2019 Medley #2

N.J. Charters, "Bible Literacy" Courses,
Teacher Shortage, Kg Readiness,
IN General Assembly, L.A. Strike, Vouchers, Science Facts, Happy Birthday Jackie Robinson!

FALSE PROMISES

Broken Promises: Camden's "Renaissance" Charter Schools

We keep looking for ways to fix public schools, but it's just as important for us look for ways to fix inequity and poverty. Our schools are just a mirror, reflecting the societal conditions our policy-makers, and we the voters, are unable or unwilling to correct. Until we focus on the source of the problem -- that some people are given rights and privileges denied to others -- we'll continue to fail.

[emphasis in original]

Students who enter charter school lotteries are not equivalent to students who don't. Plenty of research backs this up (see the lit review in this paper for a good summary of this research). Combine this with the high attrition rates in many "successful" charters, and the high suspension rates at many more, and you have a system designed to separate students by critical family characteristics that do not show up in student enrollment data.

...It's important to note that the Camden City Public Schools do not have the luxury of setting caps on enrollments, deciding which grades to serve, or not enrolling students who move in after the kindergarten year. Everyone in Camden must get a seat at a CCPS school. But only a lucky subset of students get to attend a renaissance school.

"BIBLE LITERACY" COURSES

The Threat Behind Public School ‘Bible Literacy’ Courses

Not all of America's public school students are Christian. Not all Christians in the United States use the same translation of The Bible. When we try to include religious texts in school we run up against the problem of whose version of the text to use, which religious texts should be included, and which religions or sects to include. Teachers who teach such courses need to be well-versed in the law making sure they don't express a preference for one religion, sect, religious text, or version of a religious text over another.

This is one of the reasons that the First Amendment separates church from state. Madison, the author of the first amendment, grew to recognize the need for the separation of church and state through...

...his own personal experiences in Virginia, where Anglicanism was the officially established creed and any attempt to spread another religion in public could lead to a jail term.

Early in 1774, Madison learned that several Baptist preachers were behind bars in a nearby county for public preaching. On Jan. 24, an enraged Madison wrote to his friend William Bradford in Philadelphia about the situation...Madison wrote. "This vexes me the most of anything whatever. There are at this time in the adjacent County not less than 5 or 6 well meaning men in close Gaol [jail] for publishing their religious Sentiments which in the main are very orthodox. I have neither the patience to hear talk or think anything relative to this matter, for I have squabbled and scolded abused and ridiculed so long about it, to so little purpose that I am without common patience. So I leave you to pity me and pray for Liberty of Conscience to revive among us."

The current crop of Bible-in-public-school bills does nothing more than attempt to inject religion into public schools. Indiana State Senator Dennis Kruse, in his bill, SB 373, makes it especially plain that this is his goal since his bill adds "creation science" into the mix.

Often, these courses are just a cover to bring a fundamentalist interpretation of the Bible into public schools. Essentially, they’re Sunday School lessons masquerading as legitimate instruction.

...Let’s not be misled: Barton, the backers of Project Blitz and other far-right groups behind this new push aren’t interested in truly objective classes about the Bible in public schools. They want classes that indoctrinate children in a specific religious perspective – theirs.

NO TEACHER SHORTAGE

There Is No Teacher Shortage

This post by Peter Greene (the first of two in here) explains that the teacher shortage is the result of stagnant working conditions and lack of respect for teachers.

For almost twenty years (at least) the profession has been insulted and downgraded. Reformy idea after reformy idea has been based on the notion that teachers can't be trusted, that teachers can't do their job, that teachers won't do their jobs unless threatened. Teachers have been straining to lift the huge weight of education, and instead of showing up to help, wave after wave of policy maker, politician and wealthy dilettante have shown up to holler, "What's wrong with you, slacker! Let me tell you how it's supposed to be done." And in the meantime, teachers have seen their job defined down to Get These Kids Ready For A Bad Standardized Test.

And pay has stagnated or, in some states, been inching backwards. And not just pay, but financial support for schools themselves so that teachers must not only make do with low pay, but they must also make do with bare bones support for their workplace.

And because we've been doing this for two decades, every single person who could be a potential new teacher has grown up thinking that this constant disrespect, this job of glorified clerk and test prep guide, is the normal status quo for a teacher.

KINDERGARTEN READINESS MAY NOT MEAN WHAT YOU THINK IT MEANS

MD: Failing Five Year Olds

When I began teaching my first class of third graders (after a half year of teaching kindergarten) I discovered that the achievement range of my 38 students was much larger than I had imagined. Some students were reading several years above grade level, and some were reading one or two years below grade level. One student in particular, John*, was reading at a pre-primer level. In retrospect it was plain that this child was a candidate for special education, but, as a first-year teacher in a system with minimal provisions for special needs children (at least at that time), I was responsible for figuring out what to do to help him learn to read.

What should a teacher do with a child reading at a pre-primer level in third grade? I decided that I would do the same for him as I did for the students who were reading several grade levels above average. I would provide material at his level. That meant that John wouldn't be exposed to grade-level reading material. In other words, I changed the curriculum to fit his needs, rather than make a futile attempt to force him into a curriculum in which he would fail, become frustrated, and learn to hate reading. The latter is what many schools have forced teachers to do since No Child Left Behind.

* not his real name

...it is not a five year old's job to be ready for kindergarten-- it is kindergarten's job to be ready for the five year olds. If a test shows that the majority of littles are not "ready" for your kindergarten program, then the littles are not the problem-- your kindergarten, or maybe your readiness test, is the problem...if you still think that children raised in poor families have "too many" needs, then maybe start asking how you can ameliorate the problems of poverty that are getting in the way.

NO VOTER INPUT FOR EDUCATION POLICY IN INDIANA

Bill gives governor unusual power over schools

I wrote about a related issue in this bill last week. This bill, should it become law, would mean that the State Superintendent of Public Instruction would be an appointed position beginning in 2021, rather than a position voted on by the citizens. Since members of the State Board of Education are also appointed, the voters will have no direct input in the state's education policy except through the governor.

Governor Holcomb will be the one to appoint the Secretary of Education which means that of the eleven members of the SBOE, nine will be appointed by the Governor and one each by the Speaker of the House, and the President Pro Tempore of the Senate.

With HB 1005, Indiana would become one of 15 states where the governor appoints the chief state school officer. The most common procedure – used in 21 states — is for the state board of education to appoint the chief state school officer.

Indiana’s governor appoints members of the state board of education; so, with approval of the bill, the governor will control both the setting and administering of education policy.

In states where the governor appoints the chief state school officer, the governor has total power to appoint state board members in only Iowa, Maine, New Jersey and Virginia. In other states, board members are elected; or they are chosen by the governor but confirmed by the legislature.

The House approved the measure Thursday by a vote of 70-29, with most of the yes votes coming from Republicans and most of the no votes from Democrats. It rejected a Democratic-sponsored amendment to require the secretary of education to have experience in education.

L.A. TEACHERS STRIKE FOR PUBLIC SCHOOLS

Los Angeles teachers went on strike for our schools – and the country

Americans still prioritize now over future. We have cut funding for public schools through actual reductions and through the transference of tax funds from public schools to charter and voucher schools. Indiana, for example, paid $154 million to school voucher schools. The actual cost of charter schools is much more difficult to find, but a Duke University study of charters' impact on North Carolina schools determined that

...charter school growth results in a “large and negative fiscal impact” on the districts evaluated.

and

...the findings are consistent with previous studies and show that charter growth generally results in a lower quality of education for students who remain in a district’s traditional public schools.

The Los Angeles teachers who went on strike earlier this month didn't strike only for more pay and benefits. They were offered a 6% increase before the strike. They accepted a 6% increase to end the strike. What they gained were improvements to the learning conditions of the students in the form of lowered class sizes and much-needed wraparound services.

It was clear, however, that part of the problem with funding in Los Angeles and California, as well as in other parts of the country, is that money is being diverted from public schools to privately run charter schools. States can't afford to support multiple school systems.

We believe every student, however challenged, ought to have access to success. And we know that in our classes with more than 40 students, there are often five or 10 with special needs and another 10 or 15 still learning English as a second language while as many as half or two-thirds are homeless or in foster care or in a continual state of crisis. Students collapse in class from hunger and stress and fatigue and depression.

Overcrowded classrooms are a brutal expression that our students don’t matter. They are someone else’s kids – and all too often they are no one’s kids. No one except the dedicated teachers who every day give a damn about them. And we’re going to keep giving a damn and hope that one day those in power give a damn.

ONE SIZE DOES NOT FIT ALL

Side effects in education: Winners and losers in school voucher programs

One size does not fit all. Some teaching methods work for some children, other methods work for other students. Some schools are better for some students, other schools are better for others.

Think about this in terms of the evaluation of teachers, for example. Teacher A might be able to help student A, who is homeless, adjust to school, while Teacher B may not. But Teacher B's classes usually have higher test scores. If you were the parent of student A which teacher would you want for your child?

As much as we might want to seek a perfect solution for all students, one student’s medicine may very well be another one’s poison. As students’ characteristics and education treatments interact, negative side effects may occur. Funding private schools with public dollars probably does not affect all students positively in a uniform fashion. To date, studies of school voucher programs have found their effects to vary among different populations of students.

Moreover, besides the side effects resulting from the interactions between students’ characteristics and education treatments, side effects also occur because of the broad range of desirable and potentially competing education outcomes. So far, evidence of the effects of voucher programs has been limited to a narrow set of outcomes such as academic achievement. Little, if any, empirical evidence has been collected concerning other equally important outcomes of schooling, such as preparing students for civic engagement and betterment of a shared society (Abowitz & Stitzlein, 2018; Labaree, 2018). Thus, we do not know their effects, negative or positive, on other important outcomes. It is, however, reasonable to believe that voucher programs and other forms of privatization of education can have negative side effects on individual students, the public school system, and the society (Labaree, 2018).

A WARNING

The most disturbing news yet

I recently saw a discussion on social media where someone stated...

"Science is facts. Theory is not yet science."

After a quick facepalm, I responded with the article, "Just a Theory": 7 Misused Science Words. This didn't work, of course, because the person in question had been "educated" at a "Bible Institute." He was obviously mistaught basic science concepts.

This is what we are up against. When the effects of climate change are no longer deniable, these same people will, at that point, point to "god" and claim we are being punished for allowing gay marriage, transgender soldiers, unisex bathrooms, or some such nonsense. Until that time, they will go along with the right-wing talking point denying climate change claiming it's just a conspiracy to get more money for scientists.

In the meantime, there are places where insects are disappearing and the entire food chain is at risk. Those places shouldn't be taken as exceptions, but rather as warnings.

“I don’t think most people have a systems view of the natural world,” he said. “But it’s all connected and when the invertebrates are declining the entire food web is going to suffer and degrade. It is a system-wide effect.”

...We are part of a complex web of interdependencies, and it’s also a non-linear dynamical system. There’s a word for when parts of such a system show a pattern of failure: it’s called catastrophe. By the time you notice it, it’s too late to stop it.

JACKIE ROBINSON - JANUARY 31, 1919

Tomorrow is Jackie Robinson's 100th birthday.

"A life is not important except in the impact it has on other lives." -- Jackie Robinson

Jackie Robinson Tribute: Baseball Hall of Fame.

📚📝📖

2012 Medley #4, Part 2: More from New York...

NYC teachers' rankings based on test scores published.

(Click here to see Part 1, It's all About New York.)

The attacks on public education and public school teachers will continue until America's millions of teachers stand up and say, "No more." No Child Left Behind and Race to the Top have shown what the politicians mean to do to America's public schools. Our union leaders tell us we need a seat at the table. The experiences in Los Angeles and New York have shown that strategy to be a mistake. The "seat at the table" has backfired and teachers, who hoped for cooperation from the administration can now see what that cooperation has gotten them.

The students in America's public schools are counting on us to make sure that there is a qualified, well-trained professional in every classroom, not someone with five weeks of training who is marking time between their Bachelors degree and a business career. Our students are counting on us to return content to the curriculum and end the damage that the insanity of mindless testing has caused. Our students are counting on us to be their voice...to tell the nation that enough is enough and that we need to return real learning to the classroom.

Dennis Van Roekel and Randi Weingarten take note...we should be fighting to save public education not relying on untrustworthy politicians to do it for us.

How to Demoralize Teachers

Diane Ravitch reminds us that the VAM assessment data is invalid and unreliable. Why then, is it being publicized? She has the answer for that, too.

Most testing experts believe that value-added assessment has many technical problems that reduce its validity and reliability. The most recent research review appears in the current issue of the Phi Delta Kappan. Unfortunately, advocates of measuring teacher quality by student test scores never let research or evidence or, in New York City's case, unequivocal commitments to privacy, get in their way.

The New York Post exulted with a front-page, full-page banner headline: "REVEALED: TEACHER GRADES." On day one, it printed a picture of and story about "the best teacher," and on day two, a picture of and story about "the worst teacher." The Post interviewed parents who said they wanted their child out of that teacher's class or they wanted her fired. In recent years, the Post has often run stories about teachers who allegedly are criminals, perverts, or just plain lazy, greedy dummies who can't be trusted to teach anything and shouldn't be allowed near children. It seems that the Murdoch journal won't be satisfied until every school has been turned over to private management, with no unions, no seniority, and no job protections whatever for teachers.

Why we won’t publish individual teachers’ value-added scores

One publication, Gothamschools.org, has refused to publish the information.

But before we publish any piece of information, we always have to ask a question. Does the information we have do a fair job of describing the subject we want to write about? If it doesn’t, is there any additional information — context, anecdotes, quantitative data — that we can provide to paint a fuller picture?

In the case of the Teacher Data Reports, “value-added” assessments of teachers’ effectiveness that were produced in 2009 and 2010 for reading and math teachers in grades 3 to 8, the answer to both those questions was no.

New York City Teacher Ratings: Teacher Data Reports Publicly Released Amid Controversy

The president of the NYC teachers union, Michael Mulgrew has written a full page ad to explain why the numbers shouldn't be used to evaluate teachers. He includes the facts that the data uses tests which have since been labeled invalid, the reports are full of errors, and the methodology contains a margin of error so large as to make the results meaningless.

He also reminds everyone the procedure was so experimental that even former Chancellor Joel Klein

...promised when it began that the results would be available only to teachers and their supervisors. Then the Department of Education reneged on its pledge and has released them to the public.

From Huffington Post...

In response, the union, the United Federation of Teachers, has launched a city-wide newspaper advertising campaign. The ad headlines, "This Is No Way To Rate A Teacher!" followed by a lengthy and complicated mathematical formula as well as a letter from UFT President Michael Mulgrew with a list of all the reasons he says the data reports are faulty and unreliable.

Crunching the New York Teacher Evaluations 2/24/2012 12:00:00 PM

The Wall Street Journal, rarely a friend to public school teachers, posted a video interview with it's "Numbers Guy," Carl Bialik, who tries to explain the "reliability" and unintended consequences of the evaluations.

Bialik said,

...you can reallly only control for data that you can measure...There could be all sorts of unintended consequences that you really want to address ahead of time. Things like, maybe it's harder to get people to enter the profession if they know they're going to be judged based on a number. Maybe teachers start teaching even more to the test than maybe they have been already if their career is decided based on it. Maybe you have a big expense from administering all the data needed to actually get these numbers.

Bialik's point about it being harder to get people to enter teaching is important. Why would anyone want to be an education professional when public humiliation based on inadequate and invalid data hangs over their heads? The threat of public evaluations is going to cause a qualified teacher shortage. Would you want your child to choose a career like that? Maybe we need to use valid instruments to evaluate teachers.

U.S. schools chief endorses release of teacher data

Just as a reminder...a year and a half ago, when the Los Angeles Times released the same data for teachers in LA, Arne Duncan praised the newspaper. From August 16, 2010...

U.S. Secretary of Education Arne Duncan said Monday that parents have a right to know if their children's teachers are effective, endorsing the public release of information about how well individual teachers fare at raising their students' test scores.

"What's there to hide?" Duncan said in an interview one day after The Times published an analysis of teacher effectiveness in the Los Angeles Unified School District, the nation's second largest school system. "In education, we've been scared to talk about success."

Parents have a right to know if their child's teacher is effective...but let's use valid and reliable instruments to evaluate teachers. No teacher should be against fair and appropriate accountability.

UPDATE: Here's the story of one NY teacher who was the subject of misinformation, harassment and personal humiliation.

The True Story of Pascale Mauclair

As in many other cases, the story of Pascale Mauclair and P.S. 11 begins with a tale of the flawed methodology and invalid measurements of the Teacher Data Reports.

P.S. 11 is located at the epicenter of a number of different immigrant communities in northern Queens, and over a quarter of its students are English Language Learners. Mauclair is an ESL teacher, and over the last five years she has had small, self-contained classes of recently arrived immigrants who do not speak English. Her students arrive at different times of the school year, depending upon that date of their family’s migration; consequently, it is not unusual for her students to take the 6th grade exams when they have only been in her class for a matter of a few months. Two factors which produce particularly contorted TDR results – teaching the highest academic need students and having a small sample of students that take the standardized state exams – define her teaching situation.

~~~

Arne Duncan, How Dare You!

The race for President is in full swing. President Obama sent his friend, Secretary of Education Arne Duncan, after one of the Republican front runners.

Valerie Strauss reported...

Arne Duncan blasts Rick Perry and Texas schools

Education Secretary Arne Duncan, coming out early and tough against Texas Gov. Rick Perry, said he feels “very, very badly for the children” in Texas who go to public schools under Perry’s administration.

Duncan was correct in what he said...

• Perry is the one governor who is most at odds with the Obama administration's education policies. He even opted Texas out of the Race to the Top program.
• Texas has seen massive increases in class size
• Texas has cut funding -- the recently approved state budget included $4 billion in cuts to public schools, even though an extra 80,000 students are expected this academic year.
• The effects of education cuts as well as slashes in Medicaid will fall disproportionately on Latinos, who make up 49 percent of K-12 public school students in the state.
• Texas ranks 42nd in per-pupil spending in the United States and 43rd in high school graduation rates

This is all true. Perry has taken the public schools in Texas, already reeling from Bush's so-called Texas Miracle (see this debunking of said miracle), and damaged them even more.

What angers me, though, is that Arne Duncan is self-righteously blaming Perry while the Obama administration, under Duncan's leadership, has continued and increased the damage caused by No Child Left Behind.

Where are the rest of the Republicans?

At least Perry, unlike most Republicans, has the consistency to decry the massive federal intrusion into education caused by No Child Left Behind and Race to the Top.

Even as other Republicans have found bipartisan ground with Obama on education reform, Perry has repeatedly criticized Duncan’s Education Department, accusing it of attempting a “federal takeover of public schools” with the Race to Top competition in which states vied for federal funds by promising to implement specific education reforms.

(So where are all the Republican cries for "less government" when it comes to the destruction of America's public school system? Perry seems to be the only Republican voice who is consistent with the otherwise constant conservative voices shouting about how the government is too big.)

Are Teachers in Obama's Electoral Pocket?

Anthony Cody, in his Living in Dialogue blog has suggested that the Obama administration needs to firm up support among teachers before they just assume that we'll all follow in lock step and vote him into a second term. This despite the premature endorsement from the NEA.

In President Obama on Shaky Ground with Teachers: Can He Firm Up Support? Cody said,

From the start, Secretary Duncan has specialized in doubletalk. He has given innumerable speeches calling for us to avoid teaching to the test, at the same time his policies mandate that teacher pay and evaluations be based in part on test scores. When President Obama called for a reduction in standardized tests this year, Secretary Duncan insisted he was "on the same page," even though the Department of Education has put in motion a tremendous expansion of the frequency, scope and importance of tests.

How dare Secretary Duncan blame someone else for hurting public schools. He is the one wearing the corporate collar which is sucking the life out of public schools everywhere and crushing the spirit of public school teachers around the country.

Where was Duncan, defender of public education, when

• ...an entire staff of teachers were fired in Rhode Island?
• ...the Mayor of New York dumped (and continues to dump) charter schools into public school buildings, pushing the public school students into corners and cellars?
• ...Los Angeles ran their inquisition against school libraries and librarians?
• ...Wisconsin, Indiana, Michigan, Ohio, Idaho, Florida, and other states stripped teachers of their hard fought rights for collective bargaining and evaluations and yanked money from the public schools for vouchers and charters, at the same time they were whining about not having enough money while increasing corporate tax breaks?
• ...Seattle schools laid off certified, qualified, experienced teachers and then made a deal with Teach for America to dump untrained, inexperienced, college graduates into the neediest schools?

It seems to me that if President Obama really wants our support he'll do what he should have done after his first week in office -- Dump Duncan.

Mr. President, play basketball with him if you want, but put a real live teacher in the Secretary of Education's chair.