors or the United States. Abrams reports, “Of the many officials I interviewed at the Finnish Ministry of Education and Culture, the FNBE, FINEEC, and the Helsinki Department of Education, all had been teachers for at least four years and several had taught more than ten.” (Page 289)

If the intention is great education and not merely profiting from tax payers or creating education on the cheap, then the Finish results indicate three important policy principles to consider:

1) Put highly trained well paid teachers in every classroom.

2) Respect the professional judgment of educators and have them lead education.

3) Significantly reduce class sizes.

For Profit Education and Modern Reform Efforts

In the spring of 1991, George Bush announced his America 2000 education agenda and the New America Schools Development Corporation (NASDC). NASDC was defined as “a private-sector research and development fund of at least $150 million to generate innovation in education.” (Page 20) Alcoa CEO Paul O’Neill was named as its first chairman. The Regan administration published “A Nation at Risk”, which was written by leaders in the business community and NASDC was clearly a business community driven entity charged with fixing America’s “failing” public schools. Abrams described the committee:

“O’Neill was soon after replaced by Thomas Kean, president of Drew University and former Republican governor of New Jersey. Kean’s fifteen fellow board members comprised some of most powerful people in American business, including Louis Gerstner, chairman of RJR Nabisco; Frank Shrontz, chairman of Boeing; Lee Raymond, president of Exxon; James R. Jones, chairman and CEO of the American Stock Exchange; John Ong, chairman of BF Goodrich; and Paul Tagliabue, commissioner of the National Football League. Their mission was to lead the way in breaking the mold of conventional schooling.” (page 21)

America had turned its back on professional educators and put its faith in these powerful CEO’s to remediate all that was believed plaguing public schools. A few years latter Diane Ravitch would derisively label this CEO led reform effort “corporate education reform.”

Concurrent with Bush’s America 2000, Chris Whittle had sold his Channel One and was putting together a for profit education organization called the Edison Project. Whittle was the consummate salesman. “In a coup that made the front page of the New York Times on May 26, 1992, Whittle lured Benno Schmidt from the presidency of Yale University and thereby brought the Edison Project national attention and clout overnight.” (Page 27) As Abrams documents, Whittle and Schmidt made grandiose claims regarding the future of the Edison Project:

“Despite this lack of experience in K-12 education, Schmidt, along Whittle, spoke with conviction about what ailed it and what should be done. They contended that no cause in the United States was as pressing as K-12 education and no remedy as promising as for-profit management. In the front-page article in the New York Times announcing Schmidt’s decision to leave Yale to lead Edison, Schmidt and Whittle forecasted that Edison could have a revolutionary impact. Whittle placed the company’s mission in the context of the Cold War and employed the language of historical inevitability: ‘You have to have a West Berlin for East Berlin to fall, and what we’re really doing here is building West Berlin.’ Schmidt added: ‘The reason this hasn’t been done before is that this thing is a matter of D-Day dimensions. Only someone with a high tolerance for risk would even be willing to contemplate it.’ Schmidt predicted, ‘If this venture succeeds, there’s nothing that could be done, aside from changing human nature that could be more constructive for our society.’” (Page 28)

Toward Edison’s Failure

Abrams obviously spent a lot of time not only researching but visiting various facilities and interviewing key actors in the story of privatized education in America. It is fascinating to learn how many of the leaders in the Edison Project have continued the quest to privatize America’s schools. I think two episodes involving Edison are particularly illustrative of privatized failure; one in Baltimore and the other in Philadelphia.

Citizens in middle and working class neighborhoods were not interested in replacing their public schools with for profit schools. However, blighted neighborhoods like those in Baltimore which became the locations for HBO’s The Wire, were fertile markets for Edison. In March of 2000, the Maryland School Board identified seven Baltimore primary schools that were not performing well and they selected Edison to run four of those elementary schools. The other three schools continued under the supervision of the local school district.

The bottom line was Edison came in with some really good people and made many facilities upgrades, but the three schools that stayed in the public system outperformed the Edison schools on language arts and math testing. When the only metric for good education is testing data, it signaled the eventual end for Edison in Baltimore.

In 2000, Tom Ridge paid Edison $2.7 million dollars to study Philadelphia’s schools and make recommendations. Abrams writes about the reaction to this contract:

“Even Brandon Dobell, an analyst at Credit Suisse First Boston who was bullish on Edison, expressed disapproval of the arrangement. Along with Howard M. Block, an analyst at Bank of America Securities, Dobell took the consulting contract to mean that Edison would end up running a cluster of the city’s schools and, on that account, forecasted greater earning potential for the company. A report Dobell coauthored termed the contract ‘a strong endorsement for the Edison value proposition – perhaps the strongest we have seen thus far in Edison’s lifetime.’ Indeed, Edison’s stock spiked 6 percent on the day of the announcement of the contract. Yet Dobell saw the conflict of interest inherent in commissioning a study from a company that stood likely to recommend its own services. ‘This contract is a bit strange,’ Dobell said to a reporter for the Philadelphia Inquirer. ‘It is kind of like putting a fox in charge of the henhouse.’” (Page 104)

Eventually, after much political upheaval, Edison was awarded 23 Philadelphia schools. While Abrams details many issues faced by Edison, it was the intractable problems plaguing public schools; poverty, lack of funding and bad education policy dictated from above that were beyond Edison’s ability to conquer.

I am reminded of a story I heard from a New Orleans resident about why parents there initially embraced the charter movement. As a young woman, going to underfunded schools in the black community, she had been in middle school classes with 55 students. Furthermore, the administration would only allow teachers to run the classroom fan for 10 minutes every hour. It was oppressively hot and students would watch the clock like a hawk so they got the fan on immediately when it was time. After Katrina, political leaders said they were going to put money into schools in her neighborhood. That was new and sounded good.

Pennsylvania finances its schools almost exclusively with property taxes. In urban Philadelphia, property values are low and poverty is high. In 2000-2001, Philadelphia spent $7,944 per student on schools. The five school districts along the Main Line of the region’s commuter rail system, which services suburbanites living northwest of Philadelphia spent $11,421 per student. Even though Edison got some extra funding they could not overcome this double whammy that has also vexed the public schools system. Education on the cheap, does not work; especially in blighted neighborhoods.

In 2013, Edison ceased to exist. The bulk of EdisonLearning was sold to a supplementary educational services company in Camden, New Jersey, called Catapult Learning.

Abrams also does a thorough job of documenting the rise of the charter school industry, especially the no-excuses charters. It is fascinating to see how many young executives at Edison became key leaders in the charter school industry or went to work for foundations like the Fisher Foundation which support charter schools.

Both the for profit education initiative and charter school development were led by people with no deep education experience or theoretical knowledge. For example the famous KIPP charter school chain was started by two “Teach for a Minute Boys” with no education background and only two years elementary school teaching experience.

Abrams presents convincing arguments that KIPP and other no-excuses charter systems cannot possibly be scaled up to educate all American children. These systems have a history of burning out teachers and they rely on public schools to take in the children they expel or council out.

For people interested in public education, Education and the Commercial Mindset is an important asset. The privatization movement has been fueled by a misunderstanding of effect and cause. Public schools were struggling, not due to misguided pedagogy or “bad teachers”, but from bad policy and an unwillingness to adequately fund education in poor communities. The top down and misguided federally driven remedies and for profit cannibalism have only made the problem worse.

Twitter: @tultican

 

A Nation at Risk

29 Aug

By Thomas Ultican 8/29/2016

The Introductory Segment of A Nation at Risk

“All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to become happy creative people who can manage their own lives freely and not be coerced into an unwarranted servitude.”

Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by profiteers from throughout the world lusting after our public education expenditures. This report is concerned with the unwise education policies that are being proffered by the enemies of prosperity, cultural advancement and the democratic spirit of America’s citizens. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of greed fueled by antidemocratic hubris that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur—the world’s greatest school system is being destroyed by a worm in the lion’s bowels.”

“If an unfriendly foreign power had attempted to impose on America the sundering of democratic school governance and the purloining of taxpayer dollars that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have allowed wealthy amateurs to drown out the voice of experienced educators and let them impose their disruptive uninformed ideology on America’s children. Moreover, we have dismantled essential support systems which helped make America’s education system the bedrock of democracy and enlightened citizenry throughout the world. We have, in effect, been committing an act of unthinking, unilateral self-destruction.”

“Our society and its governing institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined efforts needed to attain them. This report, the result of 200 years of experience, seeks to end the misguided reform of our educational system and save this fundamental foundation of America; our public education system. We seek to renew the Nation’s commitment to schools and colleges of high quality governed democratically throughout the length and breadth of our land.”

“That we have compromised this commitment is, upon reflection, hardly surprising, given the unprecedented amounts of money being spent by profiteers for control at the cost our children’s future. Schools are routinely called on to provide solutions to personal, social, and political problems that the home and other institutions either will not or cannot resolve. We must understand that these demands on our schools are being met in heroic ways. Unfortunately, many political elites call our best ever prepared schools and educators failures; even forcing them to write letters to parents confirming that failure.”

“President Reagan noted the central importance of education in American life when he said: “Certainly there are few areas of American life as important to our society, to our people, and to our families as our schools and colleges.” This report, therefore, is as much an open letter to the American people as it is a report to the Secretary of Education. We are confident that the American people, properly informed, will do what is right for their children and for the generations to come.

“The Risk”

“History is not kind to those who idly ignore evil. When America’s democratic ideals are under attack by titans of industry and wealth managers both at home and abroad, the time has come to stand and be counted. The world is indeed one global village. We live among determined, wealthy, and arrogant individuals and corporations with no concern other than profits. They have become the enemies of common people, their communities and democratically governed education. We must compete with them to save free, non-usurious universal education. America’s democratic processes may once have been reasonably secure with honest dialog and sincere ideals. It is no longer.”

“The genius of America’s diverse decentralized education with few high stakes exams has shown through in the amazing production of its creative citizens. When standardized education and high stakes testing was embraced in Asia and the Indian sub-continent, America offered free universal education to all with multiple opportunities to re-enter a path to higher education. Our goal is creative students who can innovate and lead happy lives. Towards that end our system is clearly a humanistic approach, leading the way internationally.”

American Scholars Were Dominating the World

One measuring stick demonstrating the success of our system might be Nobel Prize winners since 1949: America had 313 laureates; India 7; and China 8. Of the 8 Chinese, the Dalai Lama and Liu Xiaobo who won peace prizes both are considered criminals – Xiaobo is still in a Chinese prison; four are scientists who earned their degrees in the United States or Great Britain; and the two literature recipients were educated in China at international schools. It brings to mind Professor Yong Zhao’s statement at the 2015 NPE conference, “If you want results like the Chinese, follow their example.” The US has never won at standardized testing but leads the world in creative thinkers.

Our concern, however, goes well beyond matters of educational theory and social justice. It also includes the intellectual, moral, and spiritual strengths of our people which knit together the very fabric of our society. The people of the United States need to know that greedy people are trying to create a new era that will effectively disenfranchise them, not simply from having their voice heard in the education of their children, but also from the chance to participate fully in our national life. A high level of shared education is essential to a free, democratic society and to the fostering of a common culture, especially in a country that prides itself on pluralism and individual freedom.

For our country to function, citizens must be able to reach some common understandings on complex issues, often on short notice and on the basis of conflicting or incomplete evidence. Education helps form these common understandings, a point Thomas Jefferson made long ago in his justly famous dictum:

“I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them but to inform their discretion.”

Part of what is at risk is the promise first made on this continent: All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to attain the mature and informed judgment needed to chart their own path, and through no manipulation by the state or industrial powers manifest their own interests fruitfully which will naturally enhance society itself.

Indicators of the Risk

Three key players in the assault on California’s public schools are Walmart heiress, Carrie Walton Penner, Netflix CEO, Reed Hastings and nativist republican politician, Steve Poizner. In 2001, they started EdVoice an organization that claims California schools are broken and must be reformed. In 2003 Poizner founded the CCSA, which funds school privatization. Walton Penner and Hastings remain as board members of both EdVoice and CCSA.

Valerie Strauss reports, “Hastings’ slap at elected boards, while offensive, wasn’t unique. Gates said the same thing when he extolled “mayoral control” of urban schools. “Instead of having a committee of people, you have that one person,” Gates said, “where we’ve seen the willingness to take on some of the older practices and try new things.” The problem, as Strauss noted, is that many of these “pet projects” have yet to deliver on their hype as a pathway out of poverty for poor kids. The darker reality is that these schools are in fact doubling as product development centers for the fabulously rich and their well-connected associates.”

From noted historian and education authority, Diane Ravitch,

“For the past three decades, critics of public education in the United States have assailed it and used its flaws to promote publicly funded privatization. Corporate and political interests have attacked the very concept of public education, claiming that the private sector is invariably superior to the public sector.”

From Professor Julian Vasquez Heilig,

“The hundreds of millions of dollars spent to promote privately managed schools is coming from the non-democratic foundations of billionaires such as Bill and Melinda Gates Foundation, Broad Foundation and the Walton Family Foundation. Smaller organizations including the Black Alliance for Education Options and the Libre initiative and the Democrats for Education Reform have accepted tens of millions of dollars over the years from billionaires and their foundations to press for market-based school choice.”

Jonathan Palto, Connecticut’s leading education writer,

“The colossal and disastrous effort to privatize public education in the United States is alive and well thanks to a plethora of billionaires who, although they’d never send their own children to a public school, have decided that individually and collectively, they know what is best for the nation’s students, parents, teachers and public schools.”

Peter Greene, education writer and teacher,

“At this point, from its rejection by assessment and education professionals, to its defeat in court, VAM [Value Added Measures – based on standardized testing] has shed any possible pretense of being a legitimate means of evaluating teachers and stands revealed for what it always was– a way to destabilize the profession and get rid of public school teachers. It remains one of the big threats to public education.”

Carol Burris, Director of NPE and former New York Principal of the Year, “Charters, regardless of their original intent, have become a threat to democratically governed, neighborhood public schools, and questions about their practices, opacity and lack of accountability are increasing as their numbers grow.”

Dale Russakoff reported in the New Yorker, that Corey Booker, Chris Christy and Mark Zuckerberg decided to take over the Newark Public Schools,

“Early in the summer of 2010, 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; 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.”’

For Secretary of Education, Obama passed over former teacher and education expert Linda Darling-Hammond in favor of Arne Duncan, his basketball buddy, who’d aligned himself with the corporate reform movement as CEO of Chicago Public Schools. As Secretary, Duncan “continued and carried the torch for pushing educational policies that don’t have basis in research, such as value-added measurements, using high-stakes testing to evaluate teachers, or continuing to promote charters schools as a silver bullet to solve inequality,” said Wayne Au, who teaches in the education program at the University of Washington.

Emily Talmage, an educator in Maine, warns about the threat of Competency Base Education (CBE),

“according to the U.S. Department of Education, students will ‘no longer [be] tethered to school buildings or schedules.’ Instead, the system will require students to earn ‘digital badges’  that they will display in individual competency-profiles accessible to potential employers and investors.”

Senator Sherrod Brown of Ohio recently wrote to Secretary of Education, John King about the waste, fraud and abuse in Ohio that has grown with the charter school movement:

“Ohio’s current lack of oversight wastes taxpayer’s money and undermines the ostensible goal of charters: providing more high-quality educational opportunities for children. There exists a pattern of waste, fraud, and abuse that is far too common and requires extra scrutiny.”

This is a scandal occurring nationwide.

Conclusion

Each generation of Americans has outstripped its parents in education, in literacy, and in economic attainment. The educational attainment of the last few decades far surpass that of their parents, however for the first time their opportunities are diminished.

What lies behind this emerging national belief that our schools are failing? It is the amateurish or maybe cynical belief that standardized testing was a valid measure of educational quality which supported greed exacerbated by lust.

On a broader scale, we sense that this push for billionaire supported education reform has significant political implications, for it pits the interests of common community members against corporate interest and the super wealthy. These reforms have already destroyed many schools and harmed many communities by eliminating community schools and promoting segregation. These outcomes are readily apparent in places like Detroit, Los Angeles and Oakland.

As Jefferson said, “I know no safe depository of the ultimate powers of the society but the people themselves, …” The power of any society ultimately resides with the people. If we and our neighbors demand our democratic rights, then our wonderful community schools will continue their legacy of victory for the people.

Better Together Corporate Teacher’s Summit

2 Aug

My wonderful friend, Dr. Larry Lawrence, sent me a message last March alerting me to a free teacher’s conference that he was going to attend. He had attended the first Better Together conference in 2015 and was sure I would love to see the common core love fest in action.

On Friday, July 29, National University hosted the San Diego “Better Together California Teacher’s Summit.” I like National University and have nothing but praise for the wonderful job Dr. Judy Mantel and her excellent staff did. However, the conference underwriter was the Bill and Melinda Gates foundation. That gave the proceedings a darker hue.

During the 2016 NPE conference in Raleigh, North Carolina, Diane Ravitch mentioned how much easier it would be if we got a deep pocket sponsor for our movement, but she jokingly lamented that Anthony Cody would not stand for it. When I arrived at the Town and Country Convention Center in San Diego’s hotel circle, I saw what she meant. They had breakfast prepared for all 700 of us. The ballroom was plushly appointed and there appeared to be hotel staff everywhere. Twenty event staff were already on duty when I arrived.

Unfortunately, I had not read the agenda closely enough and had already eaten. I was only hoping for free coffee.

The following graphic was periodically displayed while we were awaiting the proceedings.

Better TogetherVideo link connected us with a simultaneous event being held at California State University, Fullerton. Three massive screens projected keynote speaker, Ernie Hudson who was in Fullerton. Besides being a popular actor, Hudson is a wonderful speaker. His speech was moving and entertaining.

However, I wondered if an accomplished professional educator speaking would have been more appropriate. For example, I will never forget the address Professor Yong Zhao gave at NPE Chicago but then he didn’t blame teachers for his son’s problems and he doesn’t support standards based testing. Hard to imagine Gates’ money being spent on a speaker that does not support Gates’ ideology.

The Sponsors

The money came mainly from the Gates Foundation, however, the official sponsors were AICCU, the California State University and the New Teacher Center. The sponsors page of the Better Together California web presence lists many corporate supports including: TFA, The S.D. Bechtel Foundation, the David and Lucille Packard Foundation, the California Charter Schools Association, Chevron….

The New Teachers Center seemed to be the key organization overall in charge. Their funders page lists the Bill & Melinda Gates Foundation and The William and Flora Hewlett Foundation as $10,000,000 plus patrons. Thirty listed entities are credited with donating between $1,000,000 and $9,999,999 including: Carnegie Corporation of New York; The Joyce Foundation; The David and Lucile Packard Foundation; SeaChange Capital Partners; The Goldman Sachs Foundation; Leona M. and Harry B. Helmsley Charitable Trust; National Education Association; and NewSchools Venture Fund.

In addition to New Teacher’s Foundation, Edcamp was another major force present at the summit. Started by the George Lucas Foundation Edcamp has a small presence in communities across the country. There are two Edcamp groups in San Diego County according to the Edcamp representative from Baltimore.

On his Edutopia internet page Lucas is quoted, “When I was in high school, I felt like I was in a vacuum, biding time. I was curious, but bored. It was not an atmosphere conducive to learning. Once I had the means to effect change in this arena, it became my passion to do so.” Sounds like another rich guy education “expert” with no training or experience, but he has a boat load of money so his opinion is important.

On the good side, Edutopia and George Lucas do not appear to have a pecuniary interests in privatizing public education.

I realize many people may wonder why I am not pleased that all of these rich people love kids so much. There is an insidious side. For example, instead of questioning the idea of adding engineering standards to basic science education, the conversation is shaped so all we discuss is how to best implement engineering principles into science education.

Before students reach approximately their junior year in college, they are not ready to study engineering. I am for shop class, cooking and pottery projects, but these are not engineering. There is no useful purpose in confusing teachers and students by larding a bunch of inappropriate engineering standers onto seventh graders. Unfortunately, there appears to be no room for dialog that does not support the philosophy of the wealthy CEO that demanded engineering standards.

We know that the Common Core was written hastily – in secret – by a group of 21 people, 19 of whom worked in the testing industry. As Peter Greene writes, “The Core were rushed together by a bunch of educational amateurs, who were sure we couldn’t wait another second to implement them because they would improve education immediately. They didn’t, and there’s no reason to believe that there will ever be actual improvement to come from the standards– only the illusion of improvement if teachers continue to come up with newer, better techniques and give the Core credit for them.” I think that is exactly the purpose of this corporate supported conference. It is for teachers to create the illusion.

I am annoyed every time I hear the phrase “common core math”. There is no such thing and mostly what people are calling “common core math” are the cooperative learning and constructivist ideas that John Dewey proposed in the early twentieth century.

Two Presentations of Note

Shortly after I arrived, the head of the science department in my district introduced me to a fairly new teacher from the middle school that feeds my high school. The conference used the Ted talk format calling them Edtalks. I was quite surprised that the first Edtalk was by this teacher, Alicia Johal.

Alicia is obviously bright and poised. Her talk featuring the underwater robotics team she is coaching was well presented and her PowerPoint slides made things look as amazing as possible.

Unfortunately, while Alicia was speaking Ciedie Aech’s book Why Is You Always Got To Be Trippin’ possessed my mind. Ciedie is from Denver, Colorado home some of our nation’s most pernicious and destructive education reform. In her book, she reported on a conversation she overheard about the kind of teachers we need. Ciedie tends to sarcasm.

 “’Wouldn’t you,’ he stated, leering suggestively at the five other males seated around his educational table. ‘Well, wouldn’t you rather have had young teachers; teachers who were young, perky and vivacious?’

“My.

“Not just young, but perky.

“And vivacious.

“Golly.”

The main afternoon presentation was by Kelly Galiagher from Magnolia High School in the Anaheim School District. He spoke about the importance of writing. He is a gifted speaker and even though the subject area is not new – he gave it life. However, one of his five points supporting the importance of writing was discordant.  His point four was that writing prepared students for common core testing. This obviously well considered individual cannot believe that test preparation is a worthy justification for his main point.

If this had not been a Gates funded event would Kelly have actually mentioned common core and testing as reasons for writing? I don’t think so.

Charter Schools

Charter school teachers were among the conference goers. They seemed like any other teachers; some impressive and some not. All of the charter school teachers I met were from schools that were locally formed and led. There were no teachers from KIPP, Magnolia (Gulen) or Aspire. I also did not meet a charter school teacher from a school run by a charter management organization.

The story I heard repeated was “I used to teach in public schools but when NCLB came along I was no longer able to do the right thing in the classroom. I have taken a pay cut but I love my school because I can teach the way I know it should be done.” From my personal experience, I found that to be a powerful argument.

I hope that a way is found to bring some of these schools under an umbrella of democratic control. The charter industry has developed into a demonic tool used to purloin public education dollars and destroy the public education system. As this trend continues to worsen, quality charter schools like Einstein Academy will be crushed right along with public schools. It is becoming clear that the market competition that would make schools improve is not a competition to better educate; it’s a competition to better market. Mom and pop charter schools will never survive that battle.

Personalized Learning

On every table in the conference ballroom was an invitation to a CUE Tech Fair. CUE’s web presence says, “CUE inspires innovative learners by fostering community, personalizing learning, infusing technology, developing leadership, and advocating educational opportunities for all.”

CUE, originally a sincere organization, has been corrupted. The personalized learnSDCCU Tech Fair Partnersing they call for is competency based education (CBE) delivered by computers and scored by a corporations. Instead of credits, students will earn badges from testing giants like Pearson Corporation. This graphic is from their web page.

Emily Talmage’s warnings about the CBE threat to the teaching profession, America’s culture and good education is well founded. From her latest post on this subject:

“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.

 “(The American Legislative Exchange Council and the major teacher’s unions and their associated networks are encouraging states join the innovative assessment pilot program designed by the International Association of K-12 Online Learning and the Gates-funded Knowledgeworks Foundation and now allowed by the reauthorization of the Elementary and Secondary Education Act.)”

 This is a real and present danger to the teaching profession, quality public education and democracy in America. As enjoyable as lunch paid for by Bill Gates and conversations with fellow educators was, I feel the hidden purpose behind the Better Together California Teacher’s Summit was the end of the teaching profession and public education as we know it. That is not a good thing!

Memo on Education to My Congressman, Scott Peters

24 Jul

In 2000, you became my city councilman. Then in 2012, you became my Congressman in the 52nd District. I have always respected your work and integrity. However, when it comes to education, I see the Democratic Party as part of the problem and not the solution. Your latest response to me further reinforced my belief that politicians are being so propagandized by big money interests that they do not know what is real concerning education policy.

America’s Public Education System Trails No-One

Your last message to me contained several statements that I consider misguided. This paragraph is verbatim to one I received from you in July, 2015 and it is not defensible. Your office wrote:

“In an increasingly global economy, it is critical that we make educational investments that put our students in a position to compete with the rest of the world. For years, the United States has trailed China, India, and others not just in investment in education, but in student achievement. When making changes to education policy, Congress should be sure that it is closing that gap.”

It is well known that the United States spends far more on education than China and India combined, but more importantly the United States has never trailed China or India in education. On international testing some cities and countries around the world have achieved spectacular scores. However, these scores are averages and because our education system is much more universal we test all our students; they don’t. Plus, we have a huge number of students living in poverty.

But, on an even playing field, the team from the United States just won the world’s oldest international math and science competition for the second year in a row. In The International Mathematical Olympiad team USA came in first ahead of Korea, China, Taiwan, Russia, Singapore and the rest of the field from 109 countries.

Last year in response to my comments about HR 5 the pre-cursor to the new federal education law, ESSA, you made the same claim as above. At that time, I informed you of America’s continued unparalleled achievement in Nobel Prize winners:

 “Student achievement measures depend upon what you want. If the goal is creative students who can innovate and lead happy lives, then our system is clearly out producing India and China. One measuring stick might be Nobel Prize winners since 1949: America had 313 laureates; India 7; and China 8. Of the 8 Chinese, the Dalai Lama and Liu Xiaobo who won peace prizes both are considered criminals – Xiaobo is still in a Chinese prison; four are scientists who earned their degrees in the United States or Great Britain; and only the two literature recipients were educated in China. To recap, since 1949 two international and widely recognized citations for Chinese educated students compared to 313 such citations from our world’s best American education system.”

To wrap up the point I am making here, it is a slander of the world’s greatest education system to say that it is lagging any other country. It is just not true. When establishing policy in any field one must deal with reality not illusion.

STEAM and STEM are Frauds

Your message continued:

“That’s one of the reasons I support making key investments in Science, Technology, Engineering, Arts and Design, and Math (STEAM) education programs. STEAM programs prepare our students to be innovators, put them in position to add to San Diego’s rich legacy of scientific discovery and entrepreneurship, and close the achievement gap between ourselves and are largest global competitors.”

STEAM is derived from the fraudulent idea that the US is falling behind in STEM education. When I was working in Silicon Valley in the 1990’s, newspaper reports were full of baloney about the STEM shortage in America undermining our economic viability in the world. Congresswoman, Zoe Lofgren was championing the need for H1-B visas so American corporations could compete. The result is that there are less opportunities for America’s STEM educated students and here in your district all of the large apartment complexes are filled with Indian people working at QUALCOMM.

There was no shortage, but the STEM field wages were driven down. Here is a quote from a 2013 article in the Columbia Journalism Review and this is not an outlier; there are a host of articles with this same message.

“According to Miller, Neill told them this is not the argument “she normally encounters on this issue.” The conventional wisdom is that tech companies and universities can’t find enough homegrown scientists to hire, so they need to import them from China and India. Neill suggested to Miller and Shah that “we would have more impact if we represented a large, organized group.

“Miller and Shah are, in fact, part of a large group. Figures from the National Institutes of Health, the National Academies, the National Science Foundation, and other sources indicate that hundreds of thousands of STEM workers in the US are unemployed or underemployed. But they are not organized, and their story is being largely ignored in the debate over immigration reform.”

The point is that we do not need ill formed education policies paired with bad immigration policy based on false premises. Instead of STEM or the more politically acceptable STEAM education policies driven from capital cities, we need K-12 schools to provide solid liberal arts programs that will be the foundation for future student growth. Diane Ravitch, the former Assistant Secretary of Education from Bush 41’s administration, put it well in today’s (7/24/2016) New York Times:

“If we really cared about improving the education of all students, we would give teachers the autonomy to tailor instruction to meet the needs of the children in front of them and to write their own tests. We would insist that students in every school had an equal opportunity to learn in well-maintained schools, in classes of reasonable size taught by expert teachers. Anyone who wants to know how students in one state compare with students in other states can get that information from the N.A.E.P., the existing federal test.”

 ESSA May Be Worse Than NCLB

One more paragraph from your message to me says:

“Earlier in 2015, the House passed a version of the education bill – a much-needed update to No Child Left Behind – that did not achieve these goals so I did not support it. Since then, I have advocated to make it better. Through negotiations between the House and Senate, Congress came to an agreement on an update, called the Every Student Succeeds Act, which was a significant improvement. I was joined by over 350 Representatives in supporting the updated bill and the President signed it into law in early December.”

While there is little doubt that ESSA is better than the original house version it is still bad law. Daisaku Ikeda in a book called Unforgettable Friends, writes, “Having been driven from the lectern by the government in the past, Dr. Delich [Francisco J. Delich, Former Rector of the National University of Córdoba, Argentina] is very deeply and personally aware of the evil of allowing government to control education. He wants to build a society in which political leaders respect educators. Education, he believes, is the very foundation of the nation.” ESSA ergates power over schools away from parents and teachers and to the federal government.

This allows the uninformed and the corrupt too much opportunity to harm students nationwide. For example, large sums of money are earmarked for promoting the development of charter schools. Charter schools have not improved education in the least, but they have opened the door for fraud and profiteering at the expense of students.

Democracy is an important principle and no money should be spent on schools by the federal government if that money is not controlled by an elected body. Parents and teachers should control education using democratic processes to govern schools in their local community; not federal or state bureaucrats wielding authoritarian power.

ESSA also mandates standardized testing of all students in grades 3 – 8 and 11. This is a massive waste of money and harmful. For the first time ever student testing results on the nations report card, NAEP, stayed flat of fell during the last 10 years. Massive testing with punitive consequences has harmed not improved schools.

ESSA also provides money for competency based education (CBE) also known as personalize learning. The basic idea behind CBE is to have children sit at computers earning badges for demonstrating a learning competency. It is the worst kind of fill up the student with knowledge pedagogy imaginable but it does have huge profit potential. Emily Talmage a teacher and education writer from Maine has been sounding the alarm about this terrible idea. She writes:

“Although we were assured that the reauthorization of the Elementary and Secondary Education Act was intended to restore control to states and local districts, the truth is that much of the document was carefully crafted to enable a proliferation of “personalized learning.”

“KnowledgeWorks highlights the many ways that ESSA “opens the door” for personalized learning, including its Innovative Assessment Zones, resources for ‘21st Century Community Learning Centers,’ and grant money for technology available in virtually every section of the document.”

ESSA has made students and communities more vulnerable to being fleeced by corporate carpetbaggers and it increases the role of the federal government in local education policy.

America’s public school system is the foundation that made our great democratic experiment a resounding success. Allowing our schools to be stolen by profiteers actually creates a “Nation at Risk.” The federalized destruction of the public education system has become real. Please be alert to self-serving corporate actors and fight for the survival of the public education system in America.

San Diego Foundation Biased Toward Privatizing Schools

13 Jul

San Diego Foundation was established in 1975 and has grown to almost $700 million in assets. It’s self-described purpose: “As one of the nation’s leading community foundations, The San Diego Foundation strives to improve San Diegans’ quality of life by creating equity and ensuring opportunities to be WELL (Work, Enjoy, Live & Learn).” In 2014, they gave over $10 million to educational endeavors. The following table illustrates the spending bias against public education.

 Category of Giving Amount Granted
University and College Grants and Scholarships $6,106,052
Civic education – Libraries, Camps, etc. $1,333,266
Charter School and Competency Based Education (CBE) $1,339,802
Private K-12 Schools $1,129,225
Public K-12 Schools (Not including charters) $373,628

Competency Based Education (CBE)

Peter Greene an education expert from Pennsylvania discussed CBE in terms of education reform ideas that should die. He wrote:

“Two years ago, CBE was barely on my radar, and honestly, having lived through the early-nineties disastrous fiasco that was Outcome Based Education, I’m still kind of amazed that we’re back here. But we are. What has changed since 1991? Computers, the internet, the cloud, the sheer raw data collecting and crunching power that a company like Pearson now has at its command. In a CBE world, neither teachers nor schools are necessary– just students at their computer terminal being put through their software-controlled paces, each keystroke and answer filed away (and put to all manner of uses) in their new lifelong data record. Public education and citizen privacy would all be washed away. CBE fans are ju-jitsuing themselves some support for the approach (Quick! Run away from the evil test and take refuge in this CBE sanctuary over here!) and ESSA has opened the door wide for new “personalized” and non-BSTest-based measures of student achievement. I still think there are some serious hurdles in CBE’s path, but if it clears those obstacles, we’ll be looking at a huge threat to public education in this country (and the absolute end of teaching as a career).”

The SD Foundation granted the Girard Foundation of La Jolla $550,415 which they promptly spent on CBE development. They gave Gooru $300,000 and $105,850 went to Make It Matter LLC. Gooru is creating technology that enables CBE and Make it Matter specializes in marketing computer based “1:1” education. Personalized one to one education means a child is stuck in front of a computer with no real human exchange involved. It is terrible education policy with a huge profit potential.

SD Foundation also gave Kid Spark Education of Solana Beach $550,000 dollars to work on CBE development.

Foundations Join Forces and Support Privatizing Schools

Besides sending over $200,000 to seven charter schools in San Diego County, SD Foundation gave $30,000 to Teach for America (TFA). TFA is a program that give college graduates 5 weeks of summer training and then state education leaders allow them to teach classes mostly in charter schools. They are inexpensive unqualified teachers.

SD Foundation spending on Universities is surprising. Almost 40% of that spending is on schools outside of San Diego County totaling $2,409,711. Grants and scholarships given in the county totaled $3,696,341. One would expect an organization that “strives to improve San Diegans’ quality of life by creating equity and ensuring opportunities” would spend a greater share of their education dollars in San Diego.

The largest single grant bestowed by the SD Foundation was $2,6 5 0,7 0 9 to the Jewish Community Foundation of San Diego. The JC Foundation had net assets at the end of 2014 of $171,593,990.

The Jewish Community Foundation spending on education follows a similar pattern as the San Diego Foundation. They spent $466,830 for groups working to privatize public education most of which went to TFA ($406,330). They also spent lavishly on private schools including $146,000 to La Jolla Country Day, a decidedly upscale K-12 private school.

By far the largest grant by the Jewish Community Foundation was the $25,817,228 bequeathed to University of California San Diego. A major patron of both the Jewish Community Foundation and UCSD is the Qualcomm founder and billionaire, Irwin Jacobs.

Three more grants from the Jewish Community Foundation were interesting. They gave Cornell University $5,511,000. They also gave the Goldman Sachs Philanthropy Fund $6,362,171.  The Goldman Sachs fund asset total at the end of 2013 was $1,500,395,380. And the JC Foundation gave the SD Foundation $1,515,800. Why give money back? It is like the Charter School Growth Fund giving their benefactors from Walmart $15,000,000 in 2013. Why?

Do They Understand What They Are Supporting?

There is no denying that both of these funds contribute to a host of worthy efforts. However, are these large concentrations of wealth undermining democratic governance? Are the people making grants to advance the privatization of public schools and promotion of CBE even aware of the ramifications of their grants?

The reality is that these two funds are large but not in comparison with many other funds around California and the US. Yet, they did put a combined almost $2,000,000 towards privatizing public schools in 2014 and only about $425,000 toward support for public schools which went mostly to wealthy neighborhoods.

Our neighbors up in Los Angeles have multiple huge funds. The table below lists the seven largest.

Fund Name Asset Total
Getty Trust, J. Paul $11,982,862,131
California Endowment, The $3,668,459,217
Hilton Foundation, Conrad N. $2,576,376,157
Broad Foundation, Eli & Edythe, The $1,941,410,735
Annenberg Foundation $1,663,095,893
California Community Foundation $1,457,110,000
Simon Foundation, Norton, The $1,349,804,152

The motives for today’s education reform ideology are complicated by greed and lack of understanding. Some people truly believe that America’s public schools are failing and need disruptive reform. They are wrong. For the past, 30-years public schools have been steadily improving. In a recent Atlantic Magazine article Jack Schneider wrote:

 “Finally, consider the outcomes produced by the educational system. Critics are right that achievement scores aren’t overwhelmingly impressive and that troubling gaps persist across racial, ethnic, and income groups. Yet scores are up over the past 40 years, and the greatest gains over that period have been made by black and Hispanic students. They’re right that the U.S. finishes well behind exam-oriented countries like Taiwan and Korea on international tests. But scores are roughly on par with countries like Norway, which was named by the United Nations the best place in the world to live; and students from low-poverty states like Massachusetts outscore most of their global peers. Critics are right that 40 percent of college students still don’t graduate. But almost half of all American high-school students now head off to college each year—an all-time high. And whatever the doom-and-gloom about schools failing to address workforce needs, it’s worth remembering that the U.S has the strongest economy in the world—by an enormous margin.”

 Save Public Schools and Taxpayers

It is time to support public education and stop tax dollar scammers. The main weapons in the drive to privatize schools and create new corporate profit centers are charter schools, standardized testing and CBE.

The charter industry has become fraud riddled. Being able to innovate by removing accountability has led to uncertified teachers, unsafe schools and unprofessional schools. California’s earthquake safety laws do not apply to charter schools. Many charter schools are basically publicly supported private schools. Charter schools have no accountability to taxpayers and no curricular accountability. It is time to end this dangerous, destructive and expensive experiment by immediately moving all charter schools under the management of publicly elected boards and state education laws. Anything less is to support this continued wanton and growing fraud.

Standardized testing is worthless. It does not measure student, school or teacher competence. Colleges are all well aware that the SAT is not a good indicator of student success; high school grades are better. The only valid outcomes from standardized testing are it correlates well to family wealth and it makes for good propaganda when taking over schools in poor communities. Other than that it is expensive and harmful.

CBE is the latest scheme to sell technology to schools, mine student data and sell testing services for outcome verification. It is a terrible idea if you want children to be well educated, creative and lifelong learners.

It is clear that all recent education agendas coming from corporate entities have been about what is good for the adults at those corporations. Reform has become almost exclusively about fleecing taxpayers at the expense of their children.