Tonight we will hear about achievement gaps… People will pontificate “not enough is being done”. These poor children will suffer …(if we don’t make them suffer even more because that is what education reformers do)…..

Michelle Rhee promised great changes in Washington.  We had to be tougher; we had to fire teachers who were not raising standards; and if we just physically smashed learning 24/7 into poor black’s and Hispanic’s heads, we could close the achievement gap…..and we had to pay the leaders exorbitant salaries.  That is how you got talent in the door the was good enough to close the achievement gap.

Give me your tired, your poor,
Your huddled masses yearning to breathe free;
The wretched refuse of your teeming shore,
Send these, the homeless,
Tempest-tossed to me
I will beat them over the head with tests so hard they will shriek for mercy!

Did it work?  It’s been 6 years.  One would think it did, because here tonight, in Wilmington, we will have the exact same crowd (charter schools) stacking a meeting to turn public schools over to charters, saying the exact same things Michelle Rhee did years ago….

Question is… did it work?

blacks don't achieve dickHispanics don't achieve dickhispanics don't achieve any dickhisp

As we can see, just as soon as the erasures stopped, the diversion from the goal began… The cheating scandal is responsible for the first two marks, showing too perfect alignment.  The rest took place once Michelle left with her big erasure,

Wilmington must stand guard…  Re-eating Michelle’s leftovers could give our city one major case of  Dia Rhee A……..

Although the darling of Wall Street, there are issues in given K12 control of our schools.

The breakneck speed at which these privitized schools have taken off, often with little oversight, has led to scandals. Since 2013, the FBI has investigated more than five charter schools in Illinois, Indiana, Ohio and beyond on suspicion that management has misplaced or stolen funds. In Florida, a state with famously lenient rules for operating charters and among the highest concentration for-profit K through 12 schools, the Miami Herald has reported on a continuing laundry list of poorly run charters: students going weeks without textbooks, class attendance sheets faked, and children charged illegal fees for standard courses. In a growing phenomenon, another Florida for-profit company, Academica, earned over $19 million a year by charging leasing fees to public school land already owned by its charter schools.

Does free market competition ensure accountability in education by turning bad operators into economic losers? That’s what privatizers claim, but the record so far suggests otherwise.

K12 Inc., the for-profit charter behemoth that enrolls 123,259 students, went public in 2007 with the help of Moe’s previous investment firm, and has since been a darling of Wall Street. In January of this year, students from Newark Prep Charter School, which is K12 Inc.-operated, joined executives from the company to ring in the bell of the New York Stock Stock Exchange. In Moe’s revolutionary manifesto, K12 Inc. is listed as among the businesses he considers the “special forces” that will remake the education landscape.

The rising revenues of K12 Inc. have been matched by poor performance. In the 2010-2011 school year, only 27.7 percent of K12 Inc.-operated schools met the Adequate Yearly Progress (AYP) standard, far below the 52 percent average of brick and mortar public schools. An investigation in Colorado, where K12 Inc. has been ejected from several school districts, found that nearly half of online students left within a year, and when those students returned to brick and mortar schools, they were further behind academically than when they started. Similar investigations in Florida and Ohio found K12 Inc. teachers instructing classes without certification and instructing online classes of over 250 students.

Part of K12’s problem seems to be that it skimps on special education spending and employs few instructors, despite having lower overhead than brick-and-mortar schools,

In several states, K12 Inc.-operated virtual charter schools have faced a backlash because of poor performance and high drop-out rates. In July, Tennessee’s education commissioner announced the closure of the Tennessee Virtual Academy, K12 Inc.’s affiliate school, at the end of the 2014-2015 school year because of the charter’s failure to score above the state’s lowest level of academic achievement. Last month, Pennsylvania’s Agora Cyber Charter School, the largest school managed by K12 Inc., voted to consider ending its relationship with the company after revelations that the school allegedly manipulated attendance sheets and performance data in an attempt to conceal incredibly high rates of student turnover.

Still, despite wave after wave of negative press, K12 Inc. figures as a solid investment opportunity to many. Baird Equity Research, in a giddy note to investors this year about the potential growth of K12 Inc., noted, “capturing just two million (3.5%) of the addressable market yields a market opportunity of approximately $12 billion … Over the next three years, we believe that the company is capable of 7%+ organic revenue growth with modest margin expansion.” How will it achieve this growth? According to Baird, K12 Inc.’s “competency in lobbying in new states” is “another key point of differentiation.” The analyst note describes “K12’s success in working closely with state policymakers and school districts to enable the expansion of virtual schools into new states or districts” as a key asset. “The company has years of experience in successfully lobbying to get legislation passed to allow virtual schools to operate,” Baird concludes.

So basically Wall Street gloats,  privatized education will achieve it’s profits the old fashioned American way; lying, stealing, and public graft.

K12 Inc.’s spectactular growth over the years stems largely from the extraordinary amount the company spends on lobbying ($447,850 in 2012) , as well as on marketing and advertising, with promises in some areas that enrollment comes with a free computer. USA Today found that the company spent $21.5 million on advertising in the first eight months of 2012. The company sponsors billboards, radio advertisements, and spots on children’s cable television.

That is $21.5 million NOT BEING SPENT ON KIDS!

K12 Inc.’s lobbyists helped author model legislation to develop sweeping voucher laws through the American Legislative Exchange Council, a conservative group that provides state lawmakers with template legislation. Though state by state lobbying figures are difficult to come by, given the patchwork of varying laws, K12 Inc. has hired dozens of local officials to ensure that these voucher laws are quickly passed with few amendments. “We have incurred significant lobbying costs ($1,265,143) in several states,” K12 Inc. noted in a filing with the SEC. “The stockholders benefit from those students’ enrollments, but the students get stuck with a lousy education that will follow them the rest of their lives,” says Jeff Bryant, the director of the Education Opportunity Network.

Upcoming will be talk of organizing a bipartisan campaign to persuade 2016 presidential candidates to sign onto a statement of principles endorsing charters and other education innovations. The pledge also calls for the federal government to create new tax incentives for spending on education companies akin to a health savings accounts.

The scheme works like this:  you will pay much more for charters than you currently pay for public education, but the Federal Government will eat that extra cost and give you a rebate back for the difference.  Your overall costs stay the same; private companies grow, and the Federal Government borrows more debt money that one day we must tighten our belts tighter when forced to pay it back.  And for their largess, you get below substandard results for your higher investment.

The results are not there.  Charter Schools are only better than their public school counterparts 17% of the time… They are worse than their public school counterparts, 37% of the time.  The balance, 44%, are exactly the same as what we now have with public schools…  Privatization means paying a lot more… for nothing. (except making someone rich off your public money.)

So as we get told of the rosy picture which privatization will give our students at Warner, Shortlidge, Highlands, Stubbs, Bancroft, and Bayard, let us remember that is exactly what a used car salesman says when he is selling you a Hurricane Sandy underwater car…….

Self promoters are the absolutely very last people you can ever, ever trust…. 

Every objective eye put to privatization of public entities, has showed that privatization only benefits the investor.  It does nothing for the customer; it does nothing for “We, the people”, it does nothing for society at large, and it always, always, always, comes back to hurt our wallet….

One does not have to look hard to see its signs… Just yesterday for example in an opinion piece sponsored by the Delaware Chamber of Commerce one can see the values being corrupted… In statements made by our own Governor and Secretary of Education, and his former employer, Rodel, rise the taints of a new objective for public schooling….

“This region needs a strong system of public education to attract and keep businesses, to prepare our future workforce for the new and greater challenges of a more competitive world.”

Public education is to prepare our future workforce…

Raising expectations for our students to be ready for college or career is critical

to be ready for college or career

what they believed to be the most important issue for our future: preparing students for a 21st century global economy and a more diverse world.

preparing students for a 21st century global economy….

So you say, what is wrong with that?  I didn’t say anything was wrong necessarily, but let me show you why and for what public education was envisioned and created.

“The ultimate result of the whole scheme of education would be the teaching all the children of the state reading, writing, and common arithmetic: turning out [several] annually of superior genius, well taught in Greek, Latin, geography, and the higher branches of arithmetic: turning out…others annually, of still superior parts, who, to those branches of learning, shall have added such of the sciences as their genius shall have led them to. — Thomas Jefferson

Absolutely nothing about  commerce, jobs, or workforce.

that even under the best forms, those entrusted with power have, in time, and by slow operations, perverted it into tyranny; and it is believed that the most effectual means of preventing this would be, to illuminate, as far as practicable, the minds of the people at large,…- Thomas Jefferson

Absolutely nothing about  commerce, jobs, or workforce. It’s purpose was to protect against tyranny,

Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.–  Horace Mann

Absolutely nothing about  commerce, jobs, or workforce. It’s purpose was to equalize the conditions of men.

A human being is not attaining his full heights until he is educated.–  Horace Mann

Absolutely nothing about  commerce, jobs, or workforce. It’s purpose was raise the quality of man.

Education, therefore, is a process of living and not a preparation for future living.  John Dewey.

Not a preparation for future living.

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As these quotes convey, those originators who developed the idea of a public education had little concern or care for the future benefits of their top 1%.  But today, our top 1% is interfering with education like never before.  And in doing so, they have corrupted the entire purpose with which we first stepped out into the promise of educating every man woman and child…

Basically what we are being told, is that instead of themselves training their employees on their own dime, they want it done on the public’s.

How does knowing what the word Practicioner is, going to help a person get a high paying job?  When they could always use person who practices a profession or art in its place?

Why is an excessive focus on English and Math so necessary for living in tomorrows world?   All one does is say:  Siri: what the tangent of 35 degrees?  Pity the poor education person who gets fired because he takes pencil and paper to answer that question while his co-employee asks his phone.

But that very focus… is taking away from the other aspects of education that make living far better for all.

Only nine states require students to pass a social studies test to graduate from high school.  With school cutbacks, the Internet distracting students, and the disappearance of traditional newspapers and TV news shows that subjectively distort information, youngsters have become increasingly disengaged from civic and political life, experts say.  Those under the age of 25 are less likely to vote than were their elders or younger people in previous decades.

We have directly harmed the very reason we began public education.  To make citizens wary of tyranny.

Only a quarter of young people reach “proficient” on the NAEP Civics Assessment. Preparing citizens to be voters, jurors, and members of their communities was the original purpose of public schools

Don’t cut arts, music, sports, recess, field trips, debate teams, or other programs in order to align with the Common Core. Nothing is more core than a child’s interest and passion. A well-balanced, broad curriculum that meets the needs of each child is a much better bet for your children’s future than one devoted to two subjects standardized and prescribed by people who have no knowledge of your community or your children.

So why are we pursuing this course to our own destruction?  Most likely because with the past Depression, we are jumpy and they are not.  They see this as an opportunity to will their way onto education….

Simply put, if you used to study 12 subjects and now only concentrate on 2, you may become better workers and subjugate yourselves to their authority, but you certainly won’t benefit them any more than you would had you had a wider view of the world.

Business and education don’t mix.  Education must not become part of the business regime.  If business is bust’n loose on education, it means business is far too big for its britches and they must be broken up.  Our nation’s very being is at risk.  And always has been since it was created.  Each time before, our citizens stepped up and we survived. Today, the threat is money and power too big for even our government to counteract against it.  We are no different in that regard than Paraguay, or Somalia, or the land of the Hunger Games.

Citizens who can control their government, are the only recourse we have as a nation to preserve this noble great experiment that started 238 years ago.  If we don’t get off this kick of ruining eduction to make more money for our masters, we are going to lose our country… If we do away with Common Core, and other nations keep it, we will be the ones THEY envy, and not the other way around.

Just look to all the RTTT money spent here if you want your answer… How did these exact same guys spend a free 100 million dollars?

This is exactly what you will get if the MOU’s are agreed to this Tuesday (today)…  You get the same…

People don’t change… You will get the same…. The rich will get richer, and the poor student’s scores will get poorer…..

But: the first step is not accepting the MOU;  for only then will the Dept. of Labor negotiate in earnest…  Right now, they and their cronies are simply salivating on how to spend every property tax dollar they get.

Less effective spending than was done in the Minner administration is the second cause of low test scores.  (The first cause is the implementation of Common Core and redo of tests).

A.  Since 2008, yearly funding for education has decreased by these amounts.

  • Reading Resource Teachers                    $9,413,500
  • Math Specialists                                           $3,071,700
  • Limited English Proficiency Grant          $1,625,000
  • Technology Block Grant                            $1,354,000
  • School Based Discipline Program          $8,213,900
  • Tax Relief Allocation                                  $17,549,500
  • Academic Excellence Allotment               $4,595,600
  • Early Time Programs                                $10,428,000
  • Tuition Reimbursement                             $1,100,000
  • Teacher Cadre and Mentoring                $1,128,400

Total State Program Eliminations              $58,497,600

B.  Further reductions in State funds since 2008:

  • Division II AOC Unit Value                      $3,274,020
  • Division II Energy Value                          $2,455,515
  • Professional Development Funding  $1,300,000

Total Further State Fund Reductions      $7,029,535

C.  Costs Shifted From State Funding to Local Funding:

Shift of 10% Transportation Costs              $7,133,800

Annual Local Cost for OEC Rate Increase $ 6,771,020

Annual Local Cost for Unit Growth              $21,587,400

Total Costs Shifted State To Local                $35,492,220

Against the backdrop of the total of these three subtotals:  $101,019,355 of the yearly money taken away from day-to-day educational costs, $27,425,100 was returned under the budget line “Educational Sustainment Fund”;  meaning our schools currently run on a deficit-of-less-state-money each year to the tune of $73,594,255.

Against this deficit, they want to spend $0.25 million in each partnership school per year, the bulk going to pay a leader they will pick and pay $0,16 million per year salary.

So when you starve schools by $73,594,255 million dollars a year, and they still keep scores up despite the new disastrous curriculum of Common Core,  what you have is rather great system over which any other corporate executive would  be exceedingly proud…. 

It is not the teachers fault.  It is not the student’s fault.  It is not the parent’s fault… If anything it is poverty’s fault and the only way to move the needle there, is to enact programs that employ more people earning higher wages lasting lifetimes and to stop catering only to the profits of the top one percent as being the only thing important….

Which means tax these people at a fairer higher rate:

Rod Ward III is Corporation Service Company president and CEO. Rob Buccini is The Buccini/Pollin Group, Inc. co-president. Chris Buccini is The Buccini/Pollin Group, Inc. co-president. Nick Marsini is PNC Bank Delaware regional president. Chip Rossi is Bank of America Delaware market president. Mark Stellini is Delaware State Chamber of Commerce, chair, board of directors. :)

And not force the accumulation of their largess directly upon the backs of inner city children learning to read and write, add, subtract, multiply, and divide.

In Delaware, people making billions ($400,000,000,000) per year, are taxed at rates just as low as those making one single penny more than barely $59,999.99 a year…  That has to change. We need higher tax rates for billionaires.

That extra money (roughly $70,000,000) per year, should then be spent on:

  • 11:1 Student Teacher Ratios in all schools k-5 (and 9th Grade) with >50% reduced lunch.
  • Grouping like-students together in groups of 11 based on  the similarity of their testing scores so they all can learn at the same pace.
  • Making each teacher accountable for each of those 11 students to achieve growth results.
  • Removing all accountability from the yearly standardized testing mechanism and use the Smarter Balanced as diagnostic tool only.

And if the Chamber of Commerce scoffs at this now-accepted necessary required changes, we know they were only trying to score “political points”, and don’t really give a damn about any children at all.

A recently-penned opinion was carried in the News Journal yesterday.  It came out in favor of the takeover by the state of 6 schools.  As I said in the line above, it is an “opinion piece”, meaning simply it is someone’s “opinion”.  Perhaps they are looking for more money… Whatever they state, isn’t fact.

Except for this sentence: focus on the children.  So that is what we are going to do and by that show exactly why we should not privatize these schools.  We will look at this statement first:  The fact that less than 50 percent of the children in those schools can read and write on grade level should be a clarion call for action.

That sentence has several parts and they all hinge on this one phrase:  “at grade level….” How is that correlation determined?  Is it decided by working with that student for a full year and then giving him a pass or fail?  Oh you say it is determined by a test!  A test?

Yes. A single test determines whether a student is capable of being considered proficient in English… That might be ok if the test was something like this:  what is a bus?  what is a car: something children would know.  Wasn’t that how you in high school when taught a language that was not English, received your grades on tests?  But let us see what these kids are really being tested on?

Here is the reading assignment:

Little Liang lived in China a long time ago. When he turned seven, his
father said, “Tomorrow you will start school and learn to write.”
“No, thank you,” said Little Liang. “I like playing outside better.”
“School tomorrow, my boy. Not another word from you.”
So the next morning Little Liang went off to school, writing brush in hand.
His teacher showed him how to make one stroke to write the number one.
“This is easy,” said Little Liang.
The next day he learned to make two strokes to write the number two.
“Well,” he said, “who needs to go to school? I’ll bet I can write the
number three all by myself.”
Sure enough, on the third day of school, the teacher wrote “three” on the
paper just the way he expected.
“That’s all the learning I need!” said Little Liang. He sneaked out of school
and went looking for birds in the woods.
The next day he left home with his schoolbag. But he didn’t go to school.
“I know all there is to know,” he said. “I’ll just go fishing.” Off he walked to
the river.
On the way he met Old Mr. Wan.
“Why aren’t you in school today, Little Liang?”
“I know all there is to know, Mr. Wan.”
“That’s wonderful,” said the old man. “I myself never learned many
characters. Will you help me write a letter to my son?”
Little Liang went to Mr. Wan’s house. He took his brush and ink from his
schoolbag.
“I’ll write the address first. What’s your son’s name?”
“Wan Bai Qian.”
In Chinese, “wan” means ten thousand, “bai” means one hundred, and
“qian” means one thousand.
Little Liang began to make brush strokes. One, two, three, four, five . . .
ten . . . fifteen . . . twenty . . . thirty.
Soon his hand hurt from so much writing.
“Look how many strokes I’ve made! Why is your son’s name Mr. Ten
Thousand instead of Mr. One?”
“I’m so sorry, Little Liang. Why don’t you use my hair comb? You can dip
it in the ink and make many lines at once.”
Just then the schoolteacher walked past the door. He heard the name
“Little Liang.” He looked inside and saw a boy writing with a comb.
“What have we here?” he asked.
“I’m writing Mr. Wan’s name.”
The teacher picked up the brush and made three strokes.
“This is the way to write the number ten thousand,” he said.
“Only three strokes?” Little Liang’s face got as red as a cherry.
“Only three strokes,” said the teacher.

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With all your adult knowledge, answer those two questions?

If you were a child, it could very well be A… The little boy was on his way to go fishing, and instead, because the old man needed help, he didn’t go, but went in to help the old man; he never got to fish after all.  How many of us would have done that instead of saying : “sorry old man, can’t do; goin’ fishing!” ? So A is a very good option….

Why not B? The task should have been simple.  Just write a letter. But no, it was demanding.  He didn’t give up but doggedly dove in and tried putting 10,000 marks to paper because he’d committed himself to helping. But he didn’t give up.  He didn’t go back on his word.  He promised and fulfilled his promise. So B is a very good answer to the child taking this test.

And C?  It sounds most like what a test answer should sound like;  doesn’t it?  Something promoting hard work and calling that a success?  But the only hard work involved came from the non-successful depiction of the word ten-thousand… Even the teacher wasn’t working… Really?  Why in the hell, was he wandering the streets in the middle of a school day?  Was anyone watching the other children?   Must have been a TFA teacher; no work ethic there.

And D?  Really?  There is always more to learn?  Doesn’t that sound weak?  Like duh, yeah there is always more to learn, but no written line at the end of the story says “there is always more to learn?”. But yet that sort is what the story is about, but nah, that is too far off and sounds too light to be the answer for this big  important test….

Pretend you are a little kid who lives in the hood, has never been out of Wilmington in your life… which of these four values will you pick?

This is not a test on English… This is a psychological test.  It is no different than an ink-block test.. Something so amorphous that when people look at it and try to define what they see, they input their own sentiments and determine the outcome.  If one holds being  of assistance to be highly desirable, to them A is the definite answer. If another has siblings that will never, ever help him when he asks, in this story he is seeing that helping a stranger is the most moving part of this story. He will chose B.  And isn’t hard work what the Chamber of Commerce and Republicans say is what causes one to receive the ample rewards they do?  C makes the most sense, even if it isn’t supported by the text.  And it could also be D, saying there are always more ways to learn… But who has time to even worry about everything out there one could possibly learn?  When you enter kindergarten with a 5000 word vocabulary and others have 20,000 word vocabularies, that there is always more that can be learned is a given… More importantly to them, is learning how to get by on what they have. Where is the class that teaches that?

So which would you choose?  Now, why did you choose that one?  Would you have chosen that one if you were 8 years old?  You see, these tests do not test English at all.. To test English, you say first read this passage…

“You must be 21 to enter here… ”  

Ok, bud, can you tell me what it says?

“It says I have to be 21 to come inside here…”

Ok, bud, you can read….

Reading is about understanding… It is not about “guessing” what some unknown stranger wants you to guess, who makes it as tricky and as hard as possible to answer. Questions like these are like the old questions at polls; the ones they used to keep black people in the South from voting…

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What is your answer here…  “red as a cherry”…  first of all, does the text say why he was as red as a cherry?  it doesn’t.. Damn it. We have to guess.  Second of all, has anyone seen red cherries lately?  I just realized all the ones I’ve seen across these past two summers in ShopRite were bing cherries.  A child in Wilmington probably has never seen a cherry, much less a red one; it’s not on school lunch, and their closest association with it would be with the purplish bing cherries featured on diet Cherry Coke, or cherry Dr. Pepper.  Even when you go through the Taco Bell Drive in, their cherry frozen drink is deep purple…  Red as a cherry?  That is confusing…  Red as purple, huh?… these kids must really wonder what is the author is trying to say?

But the boy’s face was red… Obviously any kid would be embarrassed… Hell, any adult making a similar mistake would be totally embarrassed…  BUT THAT IS NOT AN OPTION! Damn, more guessing.

Would he be upset?  Answer A? Well a little, but not enough to get red in the face.  Would he be worried?  Answer B. Hell yes… What if the teacher tells the whole class and they all laugh at him?  I’d be sick for a week so I wouldn’t have to go back… Darn right I’d be worried….  Would he be happy about what he’d learned?  Answer C?  Well he might be. Now he has a reason to go back to school! There is more to learn… When people get really happy, their faces do get red… especially when the grown ups have parties with their friends and stay up late, all giggling and acting silly.  Faces are very red by then… But, if all you’ve known are brown skins.. do you even know what a red face is supposed to mean?  Have you ever seen one?  Like on really dark skin?  Like on someone whose genes come from Ghana? And I would think so… Hopefully he hopes to learn some more tricks…. I mean, what kid wouldn’t….

Again, this is an aptitude test… There are four correct answers.  The one you chose reflects YOUR personality… The answer is not explicitly written in the text…  No where in the text does it say “why” the boys face reddened…  So how does that teach English? When all you test is on what ISN’T there?

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So how are we determining whether or not these children can read?  My making them guess for answers that are not in the text!  What is truly amazing is that no adults get the right answer on these tests, but we are closing schools and shaming students for their inability to do the same!  We are turning public schools into charter schools because impoverished black children have never seen a real cherry…

White people; affluent people, suburban people, have all see books that have red cherries in them… what if you’ve never seen a book?

Bottom line, is this is not a reading test but an interpretation test.  And it is highly slanted against Blacks and Hispanics…

Lol… Imagine Markell’s son, (Charter School of Wilmington) having to read a passage like this and answer questions to represent his school???

“Yo, these jauns is tight son!..Yah… I know I’m just a wallet for my gold digging whore, but she’s damn good in bed so I’ll keep her around for now. Joy Ride a ford escort. ‘Yo, where da green at?’ I get my dope straight off a brick. Empty out, reloaded and throw more slugs…”

A.  Is this person happy or sad?

B.  Is his day going well or rather poorly?

C.  What advice would you give this speaker?

D.  What is he talking about (not a women) when he says his whore is good in bed?

Yeah… I don’t think Charter School of Wilmington would be in the top ten schools in the country if tests were made like this… But I bet Bayard Middle School would be right up there….

These standardized tests are made up in Chicago and reflect the thought processes and language of the Midwest.  There is a reason inner city people do poorly on them, and since they can interpret the passage directly above and Markell’s son can’t, they aren’t stupid..  There is a reason Hispanics in Southern California do poorly on them… Hell, there is even a reason white Southerners whose dialect has closer traits to Kings English that these German interpretations in the Midwest found on the tests, do a lot poorly in English.  And, people in England, who take the Germanic influenced Midwest styled American tests do rather poorly on them as well. Are we to say, they don’t know English? Ha!

The reason is not in what you read.  But how your value system is when asked to determine out of four truisms, which of the four is the “most” true…

You can’t measure English on a Standardized test… But can these children read?  Yes. for the most part they can.  Can these children do basic math?  Yes. for the most part they can.  So it is rather evil to say because Wilmington inner city children do poorly on a test written in Chicago dialect, the same test smart southern whites do poorly on, or smart English people; we have to close their school, let someone make a profit off of them as a charter, and then accept they still will do poorly on that same test written in Chicago dialect…

To get better test grades you can go over the answers and try to get them to understand that what they are being tested on is a foreign language to them, and so they had better work 3 times harder than a Wisconsin cheese-head to get the same answer… It is just completely unfair to these kids to be held accountable to a test which no teacher prepares, no teacher has seen until it is sprung, and for which no teacher can prepare …. and hold schools, teachers, and districts accountable…

If so, then hold Markell’s son accountable for speaking street….

That said, despite what the Chamber of Commerce tries to say, kids in Warner are doing alright.  They are improving and not going backwards…  Their teachers are highly effective.

They will never be as good as Wilmington Charter, but then, they enter school without the advantageous that Wilmington Charter students had growing up in affluent families. The English being taught is a second language to them, not is the same one they learned when their ears first heard sounds of people talking.

They may be smarter than Wilmington Charter… We just aren’t comparing apples to apples here….

The other points in the opinion piece deserve posts of their own… State school money has been taken away since 2008,  Schools are working with less money directly impacting students, not more. If you truly want quality schools, then you need to use a new approach, 11:1 student teacher ratios, and have each teacher work with each of those 11 closely to get them to understand what they need to know…

When you have a test no adult can answer correctly, the low scores are because of the idiotic test. Not the students…

And this was a third grade question; asking 8 year olds to think like adults who’ve gone to college and worked for 10+ years…  Common Core is both stupid and dangerous. Nothing substantial can be evaluated with these tests.  Nothing.

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One hundred years ago this past August,  Germany issued Belgium an ultimatum….. For 9 years the Schlieffen Plan had been Germany’s plan of action if it were to go to war with any of the Triple Entente.   The simplified plan was as followed… If Russia declared war on Germany, Germany would first attack and wipe out France (Russia’s ally) and then move those troops cross country to attack Russia.  Since the French border was defended, the Germans thought they would go through Belgium; seal off the coast from possible British reinforcements, and turn in and capture Paris from the South and West… The assumption was all along that Belgium would acquiesce and allow safe passage… after all, it was neutral…. what else could it do?…..

Little Belguim decided it could not let this go.

The Belgian Government are firmly resolved to repel, by all the means in their power, every attack upon their rights.

That sure put a dent in a lot of people’s plans. A lot of people have wondered what would have happened otherwise.  The Germans would have marched through as planned and encircled Paris and the French Army before France could shift its forces to counter. Southern France may have fought on but the northern tier including Paris would lie under German control… History, would have been different.

But … Belgium didn’t.  It chose to fight and though completely outmatched and soon overrun, became the primary reason the tightly timed Schlieffen Plan failed after its first day.  Belgium tied Germany up for more than a week and that gave French and British time to dig in in the West…

As it was, a Great War still ensued. Millions lost their lives over literally nothing, and it was a terrible mess, which precipitated an even worse mess 30 years later.

But today Belgium is still around, it’s independent, and it holds the capital of the EU.

What is the lesson?

The lesson is that sometimes one does have to stand up for principle.  The lesson to be learned is that when major wrong is being done, when you are expected to cow down and give in, that not doing so may disrupt their plans enough so something good may come out of it after all.  But most likely it boils down to simple fact, that had you given in without a fight, you lose automatically.  It becomes a foregone conclusion with no recourse to rectify; you gave up and lost.  But, if you fight,… then at least, there is always hope.  At its worse, you will be beaten and lose anyway… What was the difference… At best, things may happen in this great big world putting help on your side and together turn the tide after all… It’s a big world. There is always hope….. If your side ultimately does win; all win.

What does this lesson teach to the two districts having to vote on MOU’s for 3 schools going into the priority districts?

a)  if you are right, don’t give in. Stand on your principles.

b)  no matter how bad it looks, if you are right, you have to make a stand.

c)  if you are right, help will come.

d)  if you are right, time is on your side, not theirs. All delay is advantageous.

That is the lesson for Red Clay and Christina… If they are going to do something horrible to these schools and you agree, like Quisling you will forever take the blame for being the coward who let it happen.  You will be who history focuses on; not them… If it happens anyway, there is no change; they would have happened if you had acquiesced or not.

But if you say:  this is wrong, then all those who believe in doing right will line up on your side to help you fight that wrong… Again, they may not be enough, but if evil is to transpire, and make well note here, charters are evil, then it is best you not be around to see it…

These two districts are like tiny Belgium who have just been given an ultimatum….. Become Charters “or else”.…  It is time to give “or else” at try… It is a far better choice than the alternative…… .

“There is tremendous support for the priority plan”, said Delaware’s Secretary Mark Murphy.

  • It wasn’t at the press announcement, where all the political speakers qualified their statements afterwards.
  • It isn’t with the teachers inside the schools being prioritized.
  • It isn’t with parents whose children now have intense disruption over the next 4 years.
  • It isn’t with the School Boards that will have to undertake this MOU just when RTTT was done and they could begin their own focus.
  • It isn’t with the News Journal, who since being called out by Nancy and Connie has been more honest in its own pronouncements.
  • It isn’t with bus or other services who have contracts with each of these schools and now will undergo new negotiations with some new dickhead.
  • It isn’t with members of the General Assembly.

In fact…. there is absolute zero support for this initiative… Who are these mysterious shadowy people? What freaky world does Mark Murphy live in?

Inner City charter schools have a very clear philosophy about what they’re trying to do, how they’re trying to do it, what they think is necessary, who they read, who their leaders are. And they’re explicit in describing it. The combination of the uniformity across all inner city schools and their explicitness about what they’re doing and why they’re doing it makes it easier to get hold of this movement than it is with say, public schools in a city or a school district where there’s so much variety and there isn’t a single philosophy.

Here is what goes on inside inner city charter schools.  This is what KIPP does when it takes over the six Wilmington schools. From their own handbooks, here is what to expect…..

These schools start with one belief: that there’s no reason for the large academic gaps that exist between poor minority students and more privileged children. They argue that if we just used better methods, demanded more, had higher expectations, enforced these higher expectations through very rigorous and uniform teaching methods and a very uniform and scripted curriculum geared to being successful on high-stakes tests, we can minimize or even eradicate these large gaps, high rates of drop outs and the academic failures of these children.

To reach these objectives, these schools have developed very elaborate behavioral regimes that they insist all children follow, starting in kindergarten. Submission, obedience, and self-control are very large values. They want kids to submit. You can’t really do this kind of instruction if you don’t have very submissive children who are capable of high levels of inhibition and do whatever they’re told…..

The day is jammed with academics, especially math and reading because that’s what gets tested. The view of time and strict discipline are related, by the way; in order to get these kids to attend over very long hours—they have extended days and extended weeks—you have to be tough with the kids, really severe. They want these kids to understand that when authority speaks you have to follow because that’s basic to learning…

So they don’t have the notion of learning that more progressive educators have, that learning is a very active enterprise and that children have to be very participatory and thinking and speaking and discussing and sharing and having initiative. That’s not their view of learning. It’s too variable across teachers, the objectives are too non-specific, and time is wasted.

Getting up from your chair to go to the bathroom without explicit permission, for example, or not having your hands folded on your desk, or not looking at the teacher every minute, or not having your feet firmly planted on each side of the center of the desk are problematic behaviors. Because if you don’t conform to these rules then you are going to precipitate the next domino and the next domino. It’s going to have a cascading effect on your behavior and pretty soon you’re going to be very disruptive. If you get up to sharpen your pencil, maybe you’re going to throw your pencil at someone. Or if you get up and get something out of your backpack that you forgot, maybe you’re going to elbow another student on your way back to your seat, or make eye contact with them and divert them from looking at the teacher. Any one of these little behaviors they see as leading to the next behavior. Before you know it there will be bedlam.

What rights do children have that are similar to the rights of adults? Can you search them? Can you control what they say and don’t say at all times? Do they have any freedom of speech rights? Do they have any freedom to bring something to school if they want to? More than that, do they have any rights at all against oppressive punishment? Students in these schools have to go to a certain chair and sit there for a certain length of time, all at the teacher’s discretion, and sometimes they have to go repeatedly to this isolated chair with their back to the class. They may be deprived of recess if that’s granted. They have to go to detention and stay after school. They have to write things 100 times. In some of the schools, there’s a good bit of shaming: they have to wear different colored shirts, they can’t talk, they have to sit on a lower bench than other children. And it’s deliberate shaming of the kids. No one is allowed to talk to them. And what offense have they done to merit this kind of punishment? They haven’t done their homework or they’ve come in late, perhaps repeatedly. They haven’t done anything violent. There has been no adjudication. The teachers or the school norms say that this is appropriate. So what are the limits of what a teacher can do to a child?

And to a great part, this lack of limits on control, stems solely because it is only minorities and poor who are being controlled.  No child of white affluent parents would ever be treated as are these children.  Once a subclass of people has been codified as beneath regular society, it then becomes acceptable to treat that subclass of people with a harshness one would never pervade upon the ruling class.  Inside inner city Charter Schools one glimpses a return to the harshness dealt upon slaves, upon segregated blacks, upon prisoners which completely erases any pretense that they are people, equal to the same rights as you or me….

One thing about these atmospheres is that they’re very uniform. Everybody is on board—you don’t have variability from teacher to teacher or class to class. The atmosphere is totalizing. And the children tend to model themselves after this authority. It has that effect on kids, that they identify with the rules of the regime and their identity becomes “a kid in this school who conforms to these rules.” Now some of the students, of course, don’t conform to the rules, and I think that if you get the kids later in life it’s much harder. But if you get them early, you develop their sense of self that accords with those of the authority. The adults know everything, they know nothing. Here’s what’s good, here’s what’s right. You’ll be successful and happy if you take on these characteristics. Without these rules you’ll be bad or impulsive and you’ll destroy your future. You may not be having fun but you’re doing what’s important. We know best. And the kids come to believe that. As the social psychologists have shown, in totalizing environments, that’s often the result. They call it “identification with the oppressor.” Here oppressor should be changed to authority. There is very, very strong authority in these schools. The teachers are novice teachers, so they get molded too. I don’t think you could take highly experienced teachers—20 years of running a classroom—and put them into these schools and have the same kind of experience. It’s a really interesting study to see how both the teachers and the kids get acculturated.

The problem is that the approach is unbalanced. A certain amount of routine, habit forming, strictness, limiting certain behavior is good—but we should always be working towards reducing that. Once you’ve established a safe environment, for example, why not loosen up on the behavior regulations? If I were running one of these schools I would feel that, “OK, I have to do this,”  but I would always be working towards turning over more authority to the kids. That would be my goal all of the time. Let the kids be responsible for their behavior. Have more group work, more student councils, more kids in charge of their own lives.

As was taught to blacks during the slavery years, this type of behavior is so segregationist, one has to see it as no less than evil.

  • Accept your masters.
  • Do whatever they say
  • You don’t matter as people.
  • Scatter! You pieces of garbage….

Public schools created Michael Jordan.  KIPP produces cannon fodder.

Again…

By Delaware’s Department of Education….

Pursuing a narrow agenda not sanctioned by 90% of Delaware’s citizens…….

To benefit friends, cronies, and investors in Markell’s New Vision for Delaware’s Corporate Future……..

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Administrative Code: Title 14: 100: 103 which is titled: Accountability for Schools, Districts, and State, 10.0: Process states under 10.1: The Department shall provide districts and schools with preliminary notification of a school’s identification pursuant to 7.0 no later than the end of July following the school year on which the identification is based, and final notice shall be given no later than August 1st.

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Though submitted to the US DOE in a letter dated July 21st, districts were not notified until September 4th. forcing them in 26 days to decide upon a frivolous course of action…

As with any contract dispute, a violation of any tacit of the contract, causes the whole contract to become null and void. That this violation occurred, can only mean that under a non-corrupt decision, that this as would any other contract dispute, be thrown out for a year, until proper deadlines could be met…..

To be decided otherwise goes backwards on all history of contract law, and means corruption, not correctness, took over the court’s proceedings…

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