Tag Archives: education

Past Time for a Charter School Moratorium in California

8 Feb

In December 2015, elected officials and education professionals in Orange County, California joined a growing number of voices across our state calling for a charter school expansion moratorium:

“So today, we are asking Orange County residents to stand with our children and call for an immediate temporary moratorium on charter schools at all levels until there is transparency and accountability on par with public schools.”

 Michael Matsuda, Superintendent, Anaheim Union High School District

Al Jabbar, Board member, Anaheim Union High School District

Annemarie Randle-Trejo, Board member, Anaheim Union High School District

Brian O’ Neal, Board member, Anaheim Union High School District

Anna Piercy, Board member, Anaheim Union High School District

Kathy Smith, Board member, Anaheim Union High School District

 

In their joint declaration, they pointed to concerns about lack of transparency in the use of money by publicly supported charter schools. They also worried that charter schools laws do not sufficiently protect students; stating this example, “The USA though, because of lax charter laws that favor privatization, is the only country in the world that allows public taxpayer money to fund schools operated by foreign nationals.”

 

To this last point, in January, a notice in the San Diego Union about Magnolia Public Schools piqued my interest enough to investigate. To my surprise, I found that Magnolia Public Schools were part of the Gulen charter school empire, the schools governed by the Turkish Imam, Fethullah Gulen. I found that California already has eleven of these schools including one here in my hometown, San Diego.

 

A Little Charter School History

 

In 1974 Ray Budde, who taught educational administration at the University of Massachusetts, presented the Society for General Systems Research some ideas for the reorganization of school districts in a paper he titled “Education by Charter”.

 

Ted Kolderie, one of the original designers of the nation’s first charter school law in Minnesota tells us:

 

“Ray Budde’s proposal was actually for a restructuring of the district: for moving from ‘a four-level line and staff organization’ to ‘a two-level form in which groups of teachers would receive educational charters directly from the school board’ and would carry the responsibility for instruction.”

 

Budde’s idea did not go anywhere for almost a decade and then came “Nation at Risk.”

 

President Regan’s Secretary of Education, Terrel Bell, formed a “blue ribbon” committee of businessmen and other luminaries to produce a report on education in America. The committee included Nobel Prize winning chemist, Glenn Seaborg who had been the chairman of the atomic energy commission under three presidents. Seaborg was certainly a brilliant man but you would probably not hire him to be your dentist. It was the same with the rest of the commission, they were not experienced or trained educators.

 

Their report, “Nation at Risk”, asserted that America’s schools were so profoundly failing that the future of the nation was literally at risk. Normally a report of this scope and importance would be peer reviewed and its claims investigated before a government agency would make it an official product. It was, in fact, factually erroneous but its unsupported claims have plagued public schools and educators ever since the US Department of Education published it.

 

It was in this environment, that Albert Shankar, President of the American Federation of Teachers started promoting Budde’s charter school idea. A speech he gave in Minnesota in 1988 started the wheels into motion for the first in the nation charter school law that was enacted in 1991. A year later, 1992, California enacted its version of a charter school law.

 

In a 2012 article about the 20th anniversary of the California charter school law Bonnie Eslinger of the San Jose Mercury News wrote:

 

“One year after California became the second state in the nation in 1992 to pave the way for taxpayer-funded charter schools, a contingent of education officials and parents from San Carlos stepped forward to join the public school reform movement.

“In its application to state officials, the group said it viewed the proposed San Carlos Charter Learning Center “as one aspect of education, the entire community serves as the campus, and the school acts as a headquarters.”

“Today, the San Carlos Charter Learning Center is the longest-running charter school in the state, according to the California Charter Schools Association, which organized a media event Tuesday at the campus to herald the 20-year anniversary of the experiment.”

 

 

California Charter Schools Expand Explosively

Since those early idealistic days of charter school innovation, the charter school movement has enjoyed rapid growth. The California Charter School Association reports this staggering set of statistics:

 

 

  • 1,230: Charter schools in California
  • 80: New charter schools opened in 2015-16 school year
  • California: State with the most charter schools and charter school students in the country
  • 581,100: Estimated number of students attending charter schools in CA as of 2015-16
  • 7%: Estimated percentage by which charter school student enrollment grew in 2015-16
  • 36,100: Estimated number of new charter school students in 2015-16
  • Los Angeles: Region with highest growth in new charter schools
  • 27: New charter schools opened in Los Angeles region
  • North Coast & Bay Area: Region with second highest growth
  • 21: New charter schools opened in North Coast and Bay Area
  • 158,000: Estimated number of students on charter school waiting lists in 2014-15
  • 32: Schools closed in 2014-15”

 

Charter School Negatives

However, everything is not totally positive with charter schools. They were originally sold as an avenue for both education innovation and a way for parents to have choice in their children’s education. Today, the best innovations in education all comes from the public school system and choice is a mirage like those 158,000 students on charter school waiting lists. A recent study by the Texas State Education committee found that in Texas while there is indeed a waiting list most of those on it are applying for a few specific charter schools and that more than one-third of all the states available charter seats go unfilled.

 

As far as school choice is concerned, the education writer Steven Singer recently wrote an article titled “Top 10 Reasons School Choice is No Choice” in which he argues that charter schools actually limit parental choice. He noted:

 

“Most public schools are run by a school board made up of duly-elected members from the community. The school board is accountable to that community. Residents have the right to be present at votes and debates, have a right to access public documents about how tax money is being spent, etc. None of this is true at most charter or voucher schools.”

 

The Huffington Post reported in the 2012-13 school year while 109 new charter schools opened in California 28 closed that same year. Stability is well known as a key factor in healthy childhood development and charter schools have a troubled history of instability.

 

The most disturbing aspect of the charter school movement is the amount of fraud and profiteering associated. In December 2015, Bruce Baker, Rutgers University and Gary Miron, Western Michigan University studied some of the prominent ways that individuals, companies, and organizations secure financial gain and generate profit by controlling and running charter schools. They identified these four policy concerns:

 

  1. “A substantial share of public expenditure intended for the delivery of direct educational services to children is being extracted inadvertently or intentionally for personal or business financial gain, creating substantial inefficiencies;
  2. “Public assets are being unnecessarily transferred to private hands, at public expense, risking the future provision of “public” education;
  3. “Charter school operators are growing highly endogenous, self-serving private entities built on funds derived from lucrative management fees and rent extraction which further compromise the future provision of “public” education; and
  4. “Current disclosure requirements make it unlikely that any related legal violations, ethical concerns, or merely bad policies and practices are not realized until clever investigative reporting, whistle blowers or litigation brings them to light.”

 

Conclusion

We are privatizing the public education system built by our forefathers. It was the foundation of the great American social, economic and democratic experiment. We are doing this based on a crisis in education that never was.

 

In a brilliant article by psychometrics expert, Gene V Glass, it says, “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.” Let’s heed the words of real experts. It is time to put a halt to the privatization of public education long enough to see what we have wrought before we do further damage.

Tags: , , , ,

Magnolia Public Schools

19 Jan

On January 8, the San Diego Union ran an article about a charter school system withdrawing its application to put a new school in the Oceanside School District.

“Orange County-based Magnolia Public Schools notified the school district this week that it would resubmit the petition within two weeks after fixes are made to the document. The school didn’t specify what changes it planned to make, and officials could not immediately be reached for comment.”

The report goes on to say Magnolia plans to open a k-12 STEM focused charter school with about 180 students in 2017 with a goal of 1000 students by 2027. Michelle Crumpton, Magnolia’s chief academic officer “said that the ‘the fast growth of high-tech clusters in San Diego County’ will provide future high wage job opportunities and that her company’s program will help meet that demand.”

STEM (science technology engineering and math) education is a phony. There is no shortage of STEM graduates and if one gets a STEM degree, good luck competing for a job with all the H1B visa holding STEM graduates from India and China. Corporations want them because the visa ties them to the corporation – US citizens are much freer to take a different job offer. When I see STEM being pushed, I suspect scam.

A quick search of Magnolia took me to the web page, Charter School Scandals, where I learned that Magnolia Public Schools are part of the Fethullah Gulen charter school empire (about 160 schools). CBS News reported (May 13, 2012):

 “Over the past decade scores of charter schools have popped up all over the U.S., all sharing some common features. Most of them are high-achieving academically, they stress math and science, and one more thing: they’re founded and largely run by immigrants from Turkey who are carrying out the teachings of a Turkish Islamic cleric: Fethullah Gulen.

 “He’s the spiritual leader of a growing and increasingly influential force in the Muslim world — known as “The Gulen Movement” — with millions upon millions of disciples who compare him to Ghandi and Martin Luther King. Gulen promotes tolerance, interfaith dialog, and above-all: he promotes education. And yet he’s a mystery man — he’s never seen or heard in public — and the more power he gains, the more questions are raised about his motives and the schools.”

 One year ago on January 8th the Los Angeles Daily News reported “Magnolia Public Schools appointed former Los Angeles Unified School Board President and charter schools champion Caprice Young to head operations amid scrutiny that threatens to close two campuses.”

Reporting on the same story the Los Angeles Times said:

“A recent L.A. school district audit concluded that Magnolia Educational and Research Foundation was $1.66 million in the red, owed $2.8 million to the schools it oversees and met the federal definition of insolvency. In addition, the audit found fiscal mismanagement, including lack of disclosure of debts, weak fiscal controls over the principals’ use of debit cards and questionable payments for immigration fees and services, among other issues.

 “Young said Magnolia is not in financial trouble, but suffers from weak management and a lack of transparency — problems she said would be corrected in an effort to win support from L.A. Unified.”

 Caprice Young has been putting together a business turnaround team including a public relations spokesman. In their story about the problems at Magnolia the public broadcasting station KPCC reported:

 “Our school leadership has always embraced a policy of transparency and accountability when it comes to the fiscal solvency of Magnolia Public Schools and our commitment to superior student achievement,” said Mike MeCey, a spokesman for Magnolia.”

 Real public schools don’t hire people like Mike MeCey and his firm Magnetic News.

Caprice Young has been a cheerleader for public school privatization since her first and only successful campaign for a seat on the Los Angeles Unified School District board. Bloomberg gives this extended profile of Ms. Young:

 “Dr. Caprice Young served as the Chief Executive Officer and President of KC Distance Learning Inc. of Knowledge Learning Corp. Previously, Dr. Young served as Interim Chief Executive Officer at KC Distance Learning Inc. Dr. Young served as Vice President of Business Development & Alliances at Knowledge Universe. She also served as Chief Executive Officer and President of The California Charter Schools Association until September 2008. Dr. Young’s professional experience spans higher education, business and government, including: Director of Corporate and Foundation Relations for the Anderson School at UCLA; strategy consulting group manager of IBM’s West Coast e-Business Innovations Design Center; and Assistant Deputy Mayor for the City of Los Angeles. Dr. Young has a strong track record in education reform, having served from 1999 to 2003 as a Member and President of the Los Angeles Unified School District Board of Education, which governs the second largest school district in the United States. Her professional experience spans higher education, business and government, including: Director of Corporate and Foundation Relations for the Anderson School at University of California, Los Angeles; Strategy Consulting Group Manager of IBM’s West Coast e-Business Innovations Design Center; and Assistant Deputy Mayor for the City of Los Angeles. She also serves on numerous boards, including California Governor Schwarzenegger’s Advisory Committee on Education Excellence and the National Alliance for Public Charter Schools. She served as President and Member of the Los Angeles Unified School District Board of Education. She has been a Director of KC Distance Learning Inc., since October 2008. She is a recipient of the Coro Foundation Crystal Eagle Award for Achievement in Public Service. Dr. Young holds a Bachelor’s Degree from Yale University, an MPA from University of Southern California and her Doctorate of Education from the University of California, Los Angeles.”

 Magnolia’s new leader has a history of promoting and profiting from on-line education, privatizing public schools with privately managed charter schools and cultivating strong connections with state republican leaders such as Richard Riordan and Arnold Schwarzenegger.

However, she is a menace for the public school system that is the foundation of American democracy and the source of American creativity.

Oceanside should reject this charter school chain that is associated nationally with fraudulent behavior and in Los Angeles with instability. The misguided charter school movement opens the path of fraud, instability and segregation while forcing taxpayers to pay for redundant management systems. Especially in a place like San Diego County where we have well run public schools, charter schools do not make sense.

Isn’t it time to put a moratorium on charter school expansion in California and see what we have?

Tags: , , , ,

“The End of Public Education”

27 Dec

Professor of Curriculum and Instruction at the University of Rochester, New York, David W. Hursh has written a fascinating little book with the above title. It is subtitled: “The Corporate Reform Agenda to Privatize Education.”[1] Professor Hursh makes two powerful points. First, the threat to public education’s existence is real and serious. Second, this threat is driven by neoliberal philosophy which is widely promoted by many extremely wealthy individuals.

“We may be witnessing the end of public education in the United States. Not in the sense that public funding of schools will cease, although funding is likely to decrease.” These are the first two sentences of the book. When you read Professor Hursh’s detailed account of the money and political clout purchased in the cause of privatizing public education in New York, the reader is left with the sense that the “End of Public Education” in that state is more likely than not.

Neoliberal Philosophy Shakes off Its Laissez-faire History

During a crushing worldwide depression and World War II, Franklin Roosevelt successfully established several popular government programs including social security. It was in this environment that the Austrian born economist Frederic Von Hayek attacked Roosevelt’s “new deal” and its Keynesian philosophy of economics underpinning. Hayek warned about the tyranny of government control in his book The Road to Serfdom. In the early 1950’s Milton Friedman, at the University of Chicago, started making similar criticisms of government programs which he said should be left to the market place and private business.

Hayek and Friedman were marginal personalities until the early 1970’s when the large government deficits caused by spending on the Viet Nam war provided some credence for them. Their rather old and discredited economic philosophy gathered new momentum and a modern name, Neoliberalism.

“Neoliberalism is a term whose usage and definition have changed over time. Since the 1980s, the term has been used by scholars in a wide variety of social sciences and critics primarily in reference to the resurgence of 19th century ideas associated with laissez-faire economic liberalism. Beginning in the 1970s and 1980s, its advocates supported extensive economic liberalization policies such as privatization, fiscal austerity, deregulation, free trade, and reductions in government spending in order to enhance the role of the private sector in the economy. Neoliberalism is famously associated with the economic policies introduced by Margaret Thatcher in the United Kingdom and Ronald Reagan in the United States.”

Coevally, Richard Nixon appointed Lewis Powell to the Supreme Court. Quoting from Wikipedia “he had been a board member of Philip Morris from 1964 until his court appointment in 1971 and had acted as a contact point for the tobacco industry with the Virginia Commonwealth University. Through his law firm, Powell represented the Tobacco Institute and various tobacco companies in numerous law cases.”

Just before taking his place on the court Powell wrote a confidential memo to a friend at the Chamber of Commerce recommending more aggressive action in molding politics and the law in the United States to promote free enterprise. It appears that this memo sparked the establishment of several neoliberal think tanks including the American Heritage Institute and the Cato Institute.

These well financed think tanks and associated lobbying organizations have promoted a neoliberal agenda with spectacular success. Many of their ideas have grown to the status of what Professor Hursh calls “social imaginaries” or ways of thinking shared in society by ordinary people. For example, there is a widely held belief that government is inefficient and wasteful while private business and markets are efficient and fair.

Hursh says (page 34): “Venture philanthropists aim to use philanthropy to design and implement education policies of privatization, markets, efficiency, and accountability.” The “social imaginaries” that have been developed support their effort.

Relative to this idea he quotes the following explanation (page 44):

 “Olssen, Codd and O’Neill (2004) write that: ’every social transaction is conceptualized as entrepreneurial, to be carried out purely for personal gain. The market introduces competition as the structuring mechanism through which resources and status are allocated efficiently and fairly. The ‘invisible hand’ of the market is thought to be the most efficient way of sorting out what competing individual gets what.’”

Education Policy Decided by Unelected Foundations and Corporations

The most powerful neoliberal in the United States is Bill Gates. He is emblematic of the new form of government we have developed. Instead of a representative democracy, we now have governance by foundations. The people making the decisions do so behind closed doors and never stand for election. There are hundreds of private foundations across America spending large amounts of capital to shape a privatized education system. The big three are the Bill and Malinda Gates Foundation, The Walton Foundation and The Eli and Edythe Broad Foundation.

Hursh reports (page 97):

 “Bill Gates uses his fortune to fund the corporate education reform focusing on the Common Core standards, curriculum and assessment and on privatizing education through charter schools. In addition, as evidenced by his funding of organizations such as NewSchools Venture Fund, he is interested in developing projects that will create profits for investors.”

Working with and supporting the foundations to drive the privatization agenda are thousands of corporations. There are real estate firms forming Education Management Companies so they can institute property lease-back schemes. There is an uncountable number of technology companies, both large establish ones and startups, angling to sell products of dubious pedagogical value to schools. There are consulting firms, investment bankers, hedge funds and on and on and on. The largest publishing company the world has ever witnessed, Pearson, has plans to control all curricular and testing services worldwide.

Democratic Party Supports the Neoliberal Education Agenda

Barak Obama and the Democratic Party’s have embraced neoliberal ideology especially in regards to education. In 2008, the hedge fund dominated group Democrats for Education Reform convinced Obama to dump his presumptive Secretary of Education nominee, Linda Hammond-Darling, and appoint Arne Duncan. Obama and Duncan put into place the test centric and competition oriented Race to the Top (RTTT) initiative. For the first time ever, in accord with neoliberal theory, states were forced to compete for education dollars.

RTTT was all about objective measures and competition. In order to win race to the top monies, states had to agree to enact Common Core State Standards (or their equivalent), evaluate teachers and schools based on testing results and open a path for more privatized schools (charter schools). The Democratic governor of New York, Andrew Cuomo, enthusiastically embraced RTTT even parroting Milton Friedman, saying he wants to destroy “the public school monopoly.”

The great American public education system was not built by the federal government nor was it built by corporate structures. It was built by common citizens in their communities to educate their own children. These wonderful schools that produced what Neoliberals call “American exceptionalism” are being stolen from their communities. I agree with Hursh’s conclusion (page 105/6):

 “We need to defend public education as worth public funding and as an area in which everyone has an input, rather than only those who are wealthy or have political connections.”

 I hope my effort to supply a little flavor of what David W. Hursh has written about will encourage you to read his book and take action to save public schools from the ravages of greed, hubris and bad philosophy.

Hursh, David W. The End of Public Schools, Routledge, 2016

Tags: , , , , , , , , ,

Open Message to California Senators – Save us from the New ESEA

6 Dec

Dear Senators, Boxer and Feinstein

As senior members of the US Senate, please use your influence to stop the disingenuous rewrite of the Elementary and Secondary Education Act (ESEA).

There is an effort to ram this bill through congress sight unseen. It only became available to the public and our representatives including you on November 30th. As educators from around the country see the details of this bill, they are deeply concerned for the future of public education in America. Is it the intent of the US congress to privatize public schools like Chile or Sweden did?

I left a job doing research in magnetic recording in 1999 to become a teacher. As a person immersed in the Silicon Valley culture, I was a big believer in technology. After more than a decade in the classroom, I am convinced education technology has been mostly a waste of money. It has not improved either engagement or understanding.

Yet, this federal law spends large amounts of money promoting dubious technology initiatives such as “personalized learning” and “blended learning.” If these are truly good ideas they will be adopted without federal coercion. My personal experience with these ideas says they encourage bad pedagogy. Multiple choices testing to assess drill and skill teaching is the basic strength of these methodologies and that is not good teaching.

This is little more than money being earmarked for the benefit of particular corporations. Most technology spending creates a net harm to our students who are forced into larger classes so districts can pay for the required hardware and software.

The social improvement bonds that appear on page 797 under the name “Pay for Success Initiative” look like a way for Wall Street bankers to get a cut of those education tax dollars. It is a legal opening for investment bankers to pocket taxpayer money. Is this kind of policy the new normal under the citizens’ united ruling?

Today, the biggest threat to quality public schools is the charter school movement. It is a huge problem in California. Charter school theory postulates that charters with less restrictive state regulations are going to experiment with pedagogy and then transfer their successful innovations to the “failing” public school system. This theory was based on a fallacy. Public schools were never failing especially here in California and we have not seen one successful innovative idea come from the charter sector. In fact, those seven-thousand “no excuses” charter schools in the United States are practicing methods harkening back to the 19th century; very regressive education brought by untrained inexperienced people.

Worst of all is the record of charter schools is one of fraud, instability and segregation. It would make sense for the federal government to closely scrutinize this out of control segment of education that is being used by hedge fund investors as an investment vehicle. Instead, this law spends significant money promoting charter schools and coercing states for the benefit of the charter industry. Section 4302 calls for:

 “(1) supporting the startup of new charter schools, the replication of high-quality charter schools, and the expansion of high-quality charter schools;”

This facet of the law will harm public schools and expose more students to the unsupervised education market. It is not about improving schools for children; it is about pocketing those education tax dollars.

In his massive study of the rise and fall of numerous 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 must protect our precious public education system from the sharks; unfortunately, this law is a shark feeder.

In the December 5th Washington Post, Kenneth Zeichner, a professor of teacher education at the University of Washington at Seattle noted that “Provisions in the legislation for the establishment of teacher preparation academies are written to primarily support non-traditional, non-university programs such as those funded by venture philanthropists.” He believes this law will do significant harm to teacher education in America.

One facet of the No Child Left Behind Law (NCLB) that I liked was the requirement for a “highly qualified” teacher in every classroom. As the prominent author and educator, Mercedes Schneider posted to her blog on December 5th:

 “What is interesting is that ESSA foregoes the NCLB language prohibiting emergency or provisional certification. In fact, ESSA does allow for provisional certification and the waiving of licensing criteria for states and schools receiving Title I funding (see page 143). Furthermore, it seems that provisional or emergency certification could be subsumed in ‘certification obtained through alternative routes.’”

 On December 10th, the writer and educator from South Carolina, Professor Paul Tomas, wrote on his blog a conclusion I have reached:

 “At best, ESSA is a very slight shuffling of the test-mania element of the accountability era; however, this reverting to state-based accountability will guarantee another round of new standards and new tests—all of which will drain state and federal funding for processes that have never and will never achieve what they claim to achieve (Mathis, 2012).

 “ESSA will be another boondoggle for education-related corporations, but once again, that profit will be on the backs of children and underserved communities.”

This law does mandate that every child in grades 3 to 8 and 11 is tested every year. The NCLB era has taught me unambiguously that standards based testing harms teaching and learning for many profound reasons. Feedback from this corporate testing is not timely and there is no learning component related to what is going on in the classroom associated with the big test. And worst of all this kind of testing seriously harms the love of learning and thinking. Massive testing is not just expensive, it is harming children.

I know there are many people like the leaders of the AFT, NEA and PTA supporting this law. They believe it is a lesser evil, however, I think they listened to their big donors before they read the legislation. When a group is getting millions of dollars from Bill Gates, it is easy to rationalize supporting his position. Please look closely at this legislation and stand up for parents, children and public schools in America.

Fix it or kill it.

Tags: , , , , , , ,

New ESEA is a Stinker – Kill It

2 Dec

Our corrupted political system is poised to advance the theft of public education from local communities and surrender it to corporate greed. The reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) was agreed to in conference committee around November 17, but withheld from public or congressional scrutiny until November 30th. This thousand page plus law is scheduled for a vote (with no time for comment or study); this week in the house and next week in the senate.

Here are some of the discoveries I have made.

On pages 450 and 469, the federal government commits to giving large grants to promote “blended learning” and “personalized learning.” These are euphemisms that mean replace teachers with computer delivered lessons. There is a complete lack of evidence supporting this education approach, but if you own a large technology company it is a way to capture taxpayer provided education dollars.

So what if it harm public schools?

The doors are also opened for Wall Street actors like Goldman-Sachs and JP Morgan Chase to get their hands on school funds through social impact bounds. These are bonds that do not pay a fixed rate of return. They are paid by the local governments to the bond holder when a particular social need has been successfully solved by the investment. On page 797, this financial scam is called the “Pay for Success Initiative.”

As Mercedes Schneider observed, “Of course, the problem here is that the funder of the pay-for-success initiative could somehow exploit children or influence such exploitation in an effort to shape the desired, ‘successful’ outcome. Only successful outcomes result in profits.”

Testing of every child in grades 3 – 8 and 11 every year is mandated. Every state is required to test 95% of its students and language learners are subject to multiple statewide interim assessments. States are allowed the “opt out” option for parents, but it is not clear what happens if more than 5% opt out of yearly testing. That appears to be illegal. Only 1% of the special needs population is allowed an alternative assessment.

No other country in the world forces their children into this much testing. It truly is folly. Every year since the acceleration of the federal takeover of schools in 2001, student growth has slowed and the learning gaps have increased. These policies are not good for students, they are not good for communities, but they are profitable for testing corporations.

They are also the means by which control over education can be wielded by federal overlords.

I am reminded of something presented by Francis W. Parker of Chicago at the 1891 National Education Association gathering. He wrote:

 “The common school furnishes the essential principles in the development and perpetuation of a democracy, and its growth and progress has been purely democratic; it has been and is, ‘of the people, for the people, and by the people.’ The common school had its birth in the New England school district; and the New England school district with the town is the root from which sprung all the democratic forms of government which have developed in our country. In a word, the spirit and nourishment of the common-school system has always depended, and depends to-day, entirely upon the will of the majority. State and national officials are given little more than advisory influences.

 “… That which has its birth-in-the-desires-and-intelligences-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.”

Today’s legislators have forgotten the hard won lessons of our ancestors. Instead of protecting the common school concept and the rights of local communities who built and paid for our public education system, they are busy selling it for thirty pieces of silver or worse foolishly giving away what they have no right to govern.

The section titled “21st Century Schools” could also be called the “Public School Privatization” section. It states:

 ‘‘SEC. 4302.”

“(a) IN GENERAL.—The Secretary may carry out a charter school program that supports charter schools that serve early childhood, elementary school, or secondary school students by—

‘‘(1) supporting the startup of new charter schools, the replication of high-quality charter schools, and the expansion of high-quality charter schools;

“(2) assisting charter schools in accessing credit to acquire and renovate facilities for school use; and

‘‘(3) carrying out national activities to support—“

 Charter schools are not public schools. Citizens have no voting control over their governance and have no right to see what wages are paid or how money is being spent. Public schools are prohibited from pulling students out of schools, dressing them in colorful tee-shirts and making them participate in political demonstrations. That is becoming more and more frequent at charter schools.

The money to support charter schools comes from public school budgets; taxpayers.

Charter schools are plagued with fraud and instability. They have been a powerful agent exacerbating segregation. Across the nation public schools have consistently outperformed charter schools and I do not know of any pedagogical innovations originating in a charter school. In fact, the “no excuses” charter schools are quite regressive.

But billionaires like Bill Gates, Eli Broad and the Walton family love charter schools, so we the taxpayers of this country are going to support the diminution of our local public schools and doom children to attending corporate for profit schools.

Even the “non-profit” charter schools are really for profit schools. Just look at the salaries founders and top administrators are giving themselves.

In the bill, congress promotes the expansion of temporary teachers with no training like those provided by Teach for America. Today, these idealistic young people are cynically utilized to undermine professional teachers and their unions. Many of the “no excuses” charters schools are predominantly staffed with these untrained – inexperienced youths.

None of this is good for students but there is a lot of money to be made in the burgeoning charter industry.

This bill will be in force at least until 2020 if it is passed. It is clearly both anti-public school and anti-teacher, still, labor leaders Garcia of the NEA and Weingarten of the AFT support it and so does the PTA.

However, unlike them, I am not getting money from Bill Gates and I don’t support Hillary Clinton. So, I say kill this stinker of a bill and start over. I know NCLB is terrible, but replacing it with nearly as bad does not make sense to me.

Tags: , , , , ,

Malcolm Baldrige Award Promotes School Privatization

25 Nov

The November 18 San Diego Union reported: “The Charter School of San Diego is among four recipients awarded the 2015 Malcolm Baldrige National Quality Award, a top presidential honor for performance in the public and private sectors.”

Malcolm Baldrige National Quality Award: “An award established by the U.S. Congress in 1987 to raise awareness of quality management and recognize U.S. companies that have implemented successful quality management systems. Awards can be given annually in six categories: manufacturing, service, small business, education, healthcare and nonprofit. The award is named after the late Secretary of Commerce Malcolm Baldrige, a proponent of quality management. The U.S. Commerce Department’s National Institute of Standards and Technology manages the award, and ASQ administers it.”

I had never heard of San Diego’s first charter school which was founded in 1994. In the past many hoaxes have been perpetrated concerning education, so I decided to do a little digging. I asked, “What made this charter school worthy of a literally one-in-a-million presidential honor?” I found the award was not based on merit! For example, the school is into year four of needs program improvement (meaning failing) under the No Child Left Behind act.

The award announcement came from Commerce Secretary, Penny Priztker. She is quoted as saying:

“The winners were chosen for their ‘outstanding commitment to sustainable excellence through innovation, improvement and visionary leadership.’ The Charter School of San Diego won in the education category for its ability to help students who despite enrolling ‘academically behind and at risk of never receiving a high school diploma, 94-98 percent of those enrolled have graduated from the Charter School of San Diego or successfully transitioned back to a traditional public school.’”

This implies the charter school saves children who can’t make it in public school and even heals their issues to the extent they can go back to public school! That is just fabrication.

It is true that over 70% of Charter School of San Diego students are labeled socioeconomically disadvantaged but that is not unusual. The public school where I work, Mar Vista Senior High School, matches that and has more than twice as many English learners as the charter school. My school and the charter school make a good comparison.

In the March, 2015, all California charter and public schools administered the California High School Exit exam. The March administration was given to sophomores and is the main component of the federally mandated Adequate Yearly Progress evaluation. My school and the charter school had the following results:

Mar Vista Senior High School (420 tested) Passing Rates

Math: All Students : 84% Socioeconomic: 81% English Learners: 65%
English All Students: 85% Socioeconomic: 82% English Learners: 60%

Charter School of San Diego (320 tested) Passing Rates

Math: All Students : 79% Socioeconomic: 76% English Learners: 62%
English All Students: 84% Socioeconomic: 82% English Learners: 63%

When I looked at this data, it seemed to me that my high school, which has also been labeled a failing school for the past five years just like the charter school, looked pretty good. We had more than double the English Language Learners, the same percentage of socioeconomically disadvantaged students and our sophomores outperformed theirs. In addition, our dropout rates are lower.

To understand what is happening here, I looked at the principals involved starting with Penny Pritzker. According to Forbes, “The Hyatt heiress has carefully positioned herself at the intersection of wealth and politics, becoming Commerce Secretary in 2013 after working as a key Obama fundraiser. (She also donated $250,000–just to his second inauguration celebration.)” She is worth about $2.4 billion.

It seems that Billionaires are more interested in profits and advancing private business than world class education for the children of ordinary people. That $700 billion a year spent on education in the United States is too enticing. It turns a billionaire green with desire.

Tom Vander Ark, the well known shill for “corporate education reform” really likes Charter School of San Diego. He wrote in 2014:

“I met Mary Searcy Bixby in the fall of 1999 in a converted retail space in an outdoor shopping mall in San Diego (the same day I visited Larry Rosenstock in a vacant warehouse that become [sic] High Tech High). When I was a public school superintendent, my team had created an alternative school in a mall so I immediately liked the idea. As founder of The Charter School of San Diego, Mary had created (what I’m pretty sure was) the first flex school network as an “independent study” charter school launching in 1994. Five years later, Mary had 19 locations including converted retail and commercial real estate locations serving over 2,000 students. Students attended in two shifts, studied online and print instructional materials, and progressed at their own pace.”

“Altus Institute is the parent corporation to a network of charter schools that includes The Charter School of San Diego (est. 1994), Audeo Charter School (est. 2001), Mirus Secondary School (est. 2007), and Laurel Preparatory Academy (est. 2013). Altus Schools strive to help students achieve by creating alternative educational options that put students’ needs first and to deeply reduce dropout rates.”

Vander Ark is a former officer of the Democrats for Education Reform and an enthusiastic proponent of education technology including cyber-schools. The Democrats for Education Reform are the group that brought us Arne Duncan. Financed by several hedge fund operators, they are huge proponents of privatizing public education with charter schools.

Mary Searcy Bixby, the founder and CEO of Charter School of San Diego, is from San Diego where she attended Marian Catholic High School and obtained both a BA in English and an MA in curriculum and instruction from the local Catholic university, University of San Diego.

Recently, Tom Davis a long time educator and school leader joined Bixby as Educational Reform Project Director. Davis is retired from more than 40 years in public schools and does have deep experience and training.

A few items of interest were revealed by the Altus Institutes form 990 filings. The most current available form 990 covered 2012 and predates Davis’s arrival. Bixby’s total compensation that year was $297,000. She is getting into Eva Moscowitz type earnings and her per-student rate is much higher than Eva’s. In 2010, someone or some entity gave Bixby’s schools $4,500,000 in new buildings and property; which established a strong base for expansion.

This joint statement from Bixby and Davis is on their website:

“We appreciate Ted Kolderie (Senior Associate, Education Evolving), Eric Premack (Executive Director, Charter Schools Development Center), Jed Wallace (President and CEO, California Charter Schools Association), and Pat Hyndman (Chairperson, Vistage) for sharing their expertise and thoughtful insight. Thank you for your courtesy, professionalism, and genuine interest and warmth.

“Thanks to Gail Audrict (Orleans Parish School Board), Alexina Medley (Warren Easton Charter School), and Maggie Runyan-Shefa (New Schools for New Orleans) for sharing the New Orleans experience with Davis and Bixby. Educational Reform in New Orleans is inspring [sic] the education leaders across the United States. The extraordinary model New Orleans provides us leads others to a new way of thinking.”

The Malcolm Baldrige award that Charter School of San Diego displays on its web site is part of a coordinated attack on public schools. There is nothing special about that charter school and public schools in San Diego provide better education.

Charter schools harm public education by diverting tax dollars to private pockets and opening the path of corruption, instability and segregation.

Disturbingly this attack is being led by the Democratic Party. For decades the Democrats prided themselves on supporting and protecting public education. Now, they attack teachers and work to privatize public schools. Who will join the righteous fight to save America’s great public education system from a corrupted political system and corporate greed?

Tags: , , , , ,

(Condensed) D.C. Schools: A Portrait of “Corporate Education Reform” Failure

23 Oct

This summer the National Academy of Sciences produced a lengthy report for the city of Washington D.C. documenting the effects of their 2007 Public Education Reform Amendment Act (PERAA).[1] The report is a powerful set of data and observations that damn “Corporate Education Reform.”

What is “Corporate Education Reform”?

In 1996, Louis Gerstner, CEO of IBM, hosted the National Governor’s Association conference at the IBM conference facility in Palisades, New York. This conference with the exception of one Asian man was an all white, all male conference made up of 49 CEO’s and 40 governors. There were no educators involved.

At the conference, the Governors established their own non-profit and non-governmental corporation called Achieve Inc. Gerstner was named Achieve’s chairman. Achieve Inc. subsequently supervised the writing of both the Common Core State Standards and the Next Generation Science Standards. While Bill Gates’ Council of Chief State School Officers owns the copyright for Common Core, Gerstner’s Achieve Inc. owns the copyright for the Next Generation Science Standards.

Former Assistant Secretary of Education, Diane Ravitch, is the first person I noticed calling this education reform movement led by super-wealthy business men with no education experience or training “corporate education reform.”

Eliminate Local Control and Privatize

In 1968 D.C. finally got democratic control over their schools only to experience complete loss of parental control with the passage of Public Education Reform Amendment Act in 2007. Mayor, Fenty became czar of education.

In 1995 and 1996 New Gingrich and Bill Clinton teamed up to start the privatization of education process in D.C. by weakening the elected school board and establishing charter schools.

“… by 2014, the percentage [of charter schools] was 44 percent. PCSB [Public Charter School Board] reports that there are approximately 100 individual charter schools, governed by 61 chartering organizations, which function as school districts, …” Pg 31

With almost 50% of the D.C. students in charter schools governance in certain aspect of education is not possible. As the report says:

“There are no standardized formats or definitions in charter schools’ budgets or audits … In addition, the charter management organizations’ accounts are not open to the public ….” (Page 72)

Charter schools are making matters worse; public money is spent with no oversight.

“The U.S. Department of Education has recently reported that that D.C. is among the worst school systems in the nation in providing appropriate educational opportunities for students with disabilities, and it has the worst record of any state in the country for meeting federal special education goals.” (Page 131)

The report notes the D.C. schools have a “crisis in absenteeism” and:

“D.C.’s public schools have had among the worst on-time graduation rates in the country.” (Page 154)

The report also says that charter school gains in test performance over time do not match public schools.

“The EDCORE analyses by sector also showed that, although both DCPS [D.C. Public Schools] and charter students showed improvement, the magnitude of the gains were higher for DCPS students in every year.” (Page 177)

Mayoral Control and VAM Evaluation

In 2007, the city of Washington D.C. completed its embrace of “corporate education reform” when Mayor Fenty assumed total control of all public schools and named Michelle Rhee, a Teach for America alumni with limited experience, chancellor. She made standardized testing and value added measures (VAM) the dominant factor in evaluating schools and teachers.

Education reporter, John Merrow, summed up Rhee’s tenure of just over three years running D.C.’s schools:

“To date, nearly 600 teachers have been fired, most because of poor performance ratings.

“After just two years of Rhee’s reforms, 33% of all teachers on the payroll departed; after 4 years, 52% left.”

“Some of the bloom came off the rose in March 2011 when USA Today reported on a rash of ‘wrong-to-right’ erasures on standardized tests and the Chancellor’s reluctance to investigate.”

Outcomes for the D.C. schools are some of the worst in the nation. Their scores on NAEP [National Assessment of Education Progress] testing still lag the nation. The problem has never been schools or even “corporate education reform.” The problem is rampant poverty.

The problem is rampant and unaddressed poverty.

Tags: , , , , , , ,

Standardized Control

24 Sep

By Thomas Ultican 9/24/2015

“He had been educated only in that innocent and ineffectual way in which the Catholic priests teach the aborigines, by which the pupil is never educated to the degree of consciousness, but only to the degree of trust and reverence, and a child is not made a man but kept a child.” [1] Henry David Thoreau’s description of his visitor at Walden’s pond seems a likely description of the result of standards based education and testing. Known derisively as “test and punish” education, standards based education is a behaviorist theory. This is a philosophy that is antithetical to human growth and development; to the development of capable actors in a democratic society.

Education is a social science. Societies are so complex that cause and effect relationships are obscured. Therefore, education theories are not provable in the same way as physics theories. Our beliefs about education are necessarily driven more by philosophy than experimental result. Of course skilled social scientists observe pedagogy in action and share their observations, but it’s still only good guidance and not a proven principle like buoyancy.

During graduate school at UCSD, my chemistry buddy and I would marvel at the kind of weak evidence that was offered as proof for education theories. In my previous career, I had seen theories with substantial evidence supporting them – obliterated. There used to be a theory that the paramagnetic limit for the amount of information that could be magnetically stored was 20 gigabits in a square inch. I was on a team that demonstrated 78 gigabits in a square inch. That breakthrough has led to today’s cheap terabyte hard-drives and the abandonment of a popular theory. In social science, theories are never so clearly defeated.

Today, education is rife with unproven assertions which are often not tested at all. Such as: standards based education is good, a national curriculum is needed, common core standards are internationally bench-marked, college and career readiness standards must be implemented, international testing is producing important data proving the failure of US schools, standards based testing is meaningful, teacher evaluations should include value added measures, no-excuses charter schools are good pedagogy, public schools are failing, private business can do education better and cheaper, teachers and their unions are the biggest obstacles to improved education. The list of assertions without proof in education is seemingly endless.

It is how we think about human value that is the prism by which we must construct our education programs. Last year, two German writers, Sija Graupe and Jochen Krautz, wrote an article about the Organization for Economic Cooperation and Development (OECD) “From Yardstick to Hegemony.” They tell us that “ the OECD which – as initiator of the PISA assessment process – has since the 1960s and on its own account “become central, providing indicators of educational performance that not only evaluate but also help shape public policy.”

Gaupe and Krautz make their point through quoting OECD documents:

“The OECD program has declared war on the established plurality of educational goals and discourses (which have consistently reflected and renewed these goals) in order to replace it with a single novel concept: ‘Schools should lay the very foundation for the attitudes, desires and expectations motivating a nation to pursue progress and to think and act economically.’

“The OECD Conference documentation of 1961 declares unequivocally: ‘It goes without saying that the educational system must be an aggregate of the economy, it is just as necessary to prepare people for the economy as real assets and machines. The educational system is now equal to highways, steel works and chemical fertilizers”. Thus the claim can be made “without blushing and with good economic conscience that the accumulation of intellectual capital is comparable to the accumulation of real capital – and in the long range may outmatch it.'”

The OECD has it philosophically backward and that leads directly to behaviorism and dehumanized education. The OECD views citizens as state assets instead of seeing the state as existing for the benefit of its citizens. From Yardstick to Hegemony contains this clear analysis of the situation:

“The environment to which pupils and students are to adapt is not the economy of real experience but rather a mere ideal concept generated by mainstream economists, particularly those of the Chicago School of Economics who, in their pursuit of ‘economic imperialism’, have applied it to education: Its concept of a market is a purely abstract super-conscious price and coordination mechanism according to which all human activity must be aligned. What this unrealistic worldview setting in turn impedes is any critique or will to change because rather than being understood by the public as a theoretical construct it is, according to the neoliberal economist August Hayek, accepted by most as an immediately evident truth. Whether they are true or false, economic theories and all assessments based on these (such as PISA) determine reality. Those who choose criteria as a yardstick for everything else establish an arbitrary point of standardization where verification need not be feared. These ungrounded criteria then become – untested and without further thought – the defining norm for all further actions. As long as people believe having more PISA points is better than less in order to be successful economically they will, of course, do everything they can to acquire more. Education is then forced to uncritically yield to the pressure of comparative assessment, even if it is based on pure assertion.”

In 1891, the National Education Association met in Toronto, Canada. It was at this meeting that James H. Baker’s committee made its report on the need for standardizing education. It’s a natural tendency that as a movement matures people will appear who want to standardize it. The main argument for needed standardization was the difficulty high schools were having creating classes that prepared students for entry requirements at Universities because the requirements were so varied. The Baker Committee report led to the establishment of the Committee of Ten and the first curricular standards in the United States in 1894.

I wanted to read the Baker Report myself and while looking for it I found a wonderful essay called “The School of the Future” by Francis W. Parker from the Cook County Normal School, Chicago, Illinois. He was writing about the common school movement (page 82):

“It was the inspired conviction of our forefathers that common education is as essential to democratic government and growth as air is to life. Our forefathers had an inspiration and a belief; they had no prescribed plan, or no precedent for that plan. They did not have the least conception of the mighty growth of the seed which they planted.

“The common school furnishes the essential principles in the development and perpetuation of a democracy, and its growth and progress has been purely democratic; it has been and is, “of the people, for the people, and by the people.” The common school had its birth in the New England school district; and the New England school district with the town is the root from which sprung all the democratic forms of government which have developed in our country. In a word, the spirit and nourishment of the common-school system has always depended, and depends today, entirely upon the will of the majority. State and national officials are given little more than advisory influences.

“There has been no active attempt at centralization. It is exceedingly difficult for our foreign friends and critics to understand our so-called school system. They are accustomed to look upon public schools from the standpoint of centralization, which produces uniformity, conformity and evenness, so that the endless variety, the total lack of uniformity, the innumerable differences which our schools present, is to them almost incomprehensible.

“Each and every school district has a pronounced individuality. Every state and stage of progress, from the early nebulous formative period to the highest products of Oswego and Bridgewater, may now be found in adjoining districts.

“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 intelligences 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 populi. 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.”

The renowned historian, Arnold Toynbee established criteria for judging whether a civilization was in a stage of growth or decline. He wrote:

“We must ask whether, as we look back over the ground we have traversed, we can discern any master tendency at work, and we do in fact unmistakably decry a tendency towards standardization and uniformity: a tendency which is correlative and opposite of the tendency towards differentiation and diversity which we have found to be the mark of the growth stage of civilizations.”[2]

I believe there is a superior way. Both John Dewey and the Japanese educator Tsunesaburo Makiguchi counseled against standardized education. Dewey stated “Imposing an alleged uniform general method upon everybody breeds mediocrity in all but the very exceptional.”[3] And Makiguchi theorized that “Education integrated into the life of society will yield benefits of well-planned living, without the undesirable effect of mechanical uniformity an inherent danger in standardized education.”[4]

In 1894, when the Committee of Ten was doing its work, very few teachers were well educated. Many only had high school diplomas. It is understandable that education leaders felt the need to provide teachers with detailed curricular guidance. Today that is not the case.

Salesmen trying to advance their charter schools might claim that they are innovative but they are not. The no-excuses charter schools are little more than behaviorist test preparation institutions. It is regressive education that borders on child abuse. The charter school movement which was originally viewed as an innovation incubator, but it has devolved into a blatant scheme to enhance corporate profits at the expense of tax payers.

There is an alternative. In 2015, there is scarcely a school district that does not have multiple professionals in education with doctorates and masters degrees on staff. Our public schools are perfectly positioned to lead American education to new heights and they do not need imposed standards. We have the intellectual and human resources needed for unlimited advancement, but they are being stymied by politicians and billionaire dilettantes that have no understanding of what good education is.

Stop all this imposing standards and testing baloney and allow our highly educated, dedicated and skillful national teaching corps to once again dazzle the world. Preserve our amazing public education system and protect it from voracious profiteers and their schemes to steal public funding for education.

  1. Thoreau Henry David, Walden, Thomas Y. Crowell Company (Apollo Edition, 1966) © 1961. Page 196
  2. Arnold Toynbee (DC Somervell), “A study of History” abridgement Volume 1 – VI, Oxford University Press, 1946, page 555
  3. Dewey, John. Democracy and Education. New York: Macmillan, 1916. Page 203
  4. Ikeda, Daisaku. Soka Education. Santa Monica, California: Middleway Press. 2001 Page 18

Tags: , , , , , , , , , ,

Lunch with Larry

6 Sep

I recently wrote an open message to my congressman, Scott Peters, urging him to reject the proposed rewrite of the Elementary and Secondary Education Act. In it I said, “When fads like “new math”, “phonics only” or “whole word” came along, they infected many jurisdictions but not a majority of the country. As their weaknesses manifested, these fads were abandoned before serious damage occurred.” Federally centered power would end that protection from bad policy. After reading this post, Professor Larry Lawrence invited me to lunch to discuss “new math.”

I met Larry briefly in Chicago at the April NPE conference. I knew he lived in Carlsbad, California less than 30 miles north of my San Diego home. I was intrigued by his proposal to get together and discuss the “Zen of teaching math.” So I agreed to meet him at a spot between our homes.

Larry has been called a “consummate teacher of math” and has a significant pedigree. After graduating from Morningside High School in Inglewood, California, Larry did his undergraduate work at Occidental College where he was a classmate of star quarterback, Jack Kemp. Barack Obama also attended Occidental. When finished there, Larry went on to Columbia University’s Teacher’s College pursuing a Masters degree.

It was at Columbia that Larry was introduced to a more profound grasp of the principles of mathematics and how students can successfully develop mathematical thinking. In 1958, almost 30 years before California’s 1985 adoption of “teaching for understanding” also referred to as “new math”, Larry was learning from the movement’s fathers. (1)

Referring to the 1985 adoption of “teaching for understanding” Elizabeth Green tells us in her book Building A+ Better Teacher, “… the California teachers were struggling to understand students’ ideas, figure out what the students needed to know, and then use that information to respond.” (2) Larry and I agreed that this was the essential weakness with “teaching for understand” – the elementary school teachers did not have the training to do it.

On day one of his first math class at Columbia (Advance Algebra), the teacher gave an instruction for an assignment that stumped Larry. He went throughout the dorm asking everyone he could find to explain to him what “one to one correspondence” meant. No one knew! In 1958, few people apprehended the fundamental principles of mathematics.

Larry also brought along a prompt from his professor. I have shared the setup here:

Arithmetic by mail: Stan Brown had a pen pal, Al Moore, who lived in Alaska. Stan and Al corresponded quite frequently. Stan liked to receive letters from Al because he wrote about interesting things like hunting and fishing and prospecting for gold. Al enjoyed hearing about the things Stan did, especially about school, for Al had had very little opportunity to attend school. One day, Al wrote to ask if Stan would mind teaching him some arithmetic. Stan agreed but decided he needed to know how much Al already knew. So, in his next letter to Al he included a simple test, and asked Al to write in the answers and to return the test to him. Al sent the test back immediately; he said it was very easy and asked Stan to send some harder questions next time.

Take 2 away from 21.                                                  1

What is half of 3?                                                        ͻ

Add 5 to 7.                                                                  57

Does 2 x 4 ½ equal 9?                                                No

Which is larger, .000065 or .25?                                .000065

How many times does 3 go into 8?                             Twice

How many times does 9 go into 99?                           Twice

Which is larger, 3 or 23?                                              23

What is a number smaller than 4?                               4 (written smaller)

What is a number larger than 4?                                 4 (written larger)

Some of Al’s reasoning follows.

Anyone can see that 3 goes into 8 twice, and pretty neatly too, without any 2 left over. You put 3 into 8 the regular way and then you turn another 3 around and put it in on the other side of the 8.

In question 4, you don’t even need a ruler to tell that 2 x 4 ½ is different from 9.

In question 8, 23 is larger than 3 because 23 already has a 3 in it and a 2 added on in front.

Larry was an early adopter of “new math” when in 1959 he returned to Morningside High School to teach mathematics. Since taking that decision, he has dedicated his life to improving education in California. In the early 1960’s, Larry may have been the first California teacher to teach calculus in high school.

His career includes a stint at UCLA working in the lab school then known as Seeds. In 1975, he received his doctorate from UCLA and went on to work as director of curriculum for the Turlock School District. He also served as the principal of an elementary school in Upland California. In 1982, he returned to UCLA to again work in the lab school training elementary school teachers how to teach mathematics.

Larry’s story is also the story of education reform gone wrong. There are many Larry Lawrence’s out there who have dedicated their lives to understanding teaching and learning. They are a treasure. They have both theoretical knowledge and practical experience, but as Elizabeth Green reports (and then praises) people like Doug Lemov and Stacy Boyd purposefully shunned people like Larry when they formulated their “no excuses” charter school movement and embraced pedagogy spiced with “disruption.”

Larry told me that in 1993 he got involved with developing a charter school. The lab school at UCLA was having a difficult time surviving and they decided to become a charter. In retrospect, Larry says that was a mistake because on the whole, charters are damaging the public education system. Whether they are good or bad, “charters harm public education.”

It was a wonderful lunch at a second floor corner table overlooking the Pacific Ocean. The drive from La Jolla along old highway 101 to the Ki restaurant in Cardiff by the Sea is among the most breathtakingly beautiful drives in America. The restaurant Larry chose had a wide variety of; wraps, smoothies, tofu dishes and teas. The staff knew Larry by name. I had the cheeseburger.

  1. Green, Elizabeth. Building A+ Better Teacher, W.W. Norton & Company New York and London, ©2014 by Elizabeth Green – page 102
  2. Ibid. page 105

Tags: , , , , ,

Response to Dianne Feinstein

23 Aug

Senator Feinstein, I am responding to you via open letter to address not just you but as many leaders as possible about education policy in America. At the outset, I want you to know that I have admired you since those horrible days when Dan White killed Harvey Milk and Mayor Moscone and you were called upon to lead a wounded city. This message is not an attack on you, but rather, it is an attempt to educate about a harmful and widely held misconception regarding education testing.

In the message to me you wrote:

“I recognize that standardized tests have clear limitations and are not a cure-all for our nation’s education challenges; however, I also believe testing is an important tool for measuring student and school performance in order to ensure that every child receives a quality education. Standardized testing makes it possible for parents to see the progress their child is making and teachers to know when to correct course in their instruction.”

Now, I realize that this view, though unsupportable, is and has been for some time the belief of a majority of politicians and education bureaucrats in our nation’s capital. In the past, I did not appreciate how deeply this idea had permeated political thought. It therefore left me completely confused about why both Republican and Democratic leaders abandoned their own principles when it came to education.

I wondered, “Why have Democrats adopted test and punish policies that have clearly become a key tool for destroying public schools? Why have people like Barack Obama advocated charter schools that are little more than publicly financed private schools with little accountability? Why do Elizabeth Warren, Bernie Sanders and Hillary Clinton all seem to believe that a massive testing program will protect schools in poor and minority neighborhoods?”

On the other side of the isle, it is just as strange. Since the days of Abraham Lincoln, Republicans have stood for individual rights and local control but for two decades they have authored laws transferring control of education from local communities to the federal government. George H. W. Bush signed legislation that promoted federal involvement in local schools and his son sponsored, as his signature achievement, the “No Child Left Behind” law that gave control of school policy to the federal government.

Why is Jeb Bush such a long time and until recently vocal proponent of federal standards of education (the poorly written common core and next generation science standards)? Why did Orin Hatch vote against the Murphy opt-out amendment to the “Every Child Achieves Act?” Why was even Ronald Regan’s secretary of education, Terrell Bell, an early leader promoting the federalization of public education?

A very witty blogger named Peter Greene posted a comment about the recent education policy debate by Republican presidential candidates:

“GOP pols have the message– local control is great and the American Way and they totally support it except when they have to take it away from places that suck. Parents should be free to choose from an assortment of great schools, or at least from the assortment of charter schools that we say they should have. And parents who want to exert local control by keeping their community school intact (like, say, the hunger strikers of Chicago or the protesters of Newark)– well, they can’t have it.”

I started to wonder if our entire political class had become completely corrupted by money and power. Fortunately, that did not really make sense to me. I now believe I have plumbed the essence of the dilemma. Our political leaders do not understand the limitations of testing and especially standardized testing. The truth is that standardized testing is incapable of evaluating teacher or school quality, but there is a widely held belief it can.

A book written in 1999 by the education writer Alfie Kohn points directly at the disconnection:

“… it is an open secret among educators that much of what the scores are indicating is just the socioeconomic status of the students who take them. One educator suggests we should save everyone a lot of time and money by eliminating standardized tests, since we could get the same results by asking a single question ‘How much money does your mom make?’”[1]

That is the point. Standardized testing has a tremendous correlation to the economic conditions of the neighborhood in which the students live. This is the only variable that does have a high correlation with testing results. The environmental component of test results is so strong that it completely masks inputs like quality of teaching or quality of school. For the past more than a decade we have been mistakenly destroying great schools in poor communities based on a widely held misunderstanding of what the data means.

The famed education measurement expert, Gene V Glass, announced this month that he is no longer working in education measurement, because of its misuse. He asserted:

“The degrading of public education has involved impugning its effectiveness, cutting its budget, and busting its unions. Educational measurement has been the perfect tool for accomplishing all three: cheap and scientific looking.”

Last spring I heard Professor Yong Zhao speak. In his often humorous remarks he said that American students have never compared well on international testing. He then said, “The real question is why America is still here?” This instigated much laughter. The point is that standardized testing could not elucidate the greatness of America’s schools.

Here are a couple quotes from Professor Zhao’s latest book:

“’Out of the one billion people who have been educated in Mainland China since 1949, there have been no Nobel prize winner,’ Zheng wrote in an article. ‘This forcefully testifies [to] the power of education in destroying creativity on behalf of the [Chinese] society.’”

“The only way China will win the global competition of the future is for the West to begin educating the way China does.” [2]

I realize that when the federal government spends large sums of money there must be some form of accountability. Standardized testing has no real benefit to schools and misleads governance. It does not provide meaningful feedback to parents or teachers and it does serious harm to the classroom by narrowing curriculum and encouraging drill and skill pedagogy.

It is a mistake for congress to make specifics of education policy such as requiring standards and testing, the tool of accountability. I can think of three requirements that congress could make of states receiving title I funding that would significantly improve schools:

  1. All teachers must be fully certificated for the course they teach. (Professionalism is important for success in the classroom.)
  2. No classes can have more the thirty-two students. (Class size is very important especially in communities suffering the ravages of poverty and these are the very communities title I is designed to support.)
  3. All schools must successfully win accreditation by their regional accrediting association. (As I have written about this in other posts, this is real accountability by professional educators looking deeply into school function and giving important feedback.)

As we know, the “Every Child Achieves Act” (S. 1177) to reauthorize the Elementary and Secondary Education Act (Public Law 107-110) passed the Senate and will be conferenced with the House reauthorization bill, the “Student Success Act” (H.R. 5). Both laws enshrine federal requirements for standards, testing and remediation of schools that are judged failures by this regime. Therefore, I urge you to stop this bill until the profoundly damaging and wasteful testing requirements are removed. Please protect public education from circling vultures.

1) Kohn, Alfie. The Schools Our Children Deserve, Houghton Mifflin Company, New York, © 1999, page 77.
2) Zhao, Yong. Who’s Afraid of the Big Bad Dragon? Jossey-Bass a Wiley Brand, ©2014

Tags: , , , , , , , ,

← Older Entries
Newer Entries →